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GRADE 8 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
Structures
Content, concepts and skills
Enabling Tasks
Frame structures
• Definition of frame structures.
- - Purpose of structural members (components) in wood and steel roof trusses (king and
queen post, strut, tie, rafter, tie beam).
- - Learners identify structural members and type of force (shear, torsion, tension,
compression) acting on them in given frame structures.
2
Investigation skills
• Case study: Electrical pylons – use pictures of a range of pylon designs noting:
- - The variety of designs that solve the same problem effectively.
- - The use of internal cross-bracing and triangulation to provide stiffness.
• Structural members under tension/compression (worksheet).
Structures
Structural members
• Structures that span over space:
- - Beams: steel I-beams (girders), concrete lintels; beam and column bridge.
- - Alternative bridge supports: suspension bridges; cable-stayed bridges.
- - Arches: arches in buildings, bridges, dam walls.
2
- - Cantilevers: simple cantilever, cable-stayed cantilever.
Structural failure – the three most likely ways structures fail are:
- - Fracture of a member – due to lack of strength.
- - Bending (flexing, buckling) – due to lack of stiffness (rigidity).
- - Toppling over – due to lack of stability (top heavy, narrow base).
Communication
skills
• Purpose of graphics: develop and communicate ideas.
• Conventions: outlines (thick/dark); construction lines (thin/feint); hidden detail (dashed);
centre lines (chain dash-dot); scaling up and scaling down; dimensioning (in mm).
• Working drawing techniques for planning:
- - Single view flat 2D drawing with dimensions, line types and scale.
4
- - Isometric – using underlying isometric grid (term 1) and simple instruments (term 3).
• Artistic drawing: Double vanishing point perspective with colour, texture and shading.
- - Sketching – using pencil, ruler and blank paper.
- - Enhancing drawing to promote realism using colour, texture, shading and shadows.
22
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Mechanical
systems and
control
• Revision: mechanical advantage. Well-designed machines give “mechanical
advantage”.
• All complex machinery consists of combinations of simple mechanisms.
- - The wedge: e.g. inclined plane or ramp, door wedge, knife blade, etc.
Investigation skills
- - The wheel and axle: e.g. from bicycle to shopping trolley.
• Gears: (wheels with wedges for teeth)
- - Show how meshing of two spur gears causes counter-rotation.
- - Show how introducing an idler gear between two spur gears synchronises rotation of the
driver and driven gears. Note: Since a small idler will rotate more times than the larger
gears, it should be made of harder material.
4
- - Gear ratios:
Show how different sized gears result in a change in the velocity ratio as well as an
‘opposite’ change in the force ratio – if force increases, speed decreases, and vice versa.
• Mechanisms that change the direction of movement:
- - The Cam: show how a cam converts rotary motion into reciprocating motion. Compare an
eccentric wheel and a snail cam.
- - The Crank: an adaptation of a second-class lever. Show how a crank converts rotary
motion into reciprocating motion.
Communication
skills
• Graphic skills: learners draw an artist’s impression of one of each of the above
mechanisms in their books using colour, shading and texture.
FORMAL ASSESSMENT TASK 1: Mini-PAT TOPIC: Structures / Mechanical Systems and Control
CONTEXT: To be provided by material developers
[70%] CONTENT: Frame structures with mechanisms
Structures
Evaluation skills
Design skills
7
Making skills
Learners work in teams to design and make a structure utilising required structural
components and mechanisms to suit the context provided.
• Evaluate: learners examine information on several complex structures and list advantages
and disadvantages in the designs.
• Design: initial idea sketches.
• Design: design brief with specifications and constraints.
• Make: a 3D isometric projection of the idea with dimensions and drawn to scale.
• Make: a working drawing in 2D showing one view with dimensions and line types.
• Make: teams build their structure housing mechanisms using safe working practices.
Communication
skills
1
• Communicate: teams present their plans and model.
• Communicate: a sketch in double VP perspective enhanced using two of colour, texture or
shading.
Formal Assessment Task:
Formal Assessment: Term 1:
Test
[30%]
Weighting: 10% of promotion mark
Mini-PAT:
CAPS
(the test may be before or after the mini-PAT)
[70%]
Test: [30%]
Total:
100%
23TECHNOLOGY GRADES 7-9
GRADE 8 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
2
• The positive impact of technology: many natural materials have been replaced in
modern times by new or improved materials. Some new materials are environmentally
friendly by being bio-degradable.
