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TRANSCRIPT
Seni
or P
hase
Te
ache
r’s G
uide
Grade
9 Technology
CONTENT PAGE
Introducing the Teacher's Guide 1 Developing technological capability 4
Glossary of learning area terminology 7
Selection of acceptable conventions for Technology 8
Technology: Senior Phase Learning Area Programme 9
TERM 1 Teacher's guide 12 TERM 2 Teacher's guide 22 TERM 3 Teacher's guide 29 TERM 4 Teacher's guide 37
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SENIOR PHASE TECHNOLOGY GRADE 7-9
INTRODUCING THE TEACHER'S GUIDE
The Teacher's Guide gives week-by-week information on methodology, resources, assessment and integration with other learning areas and a vocabulary list. METHODOLOGY Teaching and learning activities are suggested and should be used when developing lesson plans. Technology lends itself to teaching and learning activities that are set in a real-life context and it has a hands-on approach to teaching and learning. The concept of less teacher talk and more teacher and learner hands-on activities is balanced against the time available for teaching and learning. A balance must be maintained between talking to and learners engaging in activities that develop a deeper understanding. The work schedule follows Learning Outcome 1 as the methodology for teaching and learning in Technology. Learning Outcomes 2 and 3 are integrated with Learning Outcome 1. Experienced teachers can and should vary this teaching methodology. The grid below illustrates a simple recipe for the teaching of technology. Activity Explanation Time allocation Assessment:
Informal / Formal Case study
(Investigate)
Start by using a related context to determine prior knowledge and skills and to introduce new knowledge and skills relevant to the new project.
1 to 2 hours
Teaching and learning activities
(Investigate, design, make,
evaluate, communicate)
These are a number of activities that develop the knowledge and skills the learners will need to solve the problem.
Times will vary, depending on the level of prior knowledge or the level of new knowledge and skills required.
Project task (Technological Capability)
The learners apply the knowledge and skills taught to solve the problem and present a practical model and a poster or project portfolio.
This can be from 6 to 8 hours.
The teacher must identify the informal and formal assessment activities. Informal assessment is used to assess learners during the activities when the skill or knowledge is being developed. A formal assessment task: An assignment, test and or project are used to assess the learner’s ability to apply knowledge and skills learned.
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NOTE: The work schedule promotes the parallel delivery of teaching and learning with the development of the project as the formal assessment task. This allows for assessment of the project (capability task) to be spread during the term. RESOURCES The consumable and non-consumable resources listed in the work schedule are offered as a guide to support the teaching and learning process. Learners are expected to engage with the curriculum and, were possible, with resources that will support hands-on activities in the classroom. Schools must provide a budget for technology to purchase relevant consumable and non-consumable resources. All tools and equipment must be listed in the learning area inventory and a system developed to make these available to all technology classes. The provincial technology website provides a list of suggested materials and tools for the senior phase. The following reference books were used when developing the work schedule and teacher's guide and offer valuable insight into the technological knowledge and skills addressed within the assessment standards. All the books are available from EDULIS. 1. Collins. Craft, Design and Technology: Design and Communication. Collins Education, 1988. 2. Dunn, Stewart. An Introduction to Craft Design and Technology. Bell & Hyman, 1986. 3. Garratt, James. Design and Technology. Cambridge University Press, 1991 4. Good, Keith. Starting CDT. Oxford, Heinemann, 1989. 5. Hewitt, T & Bateman R. Steps in Technology. Hutchinson Education, 1989. 6. Jordan, Malcolm. Creative Design & Technology. Longman, 1986. 7. Lee, Roy and Aldridge, John. Design Briefs: a complete introduction to Craft, Design and
Technology. Cambridge University Press, 1989. 8. Richards, Roy. An Early Davis Start to Technology. Simon & Schuster, 1991. 9. Davis, Rick. Letts ultimate study guide, Revise GCSE: Design and Technology. LETTS, 2005 The listed websites contain information on knowledge and skills that is relevant to the National Curriculum Statement for Technology in South Africa.
www.technologystudent.com www.kpsec.freeuk.com www.secondarydandt.org http://www.deyes.sefton.sch.uk/Technology/Default.htm
A further resource is the Provincial Technology website. It has valuable information that provides relevant information: http://curriculum.pgwc.gov.za/site/54/page/view/ INTEGRATION Integration across learning areas is effective when teaching more than one learning area within the same grade. Use integration across learning areas to manage the teaching and learning workload. Another form of integration is the grouping together of the learning outcomes within a learning area. The nature of technology lends itself to the integration of learning outcome 2 and 3 with learning outcome 1. The work schedule reflects this integration. The learning areas listed under integration are a guide for possible integration. Languages must be seen by all teachers as automatic integration as learners are engaged in reading, writing and speaking using the technology context for the development of literacy. The integration with languages allows all teachers to support the literacy development of all learners. The Natural Sciences learning area also has a direct link to Technology, with its process skills approach to teaching and knowledge content areas. Assessment across learning areas within a formal task needs specialist attention. It is not recommended that a technology teacher assesses a task based on criteria from another learning area, unless the teacher is responsible for teaching both learning areas or it is a planned process.
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ASSESSMENT Continuous assessment Continuous assessment involves the assessment of activities that are undertaken throughout the year using different kinds of assessment forms, methods and tools. Informal assessment Daily assessment activities provide learners with an opportunity to develop skills, knowledge and values required to complete the formal tasks in the programme of assessment. Examples of daily assessment activities are the following: Worksheets, class discussions, question and answer sessions, responding to texts or pictures, using kits for building, making mock-ups (models or prototypes), homework tasks, completing crosswords, identify components or systems or processes, field trips, drawing or sketching, non-standardised class tests, notes in workbook / file. Formal assessment Learners engage in one formal assessment task per term. The formal programme of assessment uses projects, assignments, case studies and tests or exams as appropriate forms of assessment. Learners will engage in a project for teaching and learning in each term. However, the assessment of the project (technological capability) is planned for term 2 and 3 only. It is recommended that the project portfolio for term 2 reflects a concentrated approach to what is expected in a portfolio; four to eight A4 sides could be sufficient. The project portfolio presented for the third term should be a more comprehensive presentation of the technological processes. A project is divided into a number of activities as the formal assessment is planned to run parallel to teaching and learning. This will reduce the workload at the end of the term.
FORMAL PROGRAMME OF ASSESSMENT:
GRADE 7 GRADE 8 GRADE 9 Form of
assessment Week Form of
assessment Week Form of
assessment Week
TERM 1 TASK 1
Case study Assignment Practical
5 7
8/9
Assignment Case study Test
5 6 10
Assignment Test
5 10
TERM 2 TASK 2
Project Exam
2+ 9
Project Exam
2+ 9
Project Exam
3+ 9
TERM 3 TASK 3
Project Test
2+ 10
Project Test
1+ 10
Project Test
1+ 10
TERM 4 TASK 4
Communication Practical Exam
5
6/7 9
Investigation Design & communicate Exam
2 5 8
National external assessment
7+
NOTE: Tests and exams must be completed within the context of the school’s assessment plan. The inclusion of the exam or test on the programme of assessment above is to ensure that it is included. VOCABULARY These words must be used during the teaching, learning and assessment process. The development of technological literacy can be promoted by using the vocabulary during teaching and learning on flashcards. They are sequenced in the order as they appear in the assessment standards as integrated in the work schedule. The glossary provided explains some of the often-misunderstood technical process words. You are encouraged to use the glossaries found in textbooks and any technical dictionary for a detailed explanation of the key words.
