cta section a learner book 2009 - western capeyou must collect all your investigations, response to...

1

TECHNOLOGY

COMMON TASK FOR ASSESSMENT

Standardised Assessment Task

Section A

Grade 9

2009

LEARNER’S BOOK

� Time: 4 hours

� Marks: 120/2= 60

� No. Pages: 24

2

Page Task LO AS Forms of

assessmen

t

Marks Time Resources

4- 6 Task 1.

Assignment:

research

LO 1

LO 3

Investigate

Impacts

Research 16 30 minutes Pen,

Pencil

Ruler

7- 11 Task 2.

Investigation ,

Communication

and Design

LO 1

LO 2

Investigate

Structures

Investigati

on

28 50 minutes Pen,

Pencil ,

ruler

12- 18 Task 3.

Design and

Communication

LO 1

Design

Makes

Communicates

Formal

drawing

20 45 Minutes Ruler,

pen,

pencil

Scissors

Glue

paper

grid

19 - 21 Task.4

Evaluation and

Design

LO 1 Evaluate

Design

Makes

Communicates

Assignme

nt

25 45 minutes Ruler,

pen,

pencil

22- 24 Task 5.

Hydraulic and

other

Mechanism

LO 2

Systems and

Control

Communicates

Design

Makes

Project 30 70 minutes Ruler,

pen,

pencil

Total 120 4hours

3

THEME: DESIGN FOR LIVING

SUB-THEME: CONSIDERING THE QUALITY OF LIFE OF OTHERS

PRINCIPLES: SOCIAL JUSTICE, HUMAN RIGHTS, and INCLUSIVITY.

The Critical and Developmental Outcomes, listed in the Policy Document, were used during the planning of

this CTA.

Requirements:

You must collect all your investigations, response to questions, sketches, and working drawings in a CTA

Portfolio.

How will you be assessed?

You will be assessed on your abilities to:

• Investigate:

� the needs of a specific population group (elderly and/or physically challenged)

� the recognition of Bias since their needs are often ignored

� the impact of solutions on physically challenged people and on their quality of life.

• Research information

• Identify a problem or opportunity from a given context

• Evaluate your product against a given rating scale.

• Evaluate an existing design in terms of its suitability, and suggest improvements.

• Communicate – Present inputs in a logical and well structured manner.

Use and manage resources in a sustainable manner. You will be divided into teams of 4 or 6 for most

activities.

Symbols: �means that you have to work on your own. � means that you have to work in teams. �� means that you have to work in pairs – gender is not an issue.

SOCIETY AND THE ENVIRONMENT Setting the Scene

Please note that whenever societal problems are analysed, it is important that you think about the principles of

Social Justice, Human Rights, Inclusivity of members of the society, and a Healthy Environment.

CONTEXT

Due to rising cost of living, an elderly, physically challenged Grandparent is coming to stay with your family.

Accommodation has to be adapted for this person. You need to consider the needs and concerns of a different

age group from your own. This will require you to research the issues, and to display a degree of empathy

towards the elderly.

Glossary:

Empathy: understanding , sympathy , compassion

4

PLACES TO LIVE IN

ASSIGNMENT: RESEARCH

LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED:

LO1: The learner is able to apply technological processes and skills ethically and responsibly

using appropriate Information and communication Technologies

AS

Investigates: Identifies and explains a problem, need or opportunity from a given real

life context and investigates the context, the nature of the need, the environmental

situation and the people concerned.

AS Investigates: Analyses existing relevant products based on key aspects of design:

People, Purpose, Safety, Cost, and Ergonomics.

AS

Investigates: Uses a variety of available technologies and methods to: locate (use of

library referencing system, Database searches, indexes, etc), collect (questionnaires,

data collection forms, requests for information, information searches, literature surveys,

etc), compare, sort, verify and evaluate.