Investigation
skills • Case study 1: investigate the impact of plastic shopping bags on the environment.
Investigation
skills
2
Enabling Tasks
Impact of
technology
Processing
Communication
skills
2
Content, concepts and skills
• Report: learners write a report evaluating the effectiveness of using thicker, bio-degradable
plastic shopping bags which shoppers must buy.
• Case study 2: technology with a positive impact on society.
- - Investigate how waste paper and cardboard are recycled to produce new products for the
packaging industry.
• Development: draw a development of an opened container.
Designing skills • Practical activity: a product requires packaging. Design and make packaging for a purpose.
The nature of the product determines the design and properties of the packaging material.
Making skills • Learners work safely to make and assemble the above packaging product.
FORMAL ASSESSMENT TASK 2: Mini-PAT
TOPIC: Impact of technology / Processing / Structures
CONTEXT: Will be given by materials developers CONTENT: Counteracting effects of negative technology [70%]
2
Impact of
technology • Case study 3: technological products can have a negative impact.
Investigating
skills • Class discussion: facilitate a class discussion on possible solutions that can counteract or
compensate for the negative impact of the technology identified.
• Investigate a technological product that can have a negative impact on society.
• Revise: forces that act on material – tension; compression; bending; torsion; shear.
2
Structures • Adapting materials to withstand forces – reinforcing concrete, plywood.
Processing • Selecting metal sections (I-beam, angle iron, T-bar, etc.) to withstand forces and to save
material.
Design skills • Design: learners adapt a material or design a product that will solve the problem or reduce
the impact or negative effects of the technology identified.
• Design: learners sketch free-hand sketches showing two possible solutions.
2
Making skills
• Make: learners make the model/prototype/product they have designed safely.
Making skills • Make (cont.): Learners make the model/prototype/product they have designed safely.
Evaluation skills • Evaluate: learners evaluate their solution in terms of its effectiveness in solving or reducing
the negative impact of the technology identified. Their evaluation will be assessed in terms
of its objectivity, fairness, accuracy and scope (depth).
2
Communication
skills
2
• Make: learners draw their chosen solution in 3D using isometric projection.
• Communicate: Teams present their plans, model and evaluation.
Formal Assessment Task:
1
Formal Assessment: Term 2:
[30%]
Weighting: 10% of promotion mark
Mini-PAT: [70%]
24
Term Test
Formal Term Test: [30%]
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Total:
100%TECHNOLOGY GRADES 7-9
GRADE 8 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.
Hrs
2
Focus
Mechanical
systems and
control
Content, concepts and skills
Enabling Tasks
Revise: Levers – single levers and levers linked in pairs.
Single first-class lever – mechanical advantage depends on the position of the fulcrum.
Linked first-class levers – consider various samples, e.g.:
- - Paper scissors (if equal length blade and handle) – no mechanical advantage.
- - Secateurs (long handle and short, strong blades) – mechanical advantage > 1.
- - Single second-class lever – always gives some mechanical advantage.
- - Linked second-lass levers – consider various samples, e.g.:
- - Office punch – mechanical advantage > 1.
- - Heavy duty stapler – mechanical advantage > 1.
- - Single third-class lever – never gives any mechanical advantage.
- - Linked third-class levers – consider various samples, e.g.:
- - Office light-duty stapler – mechanical advantage < 1.
- - Pair of tweezers – mechanical advantage < 1.
- - Gear systems – concepts (counter rotation, idler, velocity ratio, force multiplication).
- - Two spur gears of unequal size – note counter rotation and velocity ratio.
- - Two spur gears of unequal size – note velocity ratio and force ratio (mechanical advantage
< or > 1).
- - Two spur gears connected via an idler – note synchronised rotational direction.
- - Suitable materials – the idler needs to be of a harder material than the other gears.
- - Two bevel gears linked to transfer the axis of rotation through 90 o .
Mechanical
advantage
calculations
2
Calculate mechanical advantage (MA)
• Levers: mechanical advantage calculations for levers using ratios.