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DEVELOPING TECHNOLOGICAL CAPABILITY (Learning Outcome 1) Analyzing a scenario and investigating Bubble charts or spider diagrams are suitable methods used to present the analyses of a scenario. The following questions will help identify the key areas that may require more investigation or research: What is the problem, need or opportunity? Who will use the solution? Where will it be used? When will it be used? How will it be used? Why is it needed? What do similar solutions looks like? This analytical process supports the development of literacy skills within technology. It can be used to support the literacy programme's reading half-hour. The development and use of flash cads of key knowledge and process skills concepts will add to the development of technological literacy. Items on the bubble chart that are similar must be grouped together, with links shown. Research or practical investigation activities become the method used to find answers to these questions. It is important to draw conclusions from the investigation or research that will affect the design solutions. Writing a design brief The design brief must be a short statement of the problem to be solved and not a description of the solution. An open brief allows for more creativity than a closed brief, which describes a solution.
A check-list for a design brief Criteria Yes No It is a short , clear statement of what must be done It describes the problem and not a solution. It describes who will use it. It describes where it will be used. It describes the benefit a solution will have.
Listing constraints The factors that will limit design ideas are the constraints. These can be stated as one word; e.g. time, materials, tools, human resources, cost. These must be considered prior to listing the product specifications. Writing specifications Specifications will relate to where the solution will be used, who will use it and the implication for the selection of material. Aesthetics, performance and maintenance must also be considered. Each grade assessment standard provides detailed aspects to be included for the specifications e.g. safety, size, material, function, human rights, environment. It is best to list the specifications in a numbered list, as it is easier to use when evaluating the solution. Generating design ideas A wide range of alternative ideas must be developed, and compared against the specifications to identify a suitable solution. The sketches used to develop the design ideas are more important than the technical accuracy of the drawings. Detailed notes that explain the design must be added. Encourage creativity in design and not just a repetition of existing designs. Making a design choice A detailed process, that lists criteria to evaluate the various design options, must be used to identify the final design, which is developed further.
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Planning for making a solution This is a critical stage of the design process and requires detailed instructions regarding the making of a solution. Plans for creating a solution should have sufficient detail for another person to make the solution. Aspects to consider and plan for are the materials to be used and the tools needed to make the final solution. Safety and efficiency are critical aspects that must be focused on during the making process. Evaluating and testing The evaluation process is not just an account of what was done nor is it a list of opinions; it is a “scientific process” to verify design procedures. An evaluation scale is used to rate each specification on a given scale. Testing, however, has to do with a practical activity that tests the functioning of the product. Learners must use the opinion of others to support suggestions for any changes or improvements to be made. Communication: graphics Three-dimensional sketches are best suited to show design ideas. Use notes with freehand sketches and enhance designs using colour, tone, shade, texture and thick and thin lines. Formal drawing conventions are used to show the final design plan as a working drawing. Accuracy is important when completing the formal drawings. Grid paper can be used as a guide for sketching and doing formal drawings. When sketching or drawing a three dimensional view of an object it is a good idea to draw the item in a box that it will fit into (called crating) then add thick and thin lines and render and enhance as required. Working drawings include dimensions, notes that indicate material, construction methods and finish.
Step 1 Step 2 Step 3
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BASIC COMMUNICATION CONVENTIONS
OBLIQUE PROJECTION
Ref: www.tpub.com
ISOMETRIC PROJECTION
Ref: www.tpub.com
DIMENSION LINES
SYMBOLS FOR ORTHOGRAPHIC PROJECTION (GRADE 9)
Ref: www.ider.herts.ac.uk
ONE POINT PERSPECTIVE (Grade 8)
Ref :whsd.org
TWO POINT PERSPECTIVE (Grade 9)
Ref: REF: drawsketch.about.com
FIRST ANGLE ORTHOGRAPHIC PROJECTION
THIRD ANGLE ORTHOGRAPHIC PROJECTION (Grade 9)
Ref: www.tech.plymouth.ac.uk
- 7 -
GLOSSARY OF LEARNING AREA TERMINOLOGY anthropometrics Measurements of people’s shape and size. Such measurements are usually
taken when products are designed for human use (e.g. furniture, eating utensils, hairdryers, sporting equipment, cars, clothing).
assess To estimate the value of
assignment A task that has a specific instruction(s) and must be completed in a short specified time
bias People’s preconceived ideas or prejudices about some things or people before they actually meet or deal with them (e.g. in areas like gender, race, ethics, religion, disability)
case study Emphasise detailed contextual analysis of a limited number of events or conditions and their relationships
concept A general idea constraint Aspects that limit conditions within which the work or solution must be developed
often described in one word (e.g. time, materials, tools, human resources, cost) design The plan, sketch, model, drawing, etc., that outlines or shows the intention of the
proposed solution. design brief A short and clear statement that gives the general outline of the problem to be
solved as well as the purpose of the proposed solutions (It does not describe the solution)
design process A creative and interactive approach used to develop solutions to identified problems or human needs. Its associated functions are to investigate, design (development of initial ideas), make, evaluate and communicate.
ergonomics Feature(s) of a product or system that make it user-friendly evaluate To give it a value or to judge the worth or quality of something indigenous technology
Technology employed by the native inhabitants of a country and which shows an important part of their heritage and which should be protected against exploitation by industrialized countries
project A task in which the time constraints are more relaxed than in an assignment. Projects are normally done over a period of time and not within a short specified time frame
project portfolio A systematic and organised collection of work. It includes findings, successful and unsuccessful ideas, notes on the process that was followed in developing solutions, data, pictures, drawings, and so on. The design process will be evident in a project portfolio.
prototype The original working model on which the final product is based. specification A detailed description of the requirements or criteria that the solution or product
must meet. It gives the specifics within the constraint, e.g. if size is the constraint then 130mm x 100mm x 25mm in size is the specification.
Technological capability
The ability to use a combination of skills, knowledge and resources in a variety of contexts to solve a technological problem. Technological capability leads to technological literacy.
Technological literacy
The ability to use, understand, manage and assess technology
Technological processes
Creative human activities to develop technological solutions in order to satisfy human needs and wants (e.g. manufacturing, design, communicating, evaluating, repairing, restoring, cutting, shaping )
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SELECTION OF ACCEPTABLE CONVENTIONS FOR TECHNOLOGY
(Developed by SAASTE)
CONVENTION DESCRIPTION USE
Thick or dark line
Outlines of drawings, Lines for cutting, shaping. Outer limits of drawing
Thin or faint line
Folding or bending lines, dimensions, construction lines
Dashed line
Hidden details
Chain line
Centre lines, symmetry lines
Open dot/circle
Loose pivot
Closed dot/circle
Fixed pivot
Line (straight or curved) with arrow on one or both ends
Indicate direction Can be used as a pointer
Single cell
Energy source
Battery (two or more cells)
Energy source
Switch (open position)
Device to open or close a circuit
Diode
Process device that allows current flow in one direction only
L.E.D. Light emitting diode
Output device which emits light when small current passes through it
Capacitor
Process device that can store an electric charge
Bulb
Output device that lights up when current passes through it
`
Resistor (fixed)
Process device that restricts the electric current
Variable resistor (rheostat)
Adjustable process device to restricts the electric current
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- 11
-
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- 12 -
TEACHER’S GUIDE TECHNOLOGY GRADE 9
TERM 1
SYSTEMS AND CONTROL: MECHANICAL & ELECTRONIC TERM 1 WEEK 1 REFLECTION AND OVERVIEW Complete school, grade and learning area administration. Prepare seating plan. Develop classroom code of conduct and share expectations for the term. Give learners an overview of Technology for the year. Prepare learning area workbook or file to store evidence of work and compile index and
content page. Introduce the formal assessment task and discuss the rubric(s).