LO3: The learner is able to demonstrate an understanding of the inter-relationships between

technology, society and the environment

AS Impacts: Recognises and identifies the impacts of technological developments on the

quality of people’s lives and on the environment they live in and suggest strategies for

reducing any undesirable effects.

You will be assessed on the following:

• Knowledge of working mechanism of wheelchair

• Knowledge of safety measures to be considered when working with certain Technology

products

• Knowledge of functions of different mechanical systems and how they could be improved or

adapted to suite particular conditions.

Read the following extract and respond to the questions that follow.

Scenario The human body is capable of a wide range of complex movements. These movements are necessary

to perform our daily tasks. In most cases, when people design homes, they look at the human body

and its movements within the house. Well-designed houses allow for comfortable movement in and

out of the home as well as within the home. Within the home, fixed parts such as door-handles,

staircase railings and steps are also designed to assist the human body in moving about comfortably.

When you get older and movement becomes more difficult, it is essential to live in a house that takes

your physical limitations into consideration so that you can move about comfortably.

1.1 Make a list of the possible needs of an elderly person in a wheelchair or with a walking frame

with regards to accommodation. (You may interview elderly people to get an idea of the

difficulties they face every day.) (4 x ½)=[2]

Task

� Minutes 30 �Marks 16

1

5

1.2 What would you have to take into consideration with regards to safety when designing a house

for such a person? Make TWO suggestions [2]

6

2 Look at the pictures below and answer the questions that follow.

a) Identify the difficulties an elderly person using a wheelchair or walking frame would

experience if s/he were living in this house. Identify TWO difficulties per room. Write your

answers in the table below: [6]

A

Living room

B

Bathroom

C

Stairwell

b) List two possible improvements you could make to each area of this house to make it more

suitable for an elderly person using a wheelchair or walking frame. [6]

A

Living room

B

Bathroom

C

Stairwell

B

C A

7

INVESTIGATION, COMMUNICATION AND DESIGN

Activity 1. Investigation – Time: 15 minutes Marks: 10 �


You will be assessed on the following: • Use of appropriate technical design and development skills, technical language and conventions to meet

given purposes and specifications.

• Integrate drawings and notes to effectively communicate and justify design decisions.

• An understanding of measurement and drawing to scale.

• Identify and understand the function of basic structural components.

• Demonstrate an understanding that the stability of structures is affected by the size of the base angle, base

size and distribution of the load.

Homes consist of many different building components (parts). In the construction / building of

homes, measurements play an important role.

Study the diagrams/drawings on this and the next page to familiarise yourself with the correct terminology of

the different parts of a home.

VERTICAL CROSS-SECTION THROUGH A HOUSE

LO1: The learner is able to apply technological processes and skills ethically and responsibly

using appropriate Information and communication Technologies

AS Investigates: Analyses existing relevant products based on key aspects of design:

People, Purpose, Safety, Cost, and Ergonomics.

AS Investigates: compare and evaluate.

AS

Evaluates the product or system based on self generated objective criteria. Suggests

sensible improvements or modifications that would clearly result in a more effective or

higher quality end product.

LO2: The learner is able to understand and apply relevant technological knowledge ethically

and responsibly.

AS Demonstrate knowledge and understanding of structures, properties of materials that

affect their performances in structures( e.g. mass, hardness, stiffness, flexibility,

corrosion, resistance, strength in tension, comprehension, shearing)

Task

� 50 Minutes �28 Marks

2

900

275

0

Internal Wall110

RIDGE

ROOF TILES

ROOF TRUSS

EXTERIOR WALL 220

GROUND LEVEL

FOUNDATION

K

QS

RT B

ING POST

UEEN POSTSTRUTS

AFTERSIE EAM

8

CROSS-SECTION THROUGH A HOUSE.

Acknowledgements:

From: Viva Technology Gr9 published by Vivlia Publishers ISBN: 978-1-77006-664-9

[Originally adapted from Drawing & Graphics Standards by Andre’ Grobbellaar]

1.1 Identify six components which add rigidity (stiffness) and stability to a structure?�

[6]

1.2 Work in Groups of four to take the following measurements at your school: �

Each group member must take one measurement and record it on the table below.

(a) The height of the windowsill from the floor

(b) The width of a door

(c) The height of the door handle from the floor

(d) The height (from the floor) of a working surface in the classroom

NB: Write ALL your answers in millimetres. [4]

a. b. c. d.

Brandering

Rafter

Bracing Strut

Queen Post

Tie Beam

Ceiling Cornice

Lintel

Damp-proof Membrane

Skirting

Ground Level

Foundation

Window sill

Window Glass

Cavity Wall

Facia

Guttering

Fibre-glass Insulation

Roof Tiles

Carpet

Floor screed

Concrete subfloor

Damp-proof Membrane

Brandering

Rafter

Bracing Strut

Queen Post

Tie Beam

Ceiling Cornice

Lintel

Damp-proof Membrane

Skirting

9

Activity 2. Communicating using Scales Time: 15 minutes Marks: 6

�

INFORMATION:

Before a home can be built, an architect must design the home by drawing it on paper. To fit

the house design onto a piece of paper, s/he makes use of Scale i.e. reduces or enlarges

measurements proportionally e.g.

Scale 1:1 {10 mm (1cm) = 10 mm (1cm) on paper},

Scale 1:100 {10 mm (1cm) = 1 000 mm (1m) on paper}.

Scale 1:500 {10mm (1cm) = 5000 mm (5m) on paper},

Scale 1:1 250 {10mm (1cm) = 12 500mm (12.5m) on paper} etc. in real life.

Study the scaled diagrams of household items:

Scale = 1:50 {10 mm represents 500 mm}

A. Single Bed

B. Double Bed C. Desk + Chair

D. Bath

E. Shower

1. Using the given scale, calculate the actual size of each household item above. Measure the

length and breadth of each item and scale them up to true size.

Write your answer in the table below: � 12 X ½ = [6]

A

B

C Desk:

Chair:

D

E

10

FROM KITCHEN

A BUILT-IN CUPBOARD B BUILT-IN CUPBOARD

TO PATIO

Activity 3. Case Study Time: 20 minutes Marks: 12 �

A home, even as small as a flatlet or bed-sitter should satisfy many requirements.

So you should first think about and evaluate the plan carefully before you make final decisions,

especially if you draw the plan yourself.

Use the following information to critically evaluate the two plans in this Activity (Pg11)

• Traffic Lanes / Patterns – these are the natural paths people follow when they enter, walk

through, or leave a room. Traffic lanes will affect the furniture arrangement because they have

to be kept open. Traffic lanes have to go around and not through activity areas. To pass

comfortably between furniture you will need about 750 mm space (more for wheelchairs). At

doorways, double this amount of space is needed to allow for several people using the door

simultaneously.

• Furniture groupings – arrange furniture so that it fulfils the purpose for which it was intended

e.g. chairs and sofas in the conversation area should be arranged so that people face one another

during conversation. Table surfaces for cups, glasses and books should be within easy reach.

Allow for easy access to electrical sockets, windows and doors.

• Space – always try to achieve a spacious look - even in small rooms. Therefore, limit the

amount of furniture to what is really needed and choose simple, clear-cut lines. Does the

furniture arrangement cater for all the activities that need to be carried out? Does it allow for

free movement or does the room look cluttered? Consider the shape of the room when choosing

furniture.

• Placement of doors and windows – do they facilitate the flow of traffic and the arrangement of

furniture? Can the sleeping area be reached without interrupting conversation in the living area?

Is it easy to leave through the door(s) or must you walk round furniture or people working in the

room?

• Can the planned activities take place in the room – are there enough electrical sockets? Are

there enough work areas and is there enough space to move?

• Is there enough storage space for clothes, books and other personal belongings? This helps

you to organise and keep your room neat and tidy.

• Does the plan make the best use of privacy (can passers-by look into private areas), the sun

(does the sleeping area get early morning sun?) and the view (when sitting in the living area do

you see into the bathroom, sleeping area or garden)

Example of a design / plan with traffic lines drawn in.

11

1. Study the following 2 plans carefully. �

A B Built-in Cupboard Built-in Cupboard

a) In a group, discuss the use of space in each plan.

Summarise your discussion, in point form, in the space below. � [4]

b) Draw the traffic lines in for each plan above. � [4]

c) In which plan was the available space used best.

Give 3 reasons for your answer.

� [4]

Best use of space: indicate your choice A B

1. .

.

.

2. .

.

.

3. .

.

.

12

DESIGN AND COMMUNICATION

Activity 1. Assignment Time: 25 minutes Marks: 12 ��


LO1: The learner is able to apply technological processes and skills ethically and responsibly using

appropriate Information and communication Technologies

AS Design: Chooses possible solutions based on well-reasoned argument related to the specifications,

personal opinions and develops a chosen idea using graphics

AS Makes: Formal drawings showing dimensions or quantities.

AS Communicates: Presents ideas (in a project portfolio) using formal drawing techniques – scale

AS Generates a range of possible solutions that are significantly different from each other, and that

show clear links to the design brief and the specifications


• Use of appropriate technical design, scale and development skills, technical language and

conventions to meet given purposes and specifications.

• Integrate drawings and notes to effectively communicate and justify design decisions.

• Reflect on the task and suggest ways to solve the problem, and accept that other peoples’ ways of

solving them are equally valid.

• Recognise, taking into account a range of constraints, and select from a range of appropriate

techniques to make a choice.

• Apply graphic techniques in a variety of media and methods of enquiry e.g. free hand and 2-D.

• Determine if the design solves the problem and meets the design specifications.

FLOOR PLAN OF EXISTING HOUSE SHOWING GARAGE POSITION.

NB: DRAWING IS NOT DONE TO SCALE.

Task

� 45 Minutes � 20 Marks 3

13

Your father asks family members, working in pairs, to make suggestions for a plan of the flat let.

Your task is set out as follows: ��

1.1 Draw TWO freehand designs / solutions - keep your father’s specifications in mind. These

drawings are only ROUGH SKETCHES and require NO GRAPHICAL SYMBOLS; however

the SIZE of the room should be drawn approximately to SCALE using the grid paper provided

and show the approximate positioning of WALLS, DOORS and WINDOWS. [12]

1.2 Using the page of scaled diagrams of household items provided, do the following:

• Select and cut out the items of furniture you would like to have in your flatlet, and arrange

and paste the furniture items you have selected on your rough drawings. [6]

(NB. Use a variety of furniture items and use different arrangements in order to arrive at the

best solution).

• Draw in the traffic lanes on each. [2]

1.3 Study your TWO designs/ideas. Indicate the solution you consider the best. Give reasons for

your answer. [4]

�� Advantages Disadvantages

Best

Design

2nd

Best

Design

You will be assessed according to your logical reasoning, and according to whether you link your

reasons to the specifications listed by your father at the top of this page.

Situation:

As your frail (sickly) grandmother, who is in a wheelchair, can no longer care for herself, she is

coming to live with your family. The family home is not suitable because it is a double storey. Your

father has decided that the garage, which is attached to the main house, can be converted into a flatlet

for her to live in.

The size of the garage is 4000mm (4m) X 7000mm (7m).

Since it is going to be a room for a wheelchair-bound person, your father has laid down the following

specifications. It must have:

� A bathroom or shower that is easily accessible for a person in a wheelchair – decide on the

direction the door should open to be most convenient for your grandmother

� 1 or 2 large windows

� A door leading into the house – choose the most suitable place to break through for the doorway.

� A door leading to the outside with a ramp and stairs – the current garage door will be replaced

with a suitable type of door, and a ramp & stair will be constructed.

� 2 Electrical Plug points.

� A light switch for the bathroom and the living area.

� A sleeping area.

� An alarm system that can be triggered from two locations, that rings in your parents’ room.

15

HOUSEHOLD ITEMS DRAWN TO SCALE.

Living Room and Kitchen Furniture

Dining Room

Bedroom Furniture (Bedside Cabinets appear separate)

Single beds Double beds Cabinets Built-In Cupboards

Bathroom Furniture

Showers Baths Hand basin + Cabinet Wall Hand basins WC = Pedestal Toilets

NB: Cut out furniture templates as rectangles, squares or circles.

16

Activity 2. Formal Drawing Time: 20 minutes Marks: 8 �

2.1 Draw a neat and clear FLOOR PLAN of the garage shown on the house plan on (page 15)

onto the squared paper on page 17. [8]

Use the scale 1:50 i.e. {10 mm (1cm) = 500 mm (0.5m)}.

NB: Use the Technical design symbols provided below to show where the bathroom, doors,

windows, light switches, plug points etc. will be placed

Windows

WallsDoors

Plumbing

Garage Door

Sliding Door

Single Door

Double Door

Pivot Door

External Wall

Internal Wall

Existing brickwork

New brickwork

Corner bath Shower stall Hand Basin &

Cupboard

Work surface

Cupboard

Roll rim bathKitchen sink with left-hand draining board

Pedestal Toilets Double kitchen sink

18

Expanded Opportunity: Catering for the physically challenged in public buildings [7] �

Learners who perform poorly in any of the preceding tasks may be offered the opportunity to earn up to 7

additional marks to offset their poor results. This opportunity must be limited only to those who need these

additional marks in order to be able to pass. If you have not achieved sufficient marks thus far in the CTA, you

may request that you be allowed to do this additional activity in order to boost your marks sufficiently to

enable you to score the minimum marks for Technology, which may assist you to be promoted to Grade 10.

CASE STUDY: Identify and explain the features in public buildings which can assist, and which can hamper

people who are physically challenged.

In your own time, you must visit one or more public buildings in the area (e.g. town hall, police station, post

office, municipal offices, shopping centres, etc) and identify assistive (helpful) features AND features which

provide a hindrance to people (don’t help) with one or other physical challenge (e.g. vision impaired,

wheelchair-bound, very elderly, etc).

Having identified such features, list them in the space below and place a �� in one of the last two columns:

Which public building(s)

did you visit?

Feature Physical challenge considered Helps Hinders

Now comment on the need for such features to be included at your school.

Feature Where in the school can this feature be placed?

Answers will vary according to the specific venues studied, and to the layout of your particular school. Your

teacher will use his/her professional judgement when awarding marks.

The rubric below may assist you to achieve the required mark:

Code Level descriptor

7 Learner visits a range of public buildings and identifies several different features that assist or

hinder people with a variety of physical challenges

5 – 6 Learner visits more than one public building and identifies one or more features but focuses only

on one type of disability OR Learner visits one public building and identifies several features

focusing only on a variety of disabilities.

3 – 4 Learner visits one public building and identifies one or more features but focuses only on one type

of disability

1 – 2 Learner does not visit a public building but draws on memory / imagination

19

EVALUATION AND DESIGN ASSIGNMENTS

LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED



AS Evaluates Evaluates the product or system based on self generated objective criteria AND suggests

sensible improvements or modifications that would clearly result in a more effective or higher

quality end product

AS Designs Lists product and design specifications and constraints for a solution to an identified problem,

need or opportunity based on all of the design key words listed below.

People (Age, Target market, Human rights, access), Purpose (Function, what will product do),

Appearance and Aesthetics (Form, colour, shape, feel, Safety (To users and to manufacturers),

Cost (Cost of materials, wastage), Ergonomics, Quality. Chooses possible solutions based on

well-reasoned argument and develops a chosen idea using graphics.

AS Makes Develops plans for making that include the following: Formal drawings showing dimensions or

quantities. (orthographic, isometric views).

AS Communicates Presents ideas using formal drawing techniques, in 2-D that include the following features: The

use of South African conventional drawing standards (scale, outlines & dimension lines, 3rd

angle projection), notes that clarify design reasoning and key choices


• Interpret a given 3-Dimensional Isometric plan

• Evaluate an existing design and identify design faults and errors

• Plan corrections or improvements which will solve the problems identified

• Alter the incorrect plan by redrawing it with the alteration in a given style (3rd

Angle)

• Redraw the given plan in 2-Dimensional 3rd

Angle orthographic projection using correct South African

drawing conventions, including line types and dimensions.

Joe Jones submitted this design for a

stair and ramp to your father.

Fortunately, one of your father’s

friends, Mr Mabasa, is a civil

engineer, and your father asked him

to give his opinion of the suitability

of the design.

Mr Mabasa was shocked at the how

badly the proposed structure has been

designed, and insisted that your

father reject the design. Your father

was surprised because the drawing is

very neat and he thought it looked

“rather nice.”

He asked Mr Mabasa what he found

to be so wrong.

Activity 1. Time: 35 minutes Marks: 15 �

Task

� 45 Minutes � 25 Marks

4

JOE JONES

Joes Construction

2007.09.01

STAIR & RAMP

SCALE - 1 : 10

ISOMETRIC

VIEW

25

0

25

0

12 50

12 50600

600

500

2 5 0 0

1 2 0 0

750

20

1.1 List four errors that a good designer would not have made for this design: [4]�

1.2List four improvements a good designer would make for this design: [4]�

1.3 The drawing is done in isometric projection. Orthographic projections are preferred for plans.

Use the space below (or a separate drawing sheet) to redraw the above isometric drawing of the stair & ramp

and convert it to a 3rd

Angle Orthographic projection. � [7]

N.B.: As you do the drawing, make improvements that will satisfy Mr Mabasa’s objections.

Before you start, look at the marking rubric on top of page 21 to see what is needed.

21

Marking Rubric:

3rd

Angle Orthographic projection The drawing has the necessary improvements AND

it is drawn in correct 3rd

Angle Orthographic projection:

6-7 Correct 3rd

Angle, all dimensioning & line types correct, neat; and all improvements

You cannot score 6 or 7 unless improvements are included and technique is correct.

4-5 Correct 3rd

Angle, all dimensioning & line types correct, neat; but with few if any improvements

OR

Correct 3rd

Angle, most dimensioning & line types correct, untidy; but with most improvements

3 Correct 3rd

Angle, most dimensioning & line types correct, untidy with some improvements

1-2 Is in orthographic (either 1st or 3

rd Angle), some dimensioning correct, few if any improvements


Optimal use of Materials

A carpenter comes to help your father

make a handrail to fit next to the ramp.

He suggests that he buys two large

sheets of plywood and cuts out

rectangular pieces “to save wood.”

Look at the picture to see what he has in mind. Comment on the idea suggested by the carpenter:

ADVANTAGES (any 3)

�

[3]

DISADVANTAGES (any 3) �

[3]

DESIGN IDEAS) �

Look at the 8 pieces that will be cut

out of the plywood sheets. What can

you suggest we can do to use these

pieces effectively to prevent waste?

You can write or do a quick sketch to

explain your idea. [4]

[4]

22

PROJECT:

Hydraulics & Other Mechanisms

LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED

LO2: Systems and control Demonstrates knowledge and understanding of interacting mechanical systems and sub-systems, by

practical analysis and by representing using systems diagrams:

AS Hydraulic systems that use restrictors, one way valves, or

Systems where mechanical and hydraulic systems are combined



AS Communicates: Presents ideas using sketches, in 2-D or 3-D.

AS Designs Writes a short and clear statement or a design brief for the development of a product or system

related to a context, problem, need or opportunity that they have identified for themselves. {Lists

product and design specifications and constraints for a solution to an identified problem, need or

opportunity based on all of the design key words listed below.}

People (Age, Target market, Human rights, access), Purpose (Function, what will product do),

Appearance and Aesthetics (Form, colour, shape, feel, Safety (To users and to manufacturers),

Cost (Cost of materials, wastage), Ergonomics, Quality.

Chooses possible solutions based on well-reasoned argument and develops a chosen idea using

graphics.

AS Makes: Chooses and uses appropriate tools and materials to make designed products mostly with

precision and control. Measures/marks, cuts/separates, shapes/forms , joins/combines and finishes a

range of materials accurately and efficiently. Uses measuring and checking procedures while

making to monitor quality and changes and adapts designs in response to practical difficulties

encountered when making the products.


1.1 What problem(s) can you identify in this illustration? [2]

�

1.2 Write a design brief for the design of a portable solution involving the use of hydraulics

with other suitable mechanisms that will be able to be used in the situation illustrated. [3]

�

Task 5

� 70 Minutes Marks 30 ��

23

2 Sketch an idea for the design of a portable lifting device. Draw it using any 3D technique. � [7]

�

Rubric for Sketch

7 3D Sketch very well drawn, clearly shows all working parts, and has explanatory labels

5 – 6 3D Sketch well drawn, clearly shows the working of both the levers and hydraulics

3 – 4 Sketch gives some idea of the device and how the levers OR the hydraulics work

1 – 2 No sketch or sketch very poor; cannot determine what the learner has in mind

3 Use the blocks below to complete a systems diagram explaining the use of the device � [4]

INPUT

PROCESS

OUTPUT

Rubric for Systems Diagram

4 �

Systems diagram gives a clear idea of the device works, uses technological terminology and

no aspects are left out and all are clearly explained

3 �

Systems diagram gives a clear idea of the device works, uses technological terminology

BUT some aspects are left out and poorly explained

2 �

Systems diagram gives some idea of the device works BUT does not use technological

terminology and not all stages are clearly covered

1 No systems diagram or very poor; cannot determine what the learner has in mind

24

Work in teams of four: �

• Examine the sketches of the ideas for a lifting device sketched by the individual team members. Choose

the best one by consensus. You may adapt several ideas from the sketches and develop a new device based

on ideas from more than one team member.

• Use suitable materials to manufacture a model of the device capable of lifting a wheelchair in or out of an

ambulance.

• It must be stable, use levers and linkages, and be powered by hydraulics.

• Plastic syringes should be used to simulate the master and slave cylinders.

Rubric for Model

7

�

The model is strong and well constructed. It is stable and safe if used by a disabled or elderly person

in a wheelchair. The device does give a mechanical advantage because the master and slave cylinders

are the correct sizes AND because the levers are correctly linked.

5 – 6

�

The model is strong and well constructed. It is stable and safe if used by a disabled or elderly person

in a wheelchair. The device does give a mechanical advantage because the master and slave cylinders

are the correct sizes OR because the levers are correctly linked.

3 – 4

�

The model is strong but poorly constructed. It is not very stable and might be dangerous if used by a

disabled or elderly person in a wheelchair. The device does give a mechanical advantage because the

master and slave cylinders are the correct sizes OR because the levers are correctly linked.

1 – 2

�

The model is flimsy and poorly constructed. It is very unstable and would be dangerous if used by a

disabled or elderly person in a wheelchair. The device does not give a mechanical advantage either

because the master and slave cylinders are the incorrect sizes, or because the levers are incorrectly

linked.

[7 X 2 = 14]

Activity 2. MAKING Time: 50 minutes Marks: 14 �

cta section a learner book 2009 - western capeyou must collect all your investigations, response to...

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