• Calculations using LOAD/EFFORT; load ARM/effort ARM; etc.
• Do NOT use the method of “taking moments about a point”.
• Gears: mechanical advantage calculations for gears using ratios.
Calculations using tooth ratios; gear wheel diameters; velocity ratios.
Communication
skills
Represent gear systems graphically: use circular templates and/or pair of compasses to
draw gear systems with:
• The driven gear rotating in the opposite direction to the driver (counter rotation).
• The driven gear rotating in the same direction to the driver (include an idler gear).
• The driven gear rotating faster than the driver (with and without an idler).
2
• The driven gear rotating slower than the driver (with and without an idler).
Design skills
Design brief: learners write a design brief with specifications for a device that will use a
combination of gears to achieve:
• A mechanical advantage with force multiplication of three times.
• An increase in output velocity of four times.
Draw: use an isometric projection using simple instruments (as in Maths Set) to draw
sketches showing gear systems that meet each of the two above specifications.
CAPS
25TECHNOLOGY GRADES 7-9
Design skills
Sketches (2D) showing gear systems that:
Provide an output force four times greater than the input force (MA = 4:1).
Provide double the rotation rate on a driven axle at 90 o to the driver axle.
System analysis – bicycle gear system
Investigation
skills
2
Analysis of the gears used on modern bicycles – terminology: master/slave or driver/driven;
chain wheel; cogs.
Systems diagrams
Investigation
skills
Design skills
Investigation
skills
Impact of
technology
Analyse a mechanical system by breaking it into input-process-output.
Draw a Systems Diagram for a gear system with a mechanical advantage of 4:1.
Plan a mechanical system to produce a specific output.
Systems diagram for a gear train with the driven gear rotating faster than the driver.
Learners working in teams investigate and report on ONE of the following:
Distribute the investigations so all are covered and reported in each class.
Investigate: The impact on the environment as a result of mining of:
Acid mine drainage ........................................................................................ OR
Investigate: The impact on the environment as a result of mining of:
2
Indigenous
technology
Bias in technology
Dust pollution from mine dumps on residential areas. ................................... OR
Investigate: Iron age technology:
Indigenous mining of iron in South Africa before the modern era .................. OR
Investigate: Bias in technology:
Gender bias in career choice / opportunities related to mining.
FORMAL ASSESSMENT TASK 3: Mini-PAT TOPIC:
Structures / Mechanical Systems and Control
CONTEXT: Tendering for Contracts CONTENT: A STRUCTURE with a MECHANISM for lifting a load
SIMULATION – Tendering for constructing Head-gear for a mine/quarry.
[70%]
South Africa is a country rich in mineral resources. Mining occurs to some extent in every province of our country, ranging
from copper and iron in the Northern Cape and Limpopo, chrome and platinum in Limpopo and North West, gold in Gauteng
and Free State, coal in Mpumalanga and KwaZulu-Natal, titanium in the Eastern Cape and phosphate in the Western Cape.
In addition, open cast quarrying for road gravel is widely spread throughout the country. Although mining is not evenly
distributed in all provinces, the mines and their related industries attract a work force derived from every corner of our
country, and impacts the lives – directly or indirectly – of every member of society. We have huge reserves of coal, copper
and iron ore. We are the main suppliers of platinum, manganese and chromium in the world. Although it is the source of our
nation’s wealth, mining is a dangerous, labour-intensive activity that has negative impacts on the environment.
The deeper our mines penetrate into the earth’s crust (over 4 km), the more dangerous mining becomes since tunnelling
through rock under massive pressures leads to “rock bursts” and cave-ins which frequently threaten the lives of miners.
Scenario: A commercially viable ore body containing platinum group metals has been found on land belonging to a tribe in
rural South Africa. Drill samples have proved that the reef lies at a relatively shallow depth only 500m below surface.
A decision has been taken to sink a shaft to this depth to conduct bulk sampling on a small scale before deciding on a mining
method best suited for the size and value of the resource.
Your mechanical engineering company decides to submit a tender for the construction of shaft head-gear suitable to transport
miners to and from the work level, and for raising ore and waste in loads not exceeding 10 tons at a time.
Investigating
skills
2
Design skills
26
Investigate: Lifting mechanisms (wire rope-driven mine head-gear) in use at South
African mines for raising people and ore.
Sketch: initial idea sketches to meet the requirements given in the scenario.
Design brief with specifications and constraints.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Evaluation skills
Simulation: teams form mechanical engineering companies.
They evaluate sketches of individuals and select the best idea for the team tender bid.
Making skills
Drawings for the shaft head-gear – each learner draws a:
3D isometric drawing of the selected design giving dimensions and drawn to scale.
4
2D working drawing showing one or more views with dimensions and lines.
Design skills
Budget: teams prepare a realistic budget detailing expected costs of constructing a
real mine shaft headgear, detailing valid prices of materials and labour costs of the
Making skills
range of workers who would be involved in designing and building such a device.
Make: teams build their working scale model using safe working practices.
Communication
skills:
2
1
Communicate: teams present their tender proposal for the mine shaft headgear (research,
plans, flow chart, model and budget) to the “Tender Board”.
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%
27TECHNOLOGY GRADES 7-9
GRADE 8 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
Electrical systems
and control
2
Design skills
Content, concepts and skills
Enabling Tasks
• Revise: simple circuit components; input devices (electrochemical cell; generator; solar
panel), output devices (resistor; lamp; heater; buzzer; motor); control device (switches).
Note: Some devices can serve as input, output, process or control device.
• Correct connections, short circuits. Electrical components and their accepted symbols.
• Drawing electrical circuits using accepted symbols (as in Grade 12 see Addendum C).
• Set up circuits using a range of components. Draw the circuits using symbols.
Impact of/bias in
technology
2
2
• Energy for heating, lighting and cooking in rural and informal settlements.
• Energy from illegal connections; ethical issues; safety considerations.
Evaluation skills • Class discussion: equitable sharing of resources – industry needs reliable power for job
creation; schools need power for lighting and computing.
Bias in technology • Written report: Learners write a balanced report on these issues.
Electrical systems
and control • Electrochemical cells.
Impact of
technology
Electrical systems
and control
• Practical: make your own batteries – fruit, vegetable and salt water batteries.
• Advantages and disadvantages of series and parallel batteries.
• Photovoltaic cells - advantages and disadvantages of solar cells.
• Generate electricity for the nation – advantages and disadvantages of:
Thermal power stations (steam turbines – sources of heat: coal, gas, nuclear, sun).
Hydroelectric power stations (including pumped storage schemes).
2
Impact of
technology
Wind-driven turbines.
Alternating current; step-up and step down transformers; distributing electric power across
the country: the national grid.
FORMAL ASSESSMENT TASK 4: Mini-PAT TOPIC: Electrical Systems and Control
Context: Will be given by materials developers CONTENT: Logic Gates
[70%]
Scenario: EITHER
Crime is a problem facing every community in South Africa. Criminals invade homes especially where women, children or
the elderly are often vulnerable and defenceless. Armed response companies can be summoned to the scene by alarms
triggered by panic buttons placed strategically in the house. Learners must find out about AND & OR logic gates and select
the appropriate logic for wiring a panic button.
OR
Any other relevant context involving logic gates, e.g. vending machines, etc.
Design skills
2
Investigation
skills
Investigation
skills
2
• Practical: learners draw circuit diagrams AND connect circuits showing the effect of circuits
with resistors connected in series and parallel.
• Investigation: introduce Ohm’s Law (qualitatively – no calculations). Learners use one
cell, then two cells, and then three cells connected in series and note the effect on the
brightness of a lamp. They must conclude that more cells in series (more voltage) will
cause the current strength to increase, if the resistance does not change.
• Investigation: AND logic gate and simple cases where it is used.
• Investigation: OR logic gate and simple cases where it is used.
• Lesson: truth tables for AND & OR logic conditions.
Design skills
Making skills
2
Communication
skills
• Design brief: learners write a design brief giving specifications for a suitable panic button
system OR scenario given by the textbook.
• Circuit diagram: draw the circuit diagram using correct symbol conventions.
• Make: connect the components specified to form a circuit suitable for at least two switches.
• Communicate: learners draw the truth table for the device.
• Communicate: learners prepare an advertising poster for their device.
Year-end Examination
1 1⁄2
28
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
Structures
Content, concepts and skills
Enabling Tasks
Frame structures
• Definition of frame structures.
- - Purpose of structural members (components) in wood and steel roof trusses (king and
queen post, strut, tie, rafter, tie beam).
- - Learners identify structural members and type of force (shear, torsion, tension,
compression) acting on them in given frame structures.
2
Investigation skills
• Case study: Electrical pylons – use pictures of a range of pylon designs noting:
- - The variety of designs that solve the same problem effectively.
- - The use of internal cross-bracing and triangulation to provide stiffness.
• Structural members under tension/compression (worksheet).
Structures
Structural members
• Structures that span over space:
- - Beams: steel I-beams (girders), concrete lintels; beam and column bridge.
- - Alternative bridge supports: suspension bridges; cable-stayed bridges.
- - Arches: arches in buildings, bridges, dam walls.
2
- - Cantilevers: simple cantilever, cable-stayed cantilever.
Structural failure – the three most likely ways structures fail are:
- - Fracture of a member – due to lack of strength.
- - Bending (flexing, buckling) – due to lack of stiffness (rigidity).
- - Toppling over – due to lack of stability (top heavy, narrow base).
Communication
skills
• Purpose of graphics: develop and communicate ideas.
• Conventions: outlines (thick/dark); construction lines (thin/feint); hidden detail (dashed);
centre lines (chain dash-dot); scaling up and scaling down; dimensioning (in mm).
• Working drawing techniques for planning:
- - Single view flat 2D drawing with dimensions, line types and scale.
4
- - Isometric – using underlying isometric grid (term 1) and simple instruments (term 3).
• Artistic drawing: Double vanishing point perspective with colour, texture and shading.
- - Sketching – using pencil, ruler and blank paper.
- - Enhancing drawing to promote realism using colour, texture, shading and shadows.
22
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Mechanical
systems and
control
• Revision: mechanical advantage. Well-designed machines give “mechanical
advantage”.
• All complex machinery consists of combinations of simple mechanisms.
- - The wedge: e.g. inclined plane or ramp, door wedge, knife blade, etc.
Investigation skills
- - The wheel and axle: e.g. from bicycle to shopping trolley.
• Gears: (wheels with wedges for teeth)
- - Show how meshing of two spur gears causes counter-rotation.
- - Show how introducing an idler gear between two spur gears synchronises rotation of the
driver and driven gears. Note: Since a small idler will rotate more times than the larger
gears, it should be made of harder material.
4
- - Gear ratios:
Show how different sized gears result in a change in the velocity ratio as well as an
‘opposite’ change in the force ratio – if force increases, speed decreases, and vice versa.
• Mechanisms that change the direction of movement:
- - The Cam: show how a cam converts rotary motion into reciprocating motion. Compare an
eccentric wheel and a snail cam.
- - The Crank: an adaptation of a second-class lever. Show how a crank converts rotary
motion into reciprocating motion.
Communication
skills
• Graphic skills: learners draw an artist’s impression of one of each of the above
mechanisms in their books using colour, shading and texture.
FORMAL ASSESSMENT TASK 1: Mini-PAT TOPIC: Structures / Mechanical Systems and Control
CONTEXT: To be provided by material developers
[70%] CONTENT: Frame structures with mechanisms
Structures
Evaluation skills
Design skills
7
Making skills
Learners work in teams to design and make a structure utilising required structural
components and mechanisms to suit the context provided.
• Evaluate: learners examine information on several complex structures and list advantages
and disadvantages in the designs.
• Design: initial idea sketches.
• Design: design brief with specifications and constraints.
• Make: a 3D isometric projection of the idea with dimensions and drawn to scale.
• Make: a working drawing in 2D showing one view with dimensions and line types.
• Make: teams build their structure housing mechanisms using safe working practices.
Communication
skills
1
• Communicate: teams present their plans and model.
• Communicate: a sketch in double VP perspective enhanced using two of colour, texture or
shading.
Formal Assessment Task:
Formal Assessment: Term 1:
Test
[30%]
Weighting: 10% of promotion mark
Mini-PAT:
CAPS
(the test may be before or after the mini-PAT)
[70%]
Test: [30%]
Total:
100%
23TECHNOLOGY GRADES 7-9
GRADE 8 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
2
• The positive impact of technology: many natural materials have been replaced in
modern times by new or improved materials. Some new materials are environmentally
friendly by being bio-degradable.
Investigation
skills • Case study 1: investigate the impact of plastic shopping bags on the environment.
Investigation
skills
2
Enabling Tasks
Impact of
technology
Processing
Communication
skills
2
Content, concepts and skills
• Report: learners write a report evaluating the effectiveness of using thicker, bio-degradable
plastic shopping bags which shoppers must buy.
• Case study 2: technology with a positive impact on society.
- - Investigate how waste paper and cardboard are recycled to produce new products for the
packaging industry.
• Development: draw a development of an opened container.
Designing skills • Practical activity: a product requires packaging. Design and make packaging for a purpose.
The nature of the product determines the design and properties of the packaging material.
Making skills • Learners work safely to make and assemble the above packaging product.
FORMAL ASSESSMENT TASK 2: Mini-PAT
TOPIC: Impact of technology / Processing / Structures
CONTEXT: Will be given by materials developers CONTENT: Counteracting effects of negative technology [70%]
2
Impact of
technology • Case study 3: technological products can have a negative impact.
Investigating
skills • Class discussion: facilitate a class discussion on possible solutions that can counteract or
compensate for the negative impact of the technology identified.
• Investigate a technological product that can have a negative impact on society.
• Revise: forces that act on material – tension; compression; bending; torsion; shear.
2
Structures • Adapting materials to withstand forces – reinforcing concrete, plywood.
Processing • Selecting metal sections (I-beam, angle iron, T-bar, etc.) to withstand forces and to save
material.
Design skills • Design: learners adapt a material or design a product that will solve the problem or reduce
the impact or negative effects of the technology identified.
• Design: learners sketch free-hand sketches showing two possible solutions.
2
Making skills
• Make: learners make the model/prototype/product they have designed safely.
Making skills • Make (cont.): Learners make the model/prototype/product they have designed safely.
Evaluation skills • Evaluate: learners evaluate their solution in terms of its effectiveness in solving or reducing
the negative impact of the technology identified. Their evaluation will be assessed in terms
of its objectivity, fairness, accuracy and scope (depth).
2
Communication
skills
2
• Make: learners draw their chosen solution in 3D using isometric projection.
• Communicate: Teams present their plans, model and evaluation.
Formal Assessment Task:
1
Formal Assessment: Term 2:
[30%]
Weighting: 10% of promotion mark
Mini-PAT: [70%]
24
Term Test
Formal Term Test: [30%]
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Total:
100%TECHNOLOGY GRADES 7-9
GRADE 8 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.
Hrs
2
Focus
Mechanical
systems and
control
Content, concepts and skills
Enabling Tasks
Revise: Levers – single levers and levers linked in pairs.
Single first-class lever – mechanical advantage depends on the position of the fulcrum.
Linked first-class levers – consider various samples, e.g.:
- - Paper scissors (if equal length blade and handle) – no mechanical advantage.
- - Secateurs (long handle and short, strong blades) – mechanical advantage > 1.
- - Single second-class lever – always gives some mechanical advantage.
- - Linked second-lass levers – consider various samples, e.g.:
- - Office punch – mechanical advantage > 1.
- - Heavy duty stapler – mechanical advantage > 1.
- - Single third-class lever – never gives any mechanical advantage.
- - Linked third-class levers – consider various samples, e.g.:
- - Office light-duty stapler – mechanical advantage < 1.
- - Pair of tweezers – mechanical advantage < 1.
- - Gear systems – concepts (counter rotation, idler, velocity ratio, force multiplication).
- - Two spur gears of unequal size – note counter rotation and velocity ratio.
- - Two spur gears of unequal size – note velocity ratio and force ratio (mechanical advantage
< or > 1).
- - Two spur gears connected via an idler – note synchronised rotational direction.
- - Suitable materials – the idler needs to be of a harder material than the other gears.
- - Two bevel gears linked to transfer the axis of rotation through 90 o .
Mechanical
advantage
calculations
2
Calculate mechanical advantage (MA)
• Levers: mechanical advantage calculations for levers using ratios.
• Calculations using LOAD/EFFORT; load ARM/effort ARM; etc.
• Do NOT use the method of “taking moments about a point”.
• Gears: mechanical advantage calculations for gears using ratios.
Calculations using tooth ratios; gear wheel diameters; velocity ratios.
Communication
skills
Represent gear systems graphically: use circular templates and/or pair of compasses to
draw gear systems with:
• The driven gear rotating in the opposite direction to the driver (counter rotation).
• The driven gear rotating in the same direction to the driver (include an idler gear).
• The driven gear rotating faster than the driver (with and without an idler).
2
• The driven gear rotating slower than the driver (with and without an idler).
Design skills
Design brief: learners write a design brief with specifications for a device that will use a
combination of gears to achieve:
• A mechanical advantage with force multiplication of three times.
• An increase in output velocity of four times.
Draw: use an isometric projection using simple instruments (as in Maths Set) to draw
sketches showing gear systems that meet each of the two above specifications.
CAPS
25TECHNOLOGY GRADES 7-9
Design skills
Sketches (2D) showing gear systems that:
Provide an output force four times greater than the input force (MA = 4:1).
Provide double the rotation rate on a driven axle at 90 o to the driver axle.
System analysis – bicycle gear system
Investigation
skills
2
Analysis of the gears used on modern bicycles – terminology: master/slave or driver/driven;
chain wheel; cogs.
Systems diagrams
Investigation
skills
Design skills
Investigation
skills
Impact of
technology
Analyse a mechanical system by breaking it into input-process-output.
Draw a Systems Diagram for a gear system with a mechanical advantage of 4:1.
Plan a mechanical system to produce a specific output.
Systems diagram for a gear train with the driven gear rotating faster than the driver.
Learners working in teams investigate and report on ONE of the following:
Distribute the investigations so all are covered and reported in each class.
Investigate: The impact on the environment as a result of mining of:
Acid mine drainage ........................................................................................ OR
Investigate: The impact on the environment as a result of mining of:
2
Indigenous
technology
Bias in technology
Dust pollution from mine dumps on residential areas. ................................... OR
Investigate: Iron age technology:
Indigenous mining of iron in South Africa before the modern era .................. OR
Investigate: Bias in technology:
Gender bias in career choice / opportunities related to mining.
FORMAL ASSESSMENT TASK 3: Mini-PAT TOPIC:
Structures / Mechanical Systems and Control
CONTEXT: Tendering for Contracts CONTENT: A STRUCTURE with a MECHANISM for lifting a load
SIMULATION – Tendering for constructing Head-gear for a mine/quarry.
[70%]
South Africa is a country rich in mineral resources. Mining occurs to some extent in every province of our country, ranging
from copper and iron in the Northern Cape and Limpopo, chrome and platinum in Limpopo and North West, gold in Gauteng
and Free State, coal in Mpumalanga and KwaZulu-Natal, titanium in the Eastern Cape and phosphate in the Western Cape.
In addition, open cast quarrying for road gravel is widely spread throughout the country. Although mining is not evenly
distributed in all provinces, the mines and their related industries attract a work force derived from every corner of our
country, and impacts the lives – directly or indirectly – of every member of society. We have huge reserves of coal, copper
and iron ore. We are the main suppliers of platinum, manganese and chromium in the world. Although it is the source of our
nation’s wealth, mining is a dangerous, labour-intensive activity that has negative impacts on the environment.
The deeper our mines penetrate into the earth’s crust (over 4 km), the more dangerous mining becomes since tunnelling
through rock under massive pressures leads to “rock bursts” and cave-ins which frequently threaten the lives of miners.
Scenario: A commercially viable ore body containing platinum group metals has been found on land belonging to a tribe in
rural South Africa. Drill samples have proved that the reef lies at a relatively shallow depth only 500m below surface.
A decision has been taken to sink a shaft to this depth to conduct bulk sampling on a small scale before deciding on a mining
method best suited for the size and value of the resource.
Your mechanical engineering company decides to submit a tender for the construction of shaft head-gear suitable to transport
miners to and from the work level, and for raising ore and waste in loads not exceeding 10 tons at a time.
Investigating
skills
2
Design skills
26
Investigate: Lifting mechanisms (wire rope-driven mine head-gear) in use at South
African mines for raising people and ore.
Sketch: initial idea sketches to meet the requirements given in the scenario.
Design brief with specifications and constraints.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Evaluation skills
Simulation: teams form mechanical engineering companies.
They evaluate sketches of individuals and select the best idea for the team tender bid.
Making skills
Drawings for the shaft head-gear – each learner draws a:
3D isometric drawing of the selected design giving dimensions and drawn to scale.
4
2D working drawing showing one or more views with dimensions and lines.
Design skills
Budget: teams prepare a realistic budget detailing expected costs of constructing a
real mine shaft headgear, detailing valid prices of materials and labour costs of the
Making skills
range of workers who would be involved in designing and building such a device.
Make: teams build their working scale model using safe working practices.
Communication
skills:
2
1
Communicate: teams present their tender proposal for the mine shaft headgear (research,
plans, flow chart, model and budget) to the “Tender Board”.
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%
27TECHNOLOGY GRADES 7-9
GRADE 8 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
Electrical systems
and control
2
Design skills
Content, concepts and skills
Enabling Tasks
• Revise: simple circuit components; input devices (electrochemical cell; generator; solar
panel), output devices (resistor; lamp; heater; buzzer; motor); control device (switches).
Note: Some devices can serve as input, output, process or control device.
• Correct connections, short circuits. Electrical components and their accepted symbols.
• Drawing electrical circuits using accepted symbols (as in Grade 12 see Addendum C).
• Set up circuits using a range of components. Draw the circuits using symbols.
Impact of/bias in
technology
2
2
• Energy for heating, lighting and cooking in rural and informal settlements.
• Energy from illegal connections; ethical issues; safety considerations.
Evaluation skills • Class discussion: equitable sharing of resources – industry needs reliable power for job
creation; schools need power for lighting and computing.
Bias in technology • Written report: Learners write a balanced report on these issues.
Electrical systems
and control • Electrochemical cells.
Impact of
technology
Electrical systems
and control
• Practical: make your own batteries – fruit, vegetable and salt water batteries.
• Advantages and disadvantages of series and parallel batteries.
• Photovoltaic cells - advantages and disadvantages of solar cells.
• Generate electricity for the nation – advantages and disadvantages of:
Thermal power stations (steam turbines – sources of heat: coal, gas, nuclear, sun).
Hydroelectric power stations (including pumped storage schemes).
2
Impact of
technology
Wind-driven turbines.
Alternating current; step-up and step down transformers; distributing electric power across
the country: the national grid.
FORMAL ASSESSMENT TASK 4: Mini-PAT TOPIC: Electrical Systems and Control
Context: Will be given by materials developers CONTENT: Logic Gates
[70%]
Scenario: EITHER
Crime is a problem facing every community in South Africa. Criminals invade homes especially where women, children or
the elderly are often vulnerable and defenceless. Armed response companies can be summoned to the scene by alarms
triggered by panic buttons placed strategically in the house. Learners must find out about AND & OR logic gates and select
the appropriate logic for wiring a panic button.
OR
Any other relevant context involving logic gates, e.g. vending machines, etc.
Design skills
2
Investigation
skills
Investigation
skills
2
• Practical: learners draw circuit diagrams AND connect circuits showing the effect of circuits
with resistors connected in series and parallel.
• Investigation: introduce Ohm’s Law (qualitatively – no calculations). Learners use one
cell, then two cells, and then three cells connected in series and note the effect on the
brightness of a lamp. They must conclude that more cells in series (more voltage) will
cause the current strength to increase, if the resistance does not change.
• Investigation: AND logic gate and simple cases where it is used.
• Investigation: OR logic gate and simple cases where it is used.
• Lesson: truth tables for AND & OR logic conditions.
Design skills
Making skills
2
Communication
skills
• Design brief: learners write a design brief giving specifications for a suitable panic button
system OR scenario given by the textbook.
• Circuit diagram: draw the circuit diagram using correct symbol conventions.
• Make: connect the components specified to form a circuit suitable for at least two switches.
• Communicate: learners draw the truth table for the device.
• Communicate: learners prepare an advertising poster for their device.
Year-end Examination
1 1⁄2
28
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%