Task 1: Forms of assessment
Possible mark
Assignment (Activity 1): 70 Test (Activity 2): 50 Total for Task 1: 120
INTERACTING MECHANICAL SYSTEMS AND SUBSYSTEMS METHODOLOGY Develop a baseline activity to determine the level of understanding or display a variety of
existing products or pictures of products to illustrate concepts to be revised. o In groups, learners analyse existing products, and discuss and list prior knowledge. o Groups discuss and give feedback.
Explain the new concepts and symbols, using a textbook, worksheets or notes. Show and demonstrate:
o Simple system, e.g. a bicycle (a combination of parts that work together to change an input motion and force to an output motion and force)
o Complex system, e.g. a motor car or a washing machine (a combination of different systems working together)
o Subsystem (a functional part of a larger system – refer to open and closed loop systems) Explain
o mechanical terminology (e.g. spur gears, bevel gears, worm gears, rack and pinion, compound gear trains, idler gears, chain gears/ sprocket and pulley); and
o how the systems work and the purpose of gear systems.
Spur gear train
Bevel gears that mesh
Worm and wheel gear
Rack and pinion gear
- 13 -
o Gear ratios: This is the method used to calculate the change in speed of rotation of the gears.
o Velocity ratio or gear ratio =geardrivertheonteethofnumbergeardriventheonteethofnumber
__________
−−
o Gearing up: When a bigger driver gear drives a smaller gear and a big effort is needed to move a small load fast
o Gearing down: When a small driver gear drives a bigger gear in order for a larger load to be moved with little effort
Prepare gear kits for learners to build gear systems to show gear ratios. Present learners with gear trains for them to calculate the gear ratio. Learners review the week’s learning and reflect on progress made by using a worksheet and
identifying the mechanism in pictures. RESOURCES Textbooks, workbook, notes, worksheets, examples of existing products that illustrates mechanical concepts, mechanical kits INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Teacher observation of learner activity Teacher assessment of the revision worksheet using a memo VOCABULARY analyse, explain, interacting mechanical systems, subsystems, gears, gear train, compound gear trains, driver gear, driven gear, gear ratio, velocity ratio, pulley, mechanical advantage, pneumatics, hydraulics, one-way valve, open loop system, closed loop system ______________________________________________________________________________ TERM 1 WEEK 2 INTERACTING MECHANICAL SYSTEMS AND SUB-SYSTEMS CONTINUED METHODOLOGY Show and demonstrate existing products or mechanical kits or pictures so that learners may
observe belt drives and pulley systems with more than one stage. o Discuss and explained related mechanical terminology. o Explain that in a simple belt drive system the output will rotate in the same direction as the
input and that a complex pulley system provides a range of speeds.
Use pictures or products to show the action of a ratchet and pawl, as well as a cleat, and discuss where they are used, e.g. ratchet and pawl used on winches on a boat trailer.
Use syringes and tubing to demonstrate pneumatic and hydraulic principles. o One-way valve o Restrictor
Explain the action of a three-port valve.
Initiate a class discussion on combined mechanical, electrical or pneumatic and hydraulic systems, e.g. a front-end loader uses hydraulics to make the scoop move and an electrical system controls the pump used to pump the fluid in the system. Gears are sometimes used to move the loader.
Show and clarify mechanical symbols, using textbook, and make notes.
- 14 -
Explain systems diagrams and hand learners a worksheet with examples. o For a system to work it must have an input, followed by a process that will result in a
desired output. o A systems diagram for a belt-drive system with the driven wheel larger than the driver
wheel, will look like this:
Learners review the week’s learning and reflect on progress made by completing a short class
test on the symbols used for mechanical systems. RESOURCES Textbook, workbook, notes, worksheets, existing products, mechanical kits, pictures INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Teacher observation and peer assessment of learner activity VOCABULARY mechanical symbols, systems diagram, ratchet and pawl, cleat, pneumatics, hydraulics, three-port valve, one-way valves, restrictors TERM 1 WEEKS 3 and 4 INVESTIGATE SIMPLE ELECTRONIC DEVICES AND CIRCUITS METHODOLOGY Revise the Grade 8 electrical concepts.
o Draw different electrical circuit diagrams with two switches connected in series and another circuit in parallel to a cell and a light bulb.
o Ask learners to identify and list the input, process and output devices, and to compare the circuits, and then to establish which circuit illustrates AND logic and which illustrates OR logic.
Reminder: OR Gate
INPUT Fast rotating movement (Easy turning force)
PROCESS Belt drive (Reducing speed)
OUTPUT Slower rotating
movement (Increased turning force or low
torque)
Driven pulleyDriver pulley
- 15 -
The truth table for the OR gate looks like this: INPUT OUTPUT
A B Z 0 0 0 0 1 1 1 0 1 1 1 1
For example, in a hallway with switches at the entry and exit point, the lights will shine no matter whether switch A or switch B is being pushed. AND GATE The truth table for an AND gate looks like this
INPUT OUTPUT A B Z 0 0 0 0 1 0 1 0 0 1 1 1
For example, for an electrical kettle both the wall switch and the kettle switch must be on for the kettle to heat the water. Investigate electronic components
o Divide learners into groups. Each group is supplied with a number of different electronic components.
o Learners identify the components using a resource sheet or text book and draw the symbols on a worksheet.
o Each group studies a provided resistor. Explain the function of the resistor as well as the colour coding system (bands). Hand out the following table so that learners can calculate the resistance of given examples.
Resistors
o Develop practical investigation activities for learners to observe the function of different
electronic components: This may be done by dividing the class into groups. Each group is given a different component to investigate and to give feedback to the class. Or you can “show and tell”, e.g. Investigate LEDs and resistors:
1. Build a circuit using the following components: battery holder, connecting wire, LED , resistor and a diode
2. What did you observe while building the circuit? 3. In which way did you connect the LED to make it work? 4. Which component must be connected in series in front of the LED to restrict
the current?
EXPANDED OPPORTUNITY: Explain the concept of resistance, using Ohm’s law:
COLOUR BAND 1
BAND 2
BAND 3
Black 0 0 Brown 1 1 0 Red 2 2 00 Orange 3 3 000 Yellow 4 4 0000 Green 5 5 00000 Blue 6 6 000000 Violet 7 7 0000000 Grey 8 8 00000000 White 9 9 000000000
- 16 -
Note: The current flowing in a circuit is directly proportional to the voltage, but inversely proportional to the resistance. The following formulas are used:
o V (volt) = I (current) x R (resistance)
o I = RV
and R = IV
Learners review learning and reflect on progress made by completing a worksheet. Example:
COMPONENTS SYMBOL EXPLANATION Input devices (Name and sketch) Process devices (Name and sketch) Output devices [Name and sketch)
Explain systems diagrams and develop a worksheet for learners to draw systems diagrams for
different electronic systems. Example: The systems diagram for an iron with a thermistor to control the temperature looks like this:
Get learners to draw circuit diagrams. The activity may include replacing pictures of actual components with symbols, drawing a circuit diagram using a list of given components and error identification in given circuits.
Learners review learning and, through discussion, reflect on progress made. RESOURCES Workbook, textbooks, resource sheets, worksheets and notes, electronic components or devices, connecting wire and 9V batteries, LEDs, LDRs, diodes, resistors, thermistors, transistors, capacitors, INTEGRATION Languages, Mathematics and Natural Sciences ASSESSMENT Informal: Peer assessment of the revision worksheet, using a memo supplied by the teacher
Self assessment of the activity, using a memo supplied by the teacher VOCABULARY resistors, resistance, LED, transistor, push switch, magnetic switch, thermistor, LDR, transistor, capacitor, Ohms Law, volts, current, electronic symbols, ______________________________________________________________________________
PROCESS Electrical energy is converted to heat
energy which heats up the element. The thermostat controls the temperature and
switches the circuit on or off.
INPUT
Switch on the iron, so that the electric current flows.
OUTPUT
Iron stays at set temperature.
- 17 -
TERM 1 WEEK 5 DESIGNING FOR THE ELDERLY METHODOLOGY Revise the concepts of bias, the elderly, the disabled and electronic warning devices, through a
class debate. o Divide learners into two groups to debate whether the information in the scenario is true or
false. o Groups discuss strategies for redress and give feedback to the class.
Introduce FORMAL ASSESSMENT TASK 1: Activity 1 – Assignment.
o The formal assessment task may include instructions such as the following: 1. Visit TWO shopping centres or supermarkets (or show pictures or have a class
discussion) and compare the shopping centres or supermarkets in terms of available parking for the elderly and disabled, wheelchair access and special features for the blind.
2. Define bias. Most small local shops provide no access for the blind. This is an example of bias. Mention at least THREE other instances of bias against the disabled. How can this bias be overcome?
3. Find information on mechanical or electronic devices that improve the quality of life for the elderly
4. The structure and length of the task 5. The resources that may be used (e.g. ICT), resource lists 6. The time in which the assignment must be completed
RESOURCES Workbook, textbooks, reference material, INTEGRATION Languages, Natural Sciences and Life Orientation ASSESSMENT Formal: Teacher assesses the formal assessment Task 1, Activity 1 (Assignment), using a rubric VOCABULARY bias, elderly, senior citizens, disabled, redress ______________________________________________________________________________ TERM 1 WEEK 6 WRITE A DESIGN BRIEF AND LIST CONSTRAINTS AND SPECIFICATIONS BASED ON THE SCENARIO METHODOLOGY Briefly explain the analysing of a scenario. Learners must identify the key words and phrases,
underline important words, find out the meaning of the new words and describe the situation in their own words.
Draw a mind map on the board to help identify the problem and design aspects. Summarise what is meant by a design brief: It is a short statement of intent that covers
1. the problem to be solved (not a description of the solution); 2. the function or intended purpose of the product; 3. for whom it is intended; and 4. where it will be used. Instruct learners to write the design brief identified in he given scenario.
- 18 -
Note: A design brief may be structured as follows: “I must design and make a … for … in order to …….. ……. (Where?)”
Explain what is meant by “product specifications” and “design specifications”. Product
specifications list the ideal characteristics of the end-product (i.e. the circuit must contain an LED that will light up). Design specifications describe aspects of the manufacturing process (i.e. the circuit must be made in 30 minutes). Specifications normally start with “The design must …”
Instruct the learner to list the product- and design specifications evident in the given scenario. Briefly define “constraints”, viz. factors that will limit a design idea in terms of finding a solution.
A factor is normally expressed in one word, e.g. cost, size. Explain that a constraint normally relates to a specification. For example, if the constraint is
“size”, the specification may be “the product’s dimensions must be 100mm x 100mm x 140mm”.
Provide pictures and information on existing electronic warning devices used by the elderly and disabled for learners to analyse.
Example: Learners complete the following worksheet to analyse these devices:
Brief description and rating out of 10, in terms of the following:
e.g. Name of electronic
warning device Safety Suitability of materials
Fitness for purpose
Cost
Explain what is meant by “types of production” o Mass production: A production line that is operational 24 hours a day, 7 days a week, e.g.
the spinning and weaving industry. o Batch production: Batches of identical products are made. When batch production is
performed by one person, that person will use the unit method, i.e. .completing the same section of each of the products before going on to the next section of the product, e.g. the making of clothing items.
o One-off production: A skilled individual makes a complete product – these products are unique, but costly, e.g. making a special birthday cake.
Briefly describe “quality control” and the “HACCP (Hazard analysis and critical control points)
system”, which are used during all stages of production. o Quality control during the production of a product will ensure that all products are the same
size. o HACCP will identify possible hazards, e.g. that the component does not work, and errors
can be avoided. Learners review the week’s learning and, through discussion, reflect on progress made. RESOURCES Workbook, textbooks, notes, worksheets, pictures and information on existing electronic devices used by the elderly INTEGRATION Languages, Economic and Management Sciences ASSESSMENT Informal: Self- assessment of the design brief, specifications and constraints, using a checklist provided by the teacher. Formal: Learners complete assignment for teacher assessment
- 19 -
VOCABULARY analyse, design brief, product specifications, design specifications, constraints, mass production, batch production, one-off production, HACCP ______________________________________________________________________________ TERM 1 WEEK 7 DRAW SYSTEMS AND CIRCUIT DIAGRAMS BASED ON THE SCENARIO METHODOLOGY Briefly outline practical testing procedures so that learners can test electronic devices
Ask learners the following questions: Does it work? How does it work? How must it be connected to work?
Divide learners into groups. Each group is supplied with a range of electronic components, connecting wire and a 9V battery with which they perform practical tests in order to solve the problem in the scenario. Learners record their own conclusions. o Learners draw a circuit diagram to solve the problem in the scenario. The circuit must meet
the design brief, constraints and specifications. The correct symbols must be used. o Reasons for the use of specific components are noted in writing, as well as the reasons
why components are connected in the specific order. o A systems diagram is drawn to represent the circuit drawn. o The possible solution includes a 9V battery, two probes, a buzzer, a resistor and a
transistor.
Learners review the week’s learning and reflect on progress made by checking each other’s work, discussing it and suggesting improvements, where necessary.
RESOURCES Workbook, textbooks, sketch paper, electronic components, e.g. resistors, LEDs, transistors, switches, thermistors, LDRs, 9V batteries INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Peer assessment – checking and discussing circuit diagrams VOCABULARY test, evaluate circuit diagram, electronic devices and components, design brief, specifications ______________________________________________________________________________ TERM 1 WEEK 8 PLAN FOR MAKING A SOLUTION BASED ON THE SCENARIO METHODOLOGY Briefly describe the types of resources available to meet a goal, e.g. human, material,
equipment. Give learners a case study to identify and list the human and non-human resources. Compile a list of materials and equipment (electronic devices, wires, 9V battery, base board,
etc.) and tools (wire cutter, soldering iron, etc.) that will be used to build the circuit that solves the problem in the scenario.
Draw a flow chart to show the sequencing of the making process. Give the learners a case study for which the steps in the making process must be ordered in
preparation for drawing the flow chart pertaining to this scenario. Learners review the week’s learning and reflect on progress made by checking each other’s
work and making notes in a workbook.
- 20 -
RESOURCES Workbook, textbook, case study, notes INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Peer assessment – checking and discussing tool and material lists, as well as flow charts Teacher observation of the learners’ completion of the flow chart VOCABULARY resources, tools, material, equipment, plan, flowchart, manufacturing sequence TERM 1 WEEK 9 MAKE AND EVALUATE A SOLUTION BASED ON THE SCENARIO METHODOLOGY Divide learners into groups to analyse pictures illustrating unsafe working practices.
o Learners identify and list unsafe working practices. o Groups report back. Other groups add to their list. o Learners record these safety precautions and rules in their work books. Examples of safety rules:
1. Never work with a sharp tool’s cutting edges directed towards your body. 2. When working with an object, place it on a stable surface. 3. Don’t use the incorrect tool for the task you are trying to do. 4. Be careful when working with sharp objects. 5. Keep your work area free of clutter. 6. Put away tools that are not being used. 7. Make sure you know how to operate hand tools and electrical tools. 8. Use eye protection when using certain electrical tools.
Demonstrate and explain the use of the soldering iron and allow learners to practise using it. Monitor safety while learners are working. Learners review the weeks learning and present work completed.
RESOURCES Workbook, textbooks, pictures, notes, backboard, (e.g. a piece of wood/ plastic/ thick cardboard/ hardboard), thumb tacks, electronic devices, wire, 9V battery, wire cutter, soldering iron, solder INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Teacher observation during the building of the circuit to ensure that electronic devices are mounted correctly and that learners are focusing on safety precautions. VOCABULARY working safely, safety measures, measuring, marking, cutting, joining
- 21 -
TERM 1 WEEK 10 FORMAL ASSESSMENT TASK Task 1: Activity 2 (Test assessed by the teacher, using a memorandum and rubrics) Completed during the term as per the school’s assessment plan as informed by the learning
area programme of assessment Follow these steps when setting an activity to be assessed:
o Specify the date, time, mark allocation, concepts and skills to be assessed. o Provide learners with the outcomes of the test. Be specific, you are not trying to trick the
learners. o Set out the activity using a professional standard based on your schools policy: Headings
should include the name of the school, name of the learning area, the date of the assessment, the time allowed and the name of the setter and moderator.
o Instructions and questions should develop from the known to the unknown, from the concrete to the abstract, and from the easy to the more complex.
o An assessment grid should be completed when setting all assessment tasks or activities. The grid indicates the marks allocated for each assessment standard and the cognitive level that each instruction or question reflects.
o A memorandum and or rubric must be completed prior to the activity being implemented LO 1, 2 and 3 can be assessed in a test. RESOURCES Question paper, answer sheet (if needed), memorandum and rubrics
- 22 -
TEACHER’S GUIDE TECHNOLOGY GRADE 9
TERM 2
PROCESSING TERM 2 WEEK 1 REFLECTION AND OVERVIEW Make sure the learners update their workbooks or files. Create time for learners to review the previous term’s work and reflect on progress made.
o Learners reflect on standard of achievement and write down expectations for the term. Set the scene for the term by introducing the formal assessment task and discuss the rubric.
Task 2: Forms of assessment
Possible mark
Project (Activity 1): 120 Exam (Activity 2): 80 Total for Task 2: 200
ANALYSE PROCESSED PRODUCTS METHODOLOGY Revise processing of materials.
o Use illustrations or pictures to illustrate how materials are processed to withstand forces and to increase their lifespan.
o Provide different examples of packaging and discuss these types of packaging, as well as the labels. Refer to environmentally friendly packaging.
o Divide learners into groups to analyse examples of packaging and tabulate findings as follows
Type of packaging and its purpose
Describe design features that make it strong and to withstand forces
List information found on labels and packaging
e.g. Glass bottle for tomato sauce to keep it fresh and hygienic
Irregular glass shape. Glass is strong, but brittle, i.e. it may break when dropped
e.g. Brand name List of ingredients Quantity, mass, volume, sell-by date
Example 2 o Groups give feedback and a class discussion follows to clarify processing concepts.
Hint: Processing changes a raw material into a manufactured product. A raw material is any material in its natural state. People process raw materials to change or improve their properties. For example, at a fish factory the fish is skinned, cleaned and frozen so that people can eat the fish long after it has been caught. Processing adapts raw materials to suit particular purposes. Materials can be galvanised, electroplated, painted, varnished, frozen or dried.
Explain the terms “re-use”, “recycle” and “remanufacture”. Refer to wood, metal and plastic. Discuss how waste can be reduced. Provide each group with three existing products. Learners tabulate how it was manufactured
and its suitability for purpose. o Findings are recorded on a worksheet, for example:
- 23 -
Example of existing product How it was changed /
Manufacturing Suitability / Fitness for
purpose Wooden school desk Tomato sauce Biltong
o Groups display findings on the board for other groups to consult.
Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, workbook, illustrations, pictures, packaging examples, notes, examples of recycled and remanufactured products, worksheet, INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Peer assessment of report-back. Completion of tables, using a checklist. VOCABULARY processed products, galvanise, electroplate, varnish, frozen, dried, recycle, remanufacture TERM 2 WEEK 2 COLLECT INFORMATION ON PROCESSING METHODOLOGY Explain the skills and process of locating, collecting and presenting information.
o Learners locate and collect information on methods used to change or improve properties and lifespan of material e.g. galvanising, electroplating, painting, varnishing, freezing, drying.
o Learners may use textbooks, reference books and ICT to access information. o Learners bring products to class to illustrate or demonstrate the above processing
concepts. o Learners present the information in a suitable format e.g. poster.
Learners review the weeks learning and reflect on progress made.
RESOURCES Textbooks, workbook, reference books, Internet, posters, INTEGRATION Languages and Arts and Culture ASSESSMENT Informal: Teacher assesses poster using a rubric VOCABULARY analyse, resources, locate, database, index, collect, sort, verify, evaluate, store, present, poster, poster
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TERM 2 WEEK 3 HEALTHY LIVING AND TRADITIONAL REMEDIES METHODOLOGY Revise the concept of the inter-relationship between technology, society and the environment.
Refer to an existing product, e.g. a cellular phone or a medicine. Discus how this technology impacts on society and the environment.
Read the scenario and introduce the FORMAL ASSESSMENT TASK 2, Activity 1 (Project). Inform learners that all work for the project from this point onwards will be formally assessed. Give guidelines for the formal assessment task, i.e. compilation of task according to the
technological processes, resources that may be used for presentations (e.g. ICT), resource lists, due date, the time allowed for the project.
Explain the concept of patenting and trademarks. Refer to http://encarta.msn.com/dictionary Develop a worksheet with questions to analyse the scenario. Examples of questions
o Explain how technological advances have impacted on the HIV/AIDS situation in our country.
o Why do many people use the ancient medicinal remedies for treatment? o Name examples of plants that can be used for the treatment of the symptoms of HIV/AIDS. o Name other plants with health properties found in South Africa. o Do the cultural groups that developed and use these herbal remedies always get
recognition? Discuss your answer in detail. o How can this exploitation be prevented? o There is an obvious example of bias in the scenario. Explain. o Identify and present the key features of the scenario in a mind-map.
Ask learners to collect information on technological advances evident in the case study.
o For example, collect information on how quinine, hoodia, feverfew daisies and rooibos have been developed as medicines. Write a report of 1½ A4 pages in length.
Learners review the week’s learning and reflect on progress made.
RESOURCES Textbook, workbook, resource materials, e.g. books, articles from the Internet INTEGRATION Languages, Natural Sciences and Social Sciences ASSESSMENT Informal: Peer assess the report using a checklist VOCABULARY Processing, explore, compare, explain, bias, redress, patent, trademark ______________________________________________________________________________ TERM 2 WEEK 4 WRITE A DESIGN BRIEF, IDENTIFY CONSTRAINTS AND LIST SPECIFICATIONS BASED ON THE SCENARIO METHODOLOGY Review the criteria for a design brief and learners write the design brief identified from the
given scenario.
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Briefly define constraints. Learners list the constraints evident in the given scenario. Review product and design specifications and learners list the product and design
specifications evident in the given scenario. Learners investigate possible solutions to solve the problem
o In this scenario learners need to investigate existing health promoting products available in the market place.
o They can obtain information by visiting shops and health shops, visiting traditional healers, visiting nurseries to find out about medicinal plants, and by studying magazine advertisements and using the Internet.
o Provide learners with the following information; Type of plant Medicinal uses Ginger: Used to treat colds, nausea and back pain Aloe vera: Used to sooth wounds, skin irritations, burns and sunburn Chillies: Used for bronchitis, asthma and colds, used for massaging in the case of rheumatism and back pain Buchu: Used for arthritis and skin irritations Roses: Soothes inflamed skin, gives flavour to cosmetics Lavender: Used for acne, used as an antiseptic and as an insect repellent Garlic: Fights infections Khakibos: Repels insects Cinnamon: Treats indigestion, fights coughs, known to be effective in the treatment of diabetes Thyme: Treats chest infections and stomach ailments Mint: Used for nausea and headaches Rosemary: Good for sprains and aching limbs Marigold: Add to cream to heal wounds and to cure dry skin Dandelion: Treats eczema and skin irritations
Learners review the week’s learning and reflect on progress made.
RESOURCES Textbooks, workbook, resources for investigating possible solutions INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Teacher checks workbooks for completion VOCABULARY analyse, identify, explain, investigate, design brief, constraints, specifications ________________________________________________________________________________________________ TERM 2 WEEK 5 GENERATE POSSIBLE SOLUTIONS AND MAKE A CHOICE BASED ON THE SCENARIO METHODOLOGY Review the process to generate design ideas as possible solutions and monitor learners as
they complete the design steps. Demonstrate systems diagrams on the board showing a simple process used to change the
properties of a material to make it into a new product, e.g. how to dry lavender. o Learners develop their own designs and make notes to explain the link between their
products and the design brief, constraints and specifications.
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o Learners list the advantages and disadvantages of each product and develop a rating scale for final selection.
o The best choice for solving the problem is written down, with clear reasons for why that product was selected.
Provide paper for learners to develop packaging ideas in two-dimension and three-dimension. o Learners make freehand sketches of the packaging and present brief ideas on how they will
package one or more processed raw materials o Enhancement techniques will include the use of colour, texture, shading, thin and thick lines
and shadowing. o Add notes to clarify the design idea.
Learners review the week’s learning and reflect on progress made by looking at the designs
made by their peers and suggesting improvements.
RESOURCES Textbooks, workbook, sketch paper, stationery INTEGRATION Languages, Natural Sciences and Arts and Culture ASSESSMENT Informal: Peer assessment through looking at the designs of others and making suggestions VOCABULARY possible solution, generate ideas, design brief, specifications, constraints, communication two- dimensional sketches, three-dimensional sketches, recyclable materials ________________________________________________________________________________________________ TERM 2 WEEK 6 AND 7 PLAN AND MAKE A SOLUTION BASED ON THE SCENARIO METHODOLOGY Give each learner a case study to identify and to list the resources. Learner lists tools, equipment and materials that will be used to make the product. Illustrate a manufacturing sequence using a flow chart.
o Give each learner a task where steps in the making process must be ordered in preparation for drawing the flow chart of this scenario.
o Learner draws a flow chart indicating the steps that will be followed in the making of the product.
Demonstrate safe working practices to the class, as well as measuring, cutting, separating, shaping, joining, combining and finishing techniques.
Provide learners with an extract from the Occupational Health and Safety Act which can be found on the following website;
http://www.labour.gov.za/downloads/legislation/acts/occupation Remind learners about the safe use of tools, equipment and materials. Prepare for the making by having the necessary tools, equipments and materials available.
o Learners collect tools, equipment and materials as listed in the material and tools lists. o Learners make the product. o Learners use safe working practices and show efficient use of materials and tools.
Learners review the weeks learning and reflect on progress made by checking each other’s
work and suggesting improvements where necessary.
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RESOURCES Textbooks, workbook, sketch paper, stationery, equipment, material, INTEGRATION Languages and Arts and Culture ASSESSMENT Informal: Peer assessment as learners check one another’s work and make suggestions for improvement. Formal: Teacher assesses the making process, using a rubric. VOCABULARY resources, materials, tools, formal drawings, two-dimensional, three-dimensional, isometric, sketches, drawings, labels, flow chart, enhancing drawings, Materials, make, measuring, marking, cutting, separating, combining, efficient, safety, tools, checking procedures ________________________________________________________________________________________________ TERM 2 WEEK 8 EVALUATE AND PRESENT THE DESIGN PROCESS AND THE PRODUCT BASED ON THE SCENARIO METHODOLOGY Ask learners to select criteria to evaluate two fashionable products e.g. cellphones, designer
clothes or shoes. A class discussion will help learners understand that criteria are needed by which to evaluate products o Learners now compile a list of self-generated criteria by which to evaluate their product.
Examples of criteria: 1. Does it meet the design brief, specifications and constraints? 2. Is the product safe for people to use? 3. Are the materials used suitable? 4. Will the product serve its purpose? 5. Was it costly to make? 6. Did the properties of the raw materials changed? 7. Has the lifespan of the product been increased? 8. Does the packaging and labelling meet the criteria for marketability?
o Learners use the same set of criteria and ask a peer to evaluate their product by, for
example, using a questionnaire. o Learners test their product for functionality. o Learners suggest ways to improve on weaknesses found during evaluation and testing.
Provide learners with a checklist to evaluate the efficiency of the making process. Learners
indicate whether they have used effective methods, followed safe working procedures, and have the necessary knowledge and skills. o Learners list ways to improve their skills. o Learners sequence completed work according to the design process.
Learners review the term’s work and presents work for assessment.
RESOURCES Textbooks, workbook INTEGRATION Languages, Arts and Culture
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ASSESSMENT Informal: self-assessment and peer assessment, using self-generated criteria Formal: Teacher assesses Task 2, Activity 1 (Project), using a rubric VOCABULARY evaluate, criteria, design brief, specifications, project portfolio, improvements, modifications ________________________________________________________________________________________________ TERM 2 WEEK 9 FORMAL ASSESSMENT Task 2 Activity 2 (Exam): Assessed by the teacher, using a memorandum and rubrics Complete during the term as per the school’s assessment plan as informed by the learning
area programme of assessment. Learners are assessed on LOs 1, 2 and 3.
RESOURCES Question paper, answer sheet (if needed), memorandum and rubrics ______________________________________________________________________________ TERM 2 WEEK 10
RECORDING AND REPORTING
________________________________________________________________________________________________
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TEACHER’S GUIDE TECHNOLOGY GRADE 9
TERM 3
INTEGRATED PROJECT PROCESSING, SYSTEMS AND CONTROL INTEGRATED WITH STRUCTURES
TERM 3 WEEK 1 REFLECTION AND OVERVIEW Reflect on work completed in Term 2. Create time for learners to review the previous term’s work and reflect on progress made.
o Learners update their workbooks / files. o Learners reflect on standard of achievement and write down expectations for the term.
Set the scene for the term by introducing the formal assessment task and discuss the rubric.
Task 3: Forms of assessment
Possible mark
Project (Activity 1): 80 Test (Activity 2): 40 Total for Task 3: 120
NATURAL DISASTERS METHODOLOGY Read the scenario with the learners, ask questions and explain difficult words. Discuss related situations within a local and national context, and compare to international
trends. Group learners into pairs. They identify the key problems to be solved or needs to be met, and
give feedback during a class discussion. List the key problems or needs on the board and present key factors to be considered in the
form of a spider diagram. Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, workbook, illustrations related to situation INTEGRATION Languages ASSESSMENT Informal: Teacher asks questions and observes learners responses VOCABULARY identify, explain, analyse, investigate, problem, need, opportunity, environment, structures, properties of material, load, forces ______________________________________________________________________________
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TERM 3 WEEK 2 ANALYSE STRUCTURES METHODOLOGY Create a worksheet on structures that provides illustrations of structures with structural
components clearly visible. The following instructions are given on the worksheet. o Identify and explain the function of the structural components, e.g. columns, beams,
arches, buttresses, struts, stays, guys, ties. o Identify and explain the reinforcement and strengthening techniques used to make the
structures strong and rigid, e.g. triangulation, webs and fillets, orientation and cross sectional area of members.
o Identify how stable these structures are. Refer to base size and centre of gravity. Use practical examples of structures to explain different properties of materials.
o The properties of a material will determine how it will react in particular circumstances and what we can use it for.
o The properties that should be covered are the following: • Mass (e.g. aluminium has a different mass and can be used for window frames or
cooking foil) • Hardness (e.g. sterling silver has a small percentage of copper to make it harder and
more scratch resistant) • Stiffness (e.g. a lamp post must be stiff enough so it does not break or bend in a strong
wind) • Flexibility (e.g. a fishing rod bends to provide a whip action so that the fisherman can
cast far out) • Corrosion resistance (e.g. steel must be galvanised as a chemical reaction causes rust,
which causes structural failure as the metal decays) • Strength - the strength of a structure is about how it can withstand the following forces:
- Tension (when a material can be drawn out without breaking, a pulling force) - Compression (when a material will resist being squeezed) - Shearing (when a material will resist sliding forces) - Also refer to torsion and bending
Explain and illustrate types of loads
o Static load (non-moving) e.g. a car parked on a bridge o Dynamic load (moving) e.g. a car driving over a bridge o Even load (a load spread equally over the structure) o Uneven load (a load that is concentrated on one side)
To consolidate, give a case study as homework. An example of a case study:
“A restaurant is buying tables and chairs to put outside on the patio where it is often hot and sunny. They also need to buy umbrellas and umbrella stands to ensure that their customers have shade.” Possible questions:
1. List the properties that the tables and chairs should have if they are to be suitable for this use
2. Suggest suitable materials from which the tables and chairs could be made and give reasons for your suggestions.
3. List the properties that the umbrellas and stands should have. 4. Suggest some suitable materials from which the umbrellas and umbrella stands could be made. 5. Explain why ceramic floor tiles are thicker and made of stronger clay than ceramic
wall tiles. Consider the forces and loads that act on these tiles.
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INVESTIGATE MATERIALS Provide learners with examples of simple everyday products to investigate the suitability of the
materials used. o Learners devise and perform practical tests on products to determine suitability of
materials. o Learners complete table as shown below to report on each practical test.
Table to show practical test results
Name of person: Name of partner assessing: Date:
Rating: 3 = Definitely 2 = Mostly 1 = Sort of 0 = Not at all Product Description Requirements How I tested the product Rating:
Self Rating: Partner
Suitability Manufacturing method
Product 1:
Conclusion: Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, workbook, notes with illustrations, case study, products for practical testing, tables to show practical testing results. INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Peer and teacher observation of the practical testing procedures VOCABULARY analyse, product, material, suitability, purpose, manufacturing, practical test, mass, hardness, stiffness, flexibility, corrosion resistance, strength, tension, compression, shearing, torsion, bending, static, dynamic, even loads, uneven loads ______________________________________________________________________________ TERM 3 WEEK 3 ACCESSING INFORMATION BASED ON THE SCENARIO METHODOLOGY Remind learners about the following when they are doing research:
o Using books is a good way to do reserach. However, the information obtained from some books might be outdated or not applicable.
o The Dewey Decimal System is used in libraries to classify books. This system can be used to find the applicable information.
o When the correct book is found the table of contents (front) or the index (back) may be used to find a specific topic
o To find information on the Internet a search engine is used. The search engine will then find websites that contain the information. Always verify accuracy of content.
o All the sources of information used must be listed in a reference list/ bibliography at the end of the learner’s assignment or investigative task. The title, author, page references, etc. of books used must be listed, while references to Websites and Web addresses must be written out in full.
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o Other ways of obtaining information are interviewing people about their personal experiences or using questionnaires.
o After gathering information from a variety of sources, it must be sorted into suitable categories.
o Information obtained from different sources must be compared for validity. Information can also be validated by comparing it with the information collected by peers.
o After allocating the information to paragraphs, the information and other data collected must be written or typed in the form of a presentation e.g. project portfolio, PowerPoint presentation.
Give an investigative task in which learners compare how different cultures in different parts of
the world have adapted technology to solve a specific problem. For example, how are structures adapted to withstand earthquakes in America in comparison with those adapted for the same purpose in Asia? Draw up a table to make the comparison.
Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, workbook, resource materials, e.g. books and the Internet INTEGRATION Languages and Social Sciences ASSESSMENT Informal: Peer assessment of the comparison using a rubric Formal: Teacher assesses as part of project portfolio using rubric VOCABULARY Library, reference systems, database, index, information, search, compare, sort, evaluate, explore, compares, explains, cultures, adapted technologies TERM 3 WEEK 4 WRITE A DESIGN BRIEF AND LIST CONSTRAINTS AND SPECIFICATIONS BASED ON THE SCENARIO METHODOLOGY Review scenario with the learners, who must write down a problem they want to solve.
o They write a design brief for the development of a product or system related to a problem, need or opportunity that the learner has selected in the context of the given scenario.
Briefly define constraints. Learners list the constraints that will be applicable.
Review product and design specifications Learners list product and design specifications that will be applicable in their problem.
Provide learners with suitable resources to investigate possible solutions to solve the problem. Information is stored, to be used in Week 5.
Learners review the week’s learning and reflect on progress made. RESOURCES
Textbooks, workbook, resources for investigating INTEGRATION Languages and Natural Sciences
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ASSESSMENT Informal: Teacher reviews learners work and indicates whether the problem, need or opportunity selected is applicable. VOCABULARY investigate, collect information, design brief, constraints, specifications, TERM 3 WEEK 5 DEVELOP COMMUNICATION SKILLS METHODOLOGY Review the following concepts:
o Two-dimensional (2-D) and three-dimensional (3-D) sketches. Show learners pictures of cubes. Point out how a 2-D drawing becomes a 3-D drawing on a flat sheet of paper. Learners redraw and enhance cubes. Use this as a baseline activity.
o Explain briefly the purpose and use of circuit diagrams as a form of graphic communication. Refer back to Term 1.
o Explain the SA conventional drawing standards on the board, or use a note. Illustrate dimensioning (mm) and dimension lines, labelling, line types and symbols.
o Explain the concept of explanatory notes as used with design drawings. This may indicate materials used, how parts are made, how the parts will be connected, etc. Sketches must also be clearly labelled.
o Briefly explain enhancement techniques. Ask learners to draw objects made from wood, glass, concrete and metal. Enhance each drawing correctly.
o Give learners a homework activity. Example: 1. Draw a cold drink can. Indicate where the light is shining from and use applicable
shading. 2. Make a 2-D sketch of an object and apply shading and texturing, using a pencil. 3. Make a 3-D sketch of an object and apply shading and texturing, using coloured
pencils. 4. Indicate which of the sketches in number 2 or 3 above is/are more eye-catching and
effective. Give reasons for your choice.
Introduce the following concepts briefly: o Scale: It is not possible to draw everything full-size; some products must be drawn smaller
to fit onto the paper provided. For the drawing to be accurate, you must show how many times larger or smaller the actual object is than is shown in the drawing. Scale 1:2 means the product is drawn half the size (smaller), while scale 2:1 means the product is drawn twice as big ( bigger).
o Demonstrate how to use drawing instruments, e.g. a set square and try squares. o Demonstrate how to do orthographic sketches on the board/ OHP. Show both first and third
angle projections, as well as the symbols used for each. o Learners practise drawing a 3-D isometric sketch on isometric grid paper, copying from an
oblique drawing. o Learners practise 3rd -angle orthographic projection, using grid paper.
Demonstrate, on the board or OHP, how
to do two-point perspective drawings. Perspective drawings give the impression of depth and distance.
RE: drawsketch.about.com
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Demonstrate how to draw an exploded view. o Take a simple item, e.g. a torch, and demonstrate how the
parts can be drawn when the item is taken apart. This is called an exploded view.
Learners review the week’s learning and reflect on progress
made. RESOURCES Textbooks, workbook, notes with sketches of cubes, isometric and orthographic grid paper, drawing instruments, stationery INTEGRATION Languages, Arts and Culture and Mathematics ASSESSMENT Informal: Teacher observes drawing exercises VOCABULARY Formal drawings, two-dimensional, three-dimensional, South African conventions, scale, dimension lines, third-angle orthographic drawings, perspective drawings, exploded views ______________________________________________________________________________ TERM 3 WEEKS 6 AND 7 METHODOLOGY DESIGN POSSIBLE SOLUTIONS AND MAKE A CHOICE BASED ON THE SCENARIO Guide learners to draw up a checklist for graphic communication that can be used for self-
assessment. Provide sketch paper in order for the learners to draw three possible solutions (products) by
making freehand design sketches. o Learners make notes to explain the links between their solutions and the design brief,
constraints and specification. o Learners list the advantages and disadvantages of each solution and develop a rating scale
for making a final selection. o Learners evaluate design solutions and select their best solution, giving clear reasons why
the solution was selected for creating. PLAN FOR MAKING A SOLUTION BASED ON THE SCENARIO Provide sketch paper for the learners to draw their chosen solution in detail. Encourage learners to use a range of communication skills when completing their final plans
for making. Learners draw a flow chart indicating the steps that will be followed in the making of the
product, as well as the time needed to complete each step. Time allocations should be estimated and included. Remember that planning how to use time is essential. Enough time must be allowed for all the stages of the design process, as well as for the manufacturing stages. Always estimate how long each task will take and indicate time in minutes on the flow chart.
REF: www.cartertools.com
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Demonstrate suitable making skills with tools available in the school for learners to use when making.
Learners make a list of tools, equipment and materials that will be used to make the product. Learners review their progress and adapt plans accordingly. RESOURCES Textbooks, workbook, sketch paper, stationery INTEGRATION Languages ASSESSMENT Informal: Self-assessment of idea sketches using a check list. VOCABULARY generates ideas, design brief, constraints, specifications, chosen idea, develops idea, plans for making, flow chart, communication skills TERM 3 WEEKS 8 AND 9 METHODOLOGY MAKE A SOLUTION BASED ON THE SCENARIO Demonstrate safe working practices when measuring, cutting, separating, shaping, joining,
combining materials, and also when finishing a product. Prepare for the making by having the necessary tools, equipments and materials available.
o Learners collect tools, equipment and materials as listed in their material and tool lists. o Learners make their product by working safely and showing efficient use of materials and
tools. EVALUATE AND PRESENT THE DESIGN PROCESS AND PRODUCT BASED ON THE SCENARIO Instruct learners to use self-generated criteria to evaluate their own products through practical
testing. o Examples of criteria for evaluation are: Does it meet the design brief and specifications? Is
the product safe for human use? Are the materials used suitable? Will the product serve its purpose? Was it costly to make? Were the properties of the raw materials changed? Did you increase the lifespan of the raw materials?
o Learners ask a peer to evaluate their product, using the same set of criteria. o Learners suggest ways to improve on weaknesses found during evaluation.
Provide learners with a checklist to evaluate the efficiency in the method of making. Learners indicate whether they used efficient methods, followed safe working procedures, and had the knowledge and skills necessary to create the solution. o Learners list ways of improving their making skills.
Learners order their completed work according to the technological processes and submit
project portfolio for final teacher assessment. RESOURCES Textbooks, workbook, tools, equipment and material
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INTEGRATION Languages ASSESSMENT Formal: Teacher assesses project portfolio and product, using a rubric VOCABULARY make, tools, material, measuring, marking, cutting, shaping, joining, finishing, safety, efficient use of tools efficient use of material, quality, changes design, evaluate, objective criteria, design brief, specifications, self testing, improvements, modifications, higher quality, present, project portfolio, appropriate technologies TERM 3 WEEK 10 FORMAL ASSESSMENT Task 3 Activity 2 (Test): Assessed by the teacher, using a memorandum and rubrics Complete during the term as per the schools assessment plan as informed by the learning area
programme of assessment. Learners are assessed on LOs 1, 2 and 3.
RESOURCES Question paper, answer sheet (if needed), memorandum and rubrics ______________________________________________________________________________
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TEACHER’S GUIDE TECHNOLOGY GRADE 9 TERM 4
STRUCTURES, SYSTEMS AND CONTROL AND PROCESSING
TERM 4 WEEK 1 REFLECTION AND OVERVIEW Reflect on work completed in Term 3. Learners reflect on standard of achievement and write down expectations for the new term.
Update workbooks or files.
Present an overview of the term, and remind learners that the external standardized assessment task for the term, Task 4, is set by the national Department of Education.
ANALYSE A CASE STUDY METHODOLOGY Analyse and discuss each case study by referring to related technology content.
Suggestions: o The cable bridge and pontoon ferry are examples of structures. o The pontoon ferry uses a pulley mechanism. o The materials used to build the pontoon ferry must be corrosion resistant. o To alert children when crossing the river, a warning device may be made, using electronic
components, e.g. flashing lights, a warning board with “running” lights. Present an analysis of each case study on the board for the learners to copy into their
workbooks. Ask questions about different properties of materials and how they influence fitness for
purpose, cost, safety and the manufacturing process. Demonstrate different types of loads: static, dynamic, even, uneven.
o Sit in the middle of a chair : an example of a static load that is also even o Sit on the edge of a chair : an example of an uneven load o Sit and rock on the chair: an example of a dynamic load
Draw a concept map of structural concepts on the board and learners copy it into their workbooks.
Discuss the effect that the bridge and the pontoon ferry have on the lives of the people living in the area.
Learners review the week’s learning and reflect on progress made.
RESOURCES Textbooks, workbook, scenario, INTEGRATION Languages ASSESSMENT Informal: Teacher observation and question and answer session VOCABULARY analyse, products, problem, need, want, safety, fitness for purpose, cost, manufacturing method, structures, properties of material, loads, processing, mechanical systems, electrical systems ______________________________________________________________________________
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TERM 4 WEEK 2 REVISION AND CONSOLIDATION OF GRAPHIC COMMUNICATION SKILLS METHODOLOGY Present learners with a set of formal drawings that shows good practice by a Grade 9 learner in
a previous year. Learners use the checklist below to analyse the drawings.
Checklist for presentation of drawings or sketches √� X
Does the drawing have a heading? Did the learner clarify the design by making notes? Are all the parts clearly labelled? Have the correct line types been used?
• Continuous dark lines for visible outlines ________
• Continuous faint lines for dimensions
• Faint short dashed lines for hidden detail - - - - - - - - - - - • In orthographic projections, projection lines are used
Have letters and numbers been done in black ink, using titles and subtitles? Are the drawing correctly dimensioned?
• Dimensioning done in mm • Extension lines and dimension lines used • Dimension lines coloured in solid black arrowheads • Dimensions not repeated • Dimensions fainter than the drawing • No dimensions printed inside the drawing • If the drawing is turned 90° to the right (clockwise), all vertical
dimensions can be read from the right
Identify an object from the scenario and use a selection of communication skills to demonstrate
the use of correct South African drawing conventions. o Draw the cