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GRADE 9 TERM 1: STRUCTURES
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
Design skills
2
Content, concepts and skills
Enabling Tasks
• First angle orthographic projection: three-dimensional objects on flat paper.
- - Concept of drawing three different views: front, top and side. Simple cubes.
- - Line types: dark, feint, dashed, wavy, chain. Scale and dimensions.
Design skills
• More complex 3D objects drawn in orthographic projection with instruments.
Design problem: flight of stairs and wheelchair ramp.
- - Design brief specifying number of steps, height of stair risers, width and gradient of ramp,
handrail, etc.
2
- - Sketch the stair and ramp in 3D using isometric projection.
- - Draw a plan for the stair and ramp using first angle orthographic projection to an appropriate
scale, using correct views, line types and dimensions according to convention.
NB: These skills should be developed progressively with each task. Do not spend more than the time allocated for this
introduction. By the end of the year the learners should have developed the required level of competence.
Level required after week 2 – learners should be able do the following at an elementary level:
• Learners draw a plan for an object of a given size. They use the first angle orthographic technique using correct line types,
drawn to scale with dimensions.
• Learners design a solution to solve a given problem and draw a suitable plan using first angle orthographic.
NB: It is most important that the plan can work.
If the solution will not solve the problem it must be penalised, no matter how neatly it is drawn.
Structures
• Forces can be static or dynamic, and loads can be even or uneven.
- - Strength of materials under the action of forces – metal cross-sections:
- - Tension (pulling); compression (pushing); bending of beams (compression and tension).
2
- - Torsion – using internal cross-bracing to resist twisting.
• Properties of various construction materials: mass/density; hardness; stiffness; flexibility,
corrosion resistance and prevention of corrosion.
FORMAL ASSESSMENT TASK 1: Mini-PAT
TOPIC: Structures
CONTEXT: Community Issues – The Contractors CONTENT: Identifying a problem within a given scenario [70%]
Task1: SIMULATION: Structures (Grade 9 learners must be able to identify a problem from a given context)
This task deals with the design of a structure that will solve a problem facing a community living on the far side of a river from
the city. The local authority places an advertisement inviting contractors to submit tenders for a solution.
Learners form teams to act as ‘Contracting Companies’ which will compete for the contract to solve the problem.
The teams must be structured, with carefully designed roles for every learner.
Rationale: You do not need to be a member of a community in order to be able to address their needs – engineering firms
build bridges and stadia all over the world, and an architect can design an RDP house without having to live in it.
This task allows learners to simulate the way the world works with companies bringing appropriate technological solutions to
problems wherever they need to be solved. A number of problems may be identified and a range of solutions may work.
Costing is also part of design and learners at this level should consider real costs, including labour – as this will help them to
make informed career choices at this key point in their education, with subject choices for FET especially important.
Investigation
skills
2
30
The tender process (including ethical practices).
• Investigate: provide the scenario so that learners can investigate the problem situation and
various possible structures which could solve the problem(s) they identify. Analysis of existing
products relevant to the identified problem in terms of fitness-for-purpose (including suitability
of materials), safety for users, costs of materials and costs of construction. Realistic costs of
real materials, labour, transport, etc. Textbook writers must supply useful resources for this.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Design skills
• Sketch initial ideas: each learner generates two possible ideas.
• Evaluate and adapt: teams evaluate individual ideas and develop a final idea.
2
• Design brief: learners write a design brief with specifications for the final idea.
• Flow chart: teams discuss how to proceed, then each learner draws a flow chart.
Making skills
2
Costing
Making skills
2
• Working drawings: each learner draws the plan (or an aspect of the plan) using first angle
orthographic projection with suitable scale, correct line types and dimensions.
• Budget: costing of the “real-life” solution, including correct materials and labour costs.
• Model of a viable solution: It must be built neatly to scale, showing intelligent use of
materials.
Learners must use safe working practices.
Evaluation skills
4
Communication
skills
1
• Evaluate: teams collaborate to produce an evaluation instrument. Each learner uses the
instrument to evaluate their team’s solution and that of another team. This can be done during
the other team’s presentation.
• Team presentations: teams present their tender bid to the “Tender Board”. Each team
member must be responsible for an aspect of the presentation.
Tenders consist of sketches, plans, budget, model and artistic impressions.
Formal Assessment Task:
Formal Assessment: Term 1:
Test
Weighting: 10% of promotion mark
Mini-PAT:
CAPS
[30%]
(Note: the test may be written before the Mini-PAT)
[70%]
Test: [30%]
Total:
100%
31TECHNOLOGY GRADES 7-9
GRADE 9 TERM 2: MECHANICAL SYSTEMS AND CONTROL
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
Mechanical
systems and
control
Investigation
skills
2
Content, concepts and skills
Enabling Tasks
• Revise: syringe mechanics using two equal sized syringes linked by a tube.
Force transfer between the syringes filled with:
- - Compressed air – pneumatic system.
- - Water – hydraulic system.
• Action research: learners experiment with two different sizes of syringes linked by a tube
and filled with hydraulic fluid (water). Learners experience force transfer with either force
multiplication or force division (depending on which syringe is the driver/master).
Gases (like air) are compressible. Liquids (like water, oils) are incompressible.
• Action research:
Pascal’s principle – pressure exerted on one part of a hydraulic system will be transferred
equally, without any loss, in all directions to other parts of the system.
Note that equal volumes of liquid are moved through the systems, and this results in different
extensions (amount of movement) where syringes (cylinders) are of different sizes, so less
distance/more force (MA > 1); and more distance/less force (MA < 1).
2
Investigation
skills
• The hydraulic press (including simple calculations).
• The hydraulic jack.
• Investigation: Design considerations ~ fit-for-purpose:
- - Evaluate the design of the hydraulic jack in terms of:
Who is it for? What is it for? Will it do the job? What should it be made of? What should it
cost? Is it cost-effective? Does it look good (aesthetics)? Is it safe/easy to use for the end user
(ergonomics)?
• Draw a systems diagram which describes the way a hydraulic jack works.
Investigation
skills
• Action research: practical investigations:
- - Use a single wheel fixed pulley to change the direction of pull (MA = 0).
- - Use a single wheel moveable pulley to change the direction of pull (MA > 0).
2
- - Use a pulley block system (block and tackle) to determine the relationship between load-
bearing ropes on moveable pulley wheels and M.A (force multiplication).
Mechanical
systems and
control
• Investigate: learners find out about the following mechanical control systems:
- - Ratchet and pawl.
- - Disc brake.
- - Bicycle brake.
- - Cleat.
Mechanical
systems and
control
• Lead learners as they revise the interactions of the following:
- - Spur gears of equal size counter-rotating.
- - Spur gears of unequal size counter-rotating – note velocity/force relationships.
- - Spur gears using an idler to synchronise rotation.
2
• Lead learners as they find out about the interactions of the following:
- - Bevel gears of equal size – axis of rotation 90 o .
- - Bevel gears of unequal size – axis of rotation 90 o – note velocity/force relationships.
- - Rack-and-pinion gear system as found on automatic gates and steering racks.
- - Worm gear system for large reduction in speed and increase in force.
32
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Evaluation skills
Design skills
2
Communication
skills
• Evaluate: learners examine various items using mechanisms found in the modern kitchen
and/or home, workshop/garage. Items like can openers, egg beaters, ‘strap’ spanners for
opening bottles, knives for a range of purposes, and vice grip, wire strippers and ratchet
spanners should be evaluated in terms of: Who is it for? What is it for? Will it do the job? What
material is it made of? Is the material suitable? What should it cost? Does it look good? Is it
safe and easy to use? They report on three items.
• Artistic Drawing: single vanishing point perspective.
- - Learners draw a 3D wooden object using single VP perspective. They enhance the drawing
showing the texture of the wood grain, colour and shadows.
- - Learners use single VP perspective to draw an inside view of the classroom.
FORMAL ASSESSMENT TASK 2: Mini-PAT
TOPIC: Integrated Systems – Mechanical / Electrical / Other
CONTEXT: Will be given by materials developers CONTENT: Problem Solving / Mechanical Advantage
INTRODUCING THE PRACTICAL TASK: Integrated Systems
[70%]
Duration of this lesson is one 30-minute period.
Systems where mechanical, electrical, hydraulic or pneumatic systems are combined.
Scenario: Describe a scenario where a machine combining at least two of the following sub-systems can be effective in
giving a mechanical advantage to make work easier: mechanical, electrical or pneumatic/hydraulic systems.
Note: The mechanical elements may consist of one or more of the following mechanisms: levers, linked levers, wheels,
cams, cranks, pulleys and/or gears.
The machine may include a mechanical or electrical control device like a cleat, ratchet and pawl, or switch.
Investigation skills
• Investigate the situation so that an appropriate machine can be designed to solve the
problem, need or want given in the scenario. Investigate the possible mechanisms and
controls to be used together to make the machine.
• The design brief: each learner writes his/her suggestion for the design giving specifications
and constraints.
2
Design skills
• Sketches: each learner produces two sketches of viable possible designs.
Teams meet and examine the individual suggestions and then decide on a final solution.
Making skills
• Plan: working drawings
The teams collaborate to produce drawings for their model/prototype using first angle
orthographic projection.
Each team member draws a plan of the design OR, if it is very complex, one or more
aspects of the design. Each learner must demonstrate her/his competency in using this
drawing technique.
3
• Make: prototype/working model
Learners use safe working practices.
Building: the model must showcase a viable solution to the problem. It should be to
scale and neat, and show intelligent use of available materials.
Communication
skills
2
1
• Team presentations:
Each team is given five minutes to present their solution in the form of sketches, artistic
impressions of the solution, working drawings/plans, costing and their model.
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%
33TECHNOLOGY GRADES 7-9
GRADE 9 TERM 3: ELECTRICAL / ELECTRONIC SYSTEMS
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
Content, concepts and skills
Enabling Tasks
Revise 1 – component symbols:
• Cells in series and parallel.
• Lamps in series and parallel.
• Switches in series (AND logic) and parallel (OR logic).
• Current in the circuit – conventional current flows from positive to negative.
Revise 2 – simple circuits:
• One cell, switch, two lamps in series.
• Two cells in series, switch, two lamps in series.
2
Ohm’s law quantitatively: as voltage increases, current increases if resistance is constant.
Investigation
skills
Action research: testing Ohm’s Law practically – measure the voltage (potential difference)
and the current strength in each of the following circuits:
• One cell connected to a 20W resistor – note the voltmeter and ammeter readings.
• Two cells connected to the 20W resistor – note the voltmeter and ammeter readings.
• Three cells connected to the 20W resistor – note the voltmeter and ammeter readings
• Plot the readings on a graph and determine the relationship between potential difference and
current strength while keeping the resistance constant.
Electrical systems
and control
Resistor colour codes:
• Low value resistors often have their resistance value printed on them in numbers.
• Higher value resistors are coded using coloured bands. The first three bands give the value
of the resistor in ohms. The fourth band is an accuracy rating as a percentage.
Calculate values:
V
I
V = IR
R =
2
I =
V
R
use to calculate R if V and I are known.
use to calculate V if I and R are known.
use to calculate I if V and R are known.
Note: R - represents the resistance of a resistor in ohms .... [Ω].
V - represents the potential difference in volts .......... [V].
I - represents the current strength in amperes ......... .
Electronic
systems and
control
• Switches: Manual switches controlled by the user, e.g. push, SPST, SPDT, DPDT.
• Diodes and LED (Light Emitting Diode):
- - A diode is a component that allows current to flow in one direction only.
- - A LED allows current to flow in one direction only and also gives off light and is often used
as an indicator that a circuit is ‘ON’.
• Transistors: only npn-type will be used at this level.
- - A transistor is a device that can act as a switch and it can amplify a small current (e.g. from
a sensor) into a larger current.
- - Connect a simple transistor circuit.
4
Sensors – important input devices:
• LDR (Light Dependent Resistor) – a component whose resistance decreases with light [dark
– high resistance; bright light – low resistance].
• Thermistor: a component whose resistance varies with temperature. Two types exist:
- - + t: resistance increases with increasing temperature.
- - - t: resistance decreases with increasing temperature.
• Touch or moisture detector: a component that can be bridged using a ‘wet’ finger, thus
completing the circuit, indicating the touch.
• Capacitors: a component which can store and then release electrical energy.
34
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Electronic systems
and control
Simple electronic circuits:
Learners draw, AND work in groups to assemble these simple electronic circuits:
LED, 470Ω resistor, switch, and 4,5V series battery.
2
LDR, buzzer, 3V series battery.
NPN transistor, buzzer or bell, thermistor, variable resistor, 1kΩ resistor, 6V series battery
(or DC power supply or photovoltaic panel).
6V series battery, LED, 470Ω resistor, 1 000μF capacitor, switch.
Short Practical Assessment Task: “Mini-PAT”
PRACTICAL TASK: Electronic Systems
Innovation: Electronic Systems and Control
Setting the scene
[70%]
Duration of this lesson is one 30-minute period.
Systems where electrical and electronic systems are combined.
This may be integrated with other aspects like structures, etc.
Learners will not be expected to design an electronic circuit. They will assemble and connect the components of a given
circuit and will design a suitable application for that circuit. The electronic circuit may contain sensor devices and/or use
transistor(s).
Scenario: describe a situation where a given electronic circuit can be used to meet a need. Learners are given the task of
building a given electronic circuit and finding an appropriate use for this circuit.
Investigation
skills
• Investigate the situation and the nature of the need so that an appropriate circuit can be
chosen to solve the problem, need or want given in the scenario.
• A given circuit must be incorporated into the design of a device that will use the electronics to
address the problem, need or want.
2
Design skills
• The design brief:
Each learner writes his/her suggestion for the design with specifications & constraints.
• Sketches
Each learner draws the circuit diagram. Each learner produces a sketch in 3D showing the
device that will use the electronic circuit.
• Teams meet and examine the individual suggestions to decide on a final solution.
Making skills
• Plans: working drawings
• The learners produce plans for their device/model/prototype using first angle orthographic
projection. The plans should include a 3D “assembly” drawing in exploded view showing how
the model fits together.
2
• Each team member draws a working drawing of the design OR an aspect of the design.
• Make: device /prototype/working model
• The model must showcase a viable solution to the problem. It should be to scale and neat, and
show intelligent use of available materials.
2
Communication
skills
Each team is given five minutes to present their solution in the form of sketches, artistic
impressions of the solution, working drawings/plans, costing and their model.
• Each learner compiles a record of his/her own individual contribution to the task.
2
1
• Team presentations:
This should be reflected in each learner’s workbook.
Summative assessment
Formal Assessment: Term 3:
Test (The test may precede or follow the mini-PAT)
Weighting: 10% of promotion mark
Mini-PAT: [70%]
CAPS
[30%]
Test: [30%]
Total:
100%
35TECHNOLOGY GRADES 7-9
GRADE 9 TERM 4: PROCESSING
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
Processing
Content, concepts and skills
Preserving metals (first two methods theoretically, 1.3 practically)
1.1. Painting
2
2
2
Enabling Tasks
1.3. Electroplating
1.2. Galvanising
Processing Preserving food
Indigenous
technology 2.1. Storing grain
Processing • Types of plastics and their uses
(first two methods theoretically, 2.3 practically)
2.3. Drying and/or salting
2.2. Pickling
Note: The drying/salting process will take time and be evaluated when completed.
• Investigation: identification of plastic identifying-codes and sorting for recycling.
Investigation
skills Properties of plastics
Processing • Case study: Remanufacturing waste plastic into pellets for re-use.
Reduce – reuse – recycle
• Systems diagram: Draw a systems diagram describing a plastics recycling project.
Investigation
skills
• Case study: Moulding recycled plastic pellets into products.
Formal Assessment Task: Mini-PAT
PRACTICAL TASK: Working with Plastics
Reduce - Reuse - Recycle
Setting the scene
[70%]
Duration of this lesson is 30 minutes.
Scenario: Describe a situation where cutting, joining, bending AND/OR moulding plastics can be used to make a plastic
product that will satisfy a need, want or opportunity.
• Case study: plastics used on modern motor cars.
2
Investigation
skills
Design skills
2
2
2
• Case study: plastics used around the home.
• Problem identification: learners identify a need or want that can be satisfied by the making
of a plastic item of their own design.
• Sketch: learners sketch their plastic item using isometric projection on grid paper.
• Plan: learners draw their plastic item using first angle orthographic projection.
Making skills • Skills development: learners practise the skills needed to manufacture their plastic item –
measure, mark out, cut, bend and join. Moulding is an optional extra.
Making skills • Practical sessions: working safely, learners measure, mark out, cut and bend the materials
for their plastic item, and then assemble the product.
Communication
skills • Each learner compiles a record of his/her term’s work including extending the lifespan of
metals and food, properties and uses of various plastics, the plastics recycling strategy, the
case studies, and the sketches and plans for the plastic item.
Final examination
• Summative year-end examination covering knowledge, drawing skills, design issues, and
values covered during the Grade 9 year. Questions should be balanced across Bloom’s
Taxonomy BUT with special emphasis on application of knowledge in a problem-solving
context, as this is the essence of this learning area.
NB: Recall of knowledge without understanding is of little value in Technology.
Formal Assessment: Term 4:
36
Weighting: 10% of promotion mark
Mini-PAT alone: [100%]
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
End-of-year Examination = 60%
YEAR MARK : Term1 [7+3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40%
Promotion mark:
Year mark (40 %)
+
Final exam mark (60%)
Grades 7, 8 and 9
Term 1
Formal Assessment: (4 Tasks)
Term 2
Term 3
Term 4
Mini-PAT 70% Mini-PAT 70% Mini-PAT 70%
TEST 30% TEST 30% TEST 30%
7 + 3
7 + 3
Total: 100%
CAPS
= 100%
Mini-PAT
7 + 3
10
Promotion Mark
100%
Year mark: 40%
Final exam: 60%
Exams 20% + 40% =
SBA 60%
(See Table 1 on page 30)
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
Design skills
2
Content, concepts and skills
Enabling Tasks
• First angle orthographic projection: three-dimensional objects on flat paper.
- - Concept of drawing three different views: front, top and side. Simple cubes.
- - Line types: dark, feint, dashed, wavy, chain. Scale and dimensions.
Design skills
• More complex 3D objects drawn in orthographic projection with instruments.
Design problem: flight of stairs and wheelchair ramp.
- - Design brief specifying number of steps, height of stair risers, width and gradient of ramp,
handrail, etc.
2
- - Sketch the stair and ramp in 3D using isometric projection.
- - Draw a plan for the stair and ramp using first angle orthographic projection to an appropriate
scale, using correct views, line types and dimensions according to convention.
NB: These skills should be developed progressively with each task. Do not spend more than the time allocated for this
introduction. By the end of the year the learners should have developed the required level of competence.
Level required after week 2 – learners should be able do the following at an elementary level:
• Learners draw a plan for an object of a given size. They use the first angle orthographic technique using correct line types,
drawn to scale with dimensions.
• Learners design a solution to solve a given problem and draw a suitable plan using first angle orthographic.
NB: It is most important that the plan can work.
If the solution will not solve the problem it must be penalised, no matter how neatly it is drawn.
Structures
• Forces can be static or dynamic, and loads can be even or uneven.
- - Strength of materials under the action of forces – metal cross-sections:
- - Tension (pulling); compression (pushing); bending of beams (compression and tension).
2
- - Torsion – using internal cross-bracing to resist twisting.
• Properties of various construction materials: mass/density; hardness; stiffness; flexibility,
corrosion resistance and prevention of corrosion.
FORMAL ASSESSMENT TASK 1: Mini-PAT
TOPIC: Structures
CONTEXT: Community Issues – The Contractors CONTENT: Identifying a problem within a given scenario [70%]
Task1: SIMULATION: Structures (Grade 9 learners must be able to identify a problem from a given context)
This task deals with the design of a structure that will solve a problem facing a community living on the far side of a river from
the city. The local authority places an advertisement inviting contractors to submit tenders for a solution.
Learners form teams to act as ‘Contracting Companies’ which will compete for the contract to solve the problem.
The teams must be structured, with carefully designed roles for every learner.
Rationale: You do not need to be a member of a community in order to be able to address their needs – engineering firms
build bridges and stadia all over the world, and an architect can design an RDP house without having to live in it.
This task allows learners to simulate the way the world works with companies bringing appropriate technological solutions to
problems wherever they need to be solved. A number of problems may be identified and a range of solutions may work.
Costing is also part of design and learners at this level should consider real costs, including labour – as this will help them to
make informed career choices at this key point in their education, with subject choices for FET especially important.
Investigation
skills
2
30
The tender process (including ethical practices).
• Investigate: provide the scenario so that learners can investigate the problem situation and
various possible structures which could solve the problem(s) they identify. Analysis of existing
products relevant to the identified problem in terms of fitness-for-purpose (including suitability
of materials), safety for users, costs of materials and costs of construction. Realistic costs of
real materials, labour, transport, etc. Textbook writers must supply useful resources for this.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Design skills
• Sketch initial ideas: each learner generates two possible ideas.
• Evaluate and adapt: teams evaluate individual ideas and develop a final idea.
2
• Design brief: learners write a design brief with specifications for the final idea.
• Flow chart: teams discuss how to proceed, then each learner draws a flow chart.
Making skills
2
Costing
Making skills
2
• Working drawings: each learner draws the plan (or an aspect of the plan) using first angle
orthographic projection with suitable scale, correct line types and dimensions.
• Budget: costing of the “real-life” solution, including correct materials and labour costs.
• Model of a viable solution: It must be built neatly to scale, showing intelligent use of
materials.
Learners must use safe working practices.
Evaluation skills
4
Communication
skills
1
• Evaluate: teams collaborate to produce an evaluation instrument. Each learner uses the
instrument to evaluate their team’s solution and that of another team. This can be done during
the other team’s presentation.
• Team presentations: teams present their tender bid to the “Tender Board”. Each team
member must be responsible for an aspect of the presentation.
Tenders consist of sketches, plans, budget, model and artistic impressions.
Formal Assessment Task:
Formal Assessment: Term 1:
Test
Weighting: 10% of promotion mark
Mini-PAT:
CAPS
[30%]
(Note: the test may be written before the Mini-PAT)
[70%]
Test: [30%]
Total:
100%
31TECHNOLOGY GRADES 7-9
GRADE 9 TERM 2: MECHANICAL SYSTEMS AND CONTROL
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
Mechanical
systems and
control
Investigation
skills
2
Content, concepts and skills
Enabling Tasks
• Revise: syringe mechanics using two equal sized syringes linked by a tube.
Force transfer between the syringes filled with:
- - Compressed air – pneumatic system.
- - Water – hydraulic system.
• Action research: learners experiment with two different sizes of syringes linked by a tube
and filled with hydraulic fluid (water). Learners experience force transfer with either force
multiplication or force division (depending on which syringe is the driver/master).
Gases (like air) are compressible. Liquids (like water, oils) are incompressible.
• Action research:
Pascal’s principle – pressure exerted on one part of a hydraulic system will be transferred
equally, without any loss, in all directions to other parts of the system.
Note that equal volumes of liquid are moved through the systems, and this results in different
extensions (amount of movement) where syringes (cylinders) are of different sizes, so less
distance/more force (MA > 1); and more distance/less force (MA < 1).
2
Investigation
skills
• The hydraulic press (including simple calculations).
• The hydraulic jack.
• Investigation: Design considerations ~ fit-for-purpose:
- - Evaluate the design of the hydraulic jack in terms of:
Who is it for? What is it for? Will it do the job? What should it be made of? What should it
cost? Is it cost-effective? Does it look good (aesthetics)? Is it safe/easy to use for the end user
(ergonomics)?
• Draw a systems diagram which describes the way a hydraulic jack works.
Investigation
skills
• Action research: practical investigations:
- - Use a single wheel fixed pulley to change the direction of pull (MA = 0).
- - Use a single wheel moveable pulley to change the direction of pull (MA > 0).
2
- - Use a pulley block system (block and tackle) to determine the relationship between load-
bearing ropes on moveable pulley wheels and M.A (force multiplication).
Mechanical
systems and
control
• Investigate: learners find out about the following mechanical control systems:
- - Ratchet and pawl.
- - Disc brake.
- - Bicycle brake.
- - Cleat.
Mechanical
systems and
control
• Lead learners as they revise the interactions of the following:
- - Spur gears of equal size counter-rotating.
- - Spur gears of unequal size counter-rotating – note velocity/force relationships.
- - Spur gears using an idler to synchronise rotation.
2
• Lead learners as they find out about the interactions of the following:
- - Bevel gears of equal size – axis of rotation 90 o .
- - Bevel gears of unequal size – axis of rotation 90 o – note velocity/force relationships.
- - Rack-and-pinion gear system as found on automatic gates and steering racks.
- - Worm gear system for large reduction in speed and increase in force.
32
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Evaluation skills
Design skills
2
Communication
skills
• Evaluate: learners examine various items using mechanisms found in the modern kitchen
and/or home, workshop/garage. Items like can openers, egg beaters, ‘strap’ spanners for
opening bottles, knives for a range of purposes, and vice grip, wire strippers and ratchet
spanners should be evaluated in terms of: Who is it for? What is it for? Will it do the job? What
material is it made of? Is the material suitable? What should it cost? Does it look good? Is it
safe and easy to use? They report on three items.
• Artistic Drawing: single vanishing point perspective.
- - Learners draw a 3D wooden object using single VP perspective. They enhance the drawing
showing the texture of the wood grain, colour and shadows.
- - Learners use single VP perspective to draw an inside view of the classroom.
FORMAL ASSESSMENT TASK 2: Mini-PAT
TOPIC: Integrated Systems – Mechanical / Electrical / Other
CONTEXT: Will be given by materials developers CONTENT: Problem Solving / Mechanical Advantage
INTRODUCING THE PRACTICAL TASK: Integrated Systems
[70%]
Duration of this lesson is one 30-minute period.
Systems where mechanical, electrical, hydraulic or pneumatic systems are combined.
Scenario: Describe a scenario where a machine combining at least two of the following sub-systems can be effective in
giving a mechanical advantage to make work easier: mechanical, electrical or pneumatic/hydraulic systems.
Note: The mechanical elements may consist of one or more of the following mechanisms: levers, linked levers, wheels,
cams, cranks, pulleys and/or gears.
The machine may include a mechanical or electrical control device like a cleat, ratchet and pawl, or switch.
Investigation skills
• Investigate the situation so that an appropriate machine can be designed to solve the
problem, need or want given in the scenario. Investigate the possible mechanisms and
controls to be used together to make the machine.
• The design brief: each learner writes his/her suggestion for the design giving specifications
and constraints.
2
Design skills
• Sketches: each learner produces two sketches of viable possible designs.
Teams meet and examine the individual suggestions and then decide on a final solution.
Making skills
• Plan: working drawings
The teams collaborate to produce drawings for their model/prototype using first angle
orthographic projection.
Each team member draws a plan of the design OR, if it is very complex, one or more
aspects of the design. Each learner must demonstrate her/his competency in using this
drawing technique.
3
• Make: prototype/working model
Learners use safe working practices.
Building: the model must showcase a viable solution to the problem. It should be to
scale and neat, and show intelligent use of available materials.
Communication
skills
2
1
• Team presentations:
Each team is given five minutes to present their solution in the form of sketches, artistic
impressions of the solution, working drawings/plans, costing and their model.
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%
33TECHNOLOGY GRADES 7-9
GRADE 9 TERM 3: ELECTRICAL / ELECTRONIC SYSTEMS
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
Content, concepts and skills
Enabling Tasks
Revise 1 – component symbols:
• Cells in series and parallel.
• Lamps in series and parallel.
• Switches in series (AND logic) and parallel (OR logic).
• Current in the circuit – conventional current flows from positive to negative.
Revise 2 – simple circuits:
• One cell, switch, two lamps in series.
• Two cells in series, switch, two lamps in series.
2
Ohm’s law quantitatively: as voltage increases, current increases if resistance is constant.
Investigation
skills
Action research: testing Ohm’s Law practically – measure the voltage (potential difference)
and the current strength in each of the following circuits:
• One cell connected to a 20W resistor – note the voltmeter and ammeter readings.
• Two cells connected to the 20W resistor – note the voltmeter and ammeter readings.
• Three cells connected to the 20W resistor – note the voltmeter and ammeter readings
• Plot the readings on a graph and determine the relationship between potential difference and
current strength while keeping the resistance constant.
Electrical systems
and control
Resistor colour codes:
• Low value resistors often have their resistance value printed on them in numbers.
• Higher value resistors are coded using coloured bands. The first three bands give the value
of the resistor in ohms. The fourth band is an accuracy rating as a percentage.
Calculate values:
V
I
V = IR
R =
2
I =
V
R
use to calculate R if V and I are known.
use to calculate V if I and R are known.
use to calculate I if V and R are known.
Note: R - represents the resistance of a resistor in ohms .... [Ω].
V - represents the potential difference in volts .......... [V].
I - represents the current strength in amperes ......... .
Electronic
systems and
control
• Switches: Manual switches controlled by the user, e.g. push, SPST, SPDT, DPDT.
• Diodes and LED (Light Emitting Diode):
- - A diode is a component that allows current to flow in one direction only.
- - A LED allows current to flow in one direction only and also gives off light and is often used
as an indicator that a circuit is ‘ON’.
• Transistors: only npn-type will be used at this level.
- - A transistor is a device that can act as a switch and it can amplify a small current (e.g. from
a sensor) into a larger current.
- - Connect a simple transistor circuit.
4
Sensors – important input devices:
• LDR (Light Dependent Resistor) – a component whose resistance decreases with light [dark
– high resistance; bright light – low resistance].
• Thermistor: a component whose resistance varies with temperature. Two types exist:
- - + t: resistance increases with increasing temperature.
- - - t: resistance decreases with increasing temperature.
• Touch or moisture detector: a component that can be bridged using a ‘wet’ finger, thus
completing the circuit, indicating the touch.
• Capacitors: a component which can store and then release electrical energy.
34
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Electronic systems
and control
Simple electronic circuits:
Learners draw, AND work in groups to assemble these simple electronic circuits:
LED, 470Ω resistor, switch, and 4,5V series battery.
2
LDR, buzzer, 3V series battery.
NPN transistor, buzzer or bell, thermistor, variable resistor, 1kΩ resistor, 6V series battery
(or DC power supply or photovoltaic panel).
6V series battery, LED, 470Ω resistor, 1 000μF capacitor, switch.
Short Practical Assessment Task: “Mini-PAT”
PRACTICAL TASK: Electronic Systems
Innovation: Electronic Systems and Control
Setting the scene
[70%]
Duration of this lesson is one 30-minute period.
Systems where electrical and electronic systems are combined.
This may be integrated with other aspects like structures, etc.
Learners will not be expected to design an electronic circuit. They will assemble and connect the components of a given
circuit and will design a suitable application for that circuit. The electronic circuit may contain sensor devices and/or use
transistor(s).
Scenario: describe a situation where a given electronic circuit can be used to meet a need. Learners are given the task of
building a given electronic circuit and finding an appropriate use for this circuit.
Investigation
skills
• Investigate the situation and the nature of the need so that an appropriate circuit can be
chosen to solve the problem, need or want given in the scenario.
• A given circuit must be incorporated into the design of a device that will use the electronics to
address the problem, need or want.
2
Design skills
• The design brief:
Each learner writes his/her suggestion for the design with specifications & constraints.
• Sketches
Each learner draws the circuit diagram. Each learner produces a sketch in 3D showing the
device that will use the electronic circuit.
• Teams meet and examine the individual suggestions to decide on a final solution.
Making skills
• Plans: working drawings
• The learners produce plans for their device/model/prototype using first angle orthographic
projection. The plans should include a 3D “assembly” drawing in exploded view showing how
the model fits together.
2
• Each team member draws a working drawing of the design OR an aspect of the design.
• Make: device /prototype/working model
• The model must showcase a viable solution to the problem. It should be to scale and neat, and
show intelligent use of available materials.
2
Communication
skills
Each team is given five minutes to present their solution in the form of sketches, artistic
impressions of the solution, working drawings/plans, costing and their model.
• Each learner compiles a record of his/her own individual contribution to the task.
2
1
• Team presentations:
This should be reflected in each learner’s workbook.
Summative assessment
Formal Assessment: Term 3:
Test (The test may precede or follow the mini-PAT)
Weighting: 10% of promotion mark
Mini-PAT: [70%]
CAPS
[30%]
Test: [30%]
Total:
100%
35TECHNOLOGY GRADES 7-9
GRADE 9 TERM 4: PROCESSING
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
Processing
Content, concepts and skills
Preserving metals (first two methods theoretically, 1.3 practically)
1.1. Painting
2
2
2
Enabling Tasks
1.3. Electroplating
1.2. Galvanising
Processing Preserving food
Indigenous
technology 2.1. Storing grain
Processing • Types of plastics and their uses
(first two methods theoretically, 2.3 practically)
2.3. Drying and/or salting
2.2. Pickling
Note: The drying/salting process will take time and be evaluated when completed.
• Investigation: identification of plastic identifying-codes and sorting for recycling.
Investigation
skills Properties of plastics
Processing • Case study: Remanufacturing waste plastic into pellets for re-use.
Reduce – reuse – recycle
• Systems diagram: Draw a systems diagram describing a plastics recycling project.
Investigation
skills
• Case study: Moulding recycled plastic pellets into products.
Formal Assessment Task: Mini-PAT
PRACTICAL TASK: Working with Plastics
Reduce - Reuse - Recycle
Setting the scene
[70%]
Duration of this lesson is 30 minutes.
Scenario: Describe a situation where cutting, joining, bending AND/OR moulding plastics can be used to make a plastic
product that will satisfy a need, want or opportunity.
• Case study: plastics used on modern motor cars.
2
Investigation
skills
Design skills
2
2
2
• Case study: plastics used around the home.
• Problem identification: learners identify a need or want that can be satisfied by the making
of a plastic item of their own design.
• Sketch: learners sketch their plastic item using isometric projection on grid paper.
• Plan: learners draw their plastic item using first angle orthographic projection.
Making skills • Skills development: learners practise the skills needed to manufacture their plastic item –
measure, mark out, cut, bend and join. Moulding is an optional extra.
Making skills • Practical sessions: working safely, learners measure, mark out, cut and bend the materials
for their plastic item, and then assemble the product.
Communication
skills • Each learner compiles a record of his/her term’s work including extending the lifespan of
metals and food, properties and uses of various plastics, the plastics recycling strategy, the
case studies, and the sketches and plans for the plastic item.
Final examination
• Summative year-end examination covering knowledge, drawing skills, design issues, and
values covered during the Grade 9 year. Questions should be balanced across Bloom’s
Taxonomy BUT with special emphasis on application of knowledge in a problem-solving
context, as this is the essence of this learning area.
NB: Recall of knowledge without understanding is of little value in Technology.
Formal Assessment: Term 4:
36
Weighting: 10% of promotion mark
Mini-PAT alone: [100%]
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
End-of-year Examination = 60%
YEAR MARK : Term1 [7+3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40%
Promotion mark:
Year mark (40 %)
+
Final exam mark (60%)
Grades 7, 8 and 9
Term 1
Formal Assessment: (4 Tasks)
Term 2
Term 3
Term 4
Mini-PAT 70% Mini-PAT 70% Mini-PAT 70%
TEST 30% TEST 30% TEST 30%
7 + 3
7 + 3
Total: 100%
CAPS
= 100%
Mini-PAT
7 + 3
10
Promotion Mark
100%
Year mark: 40%
Final exam: 60%
Exams 20% + 40% =
SBA 60%
(See Table 1 on page 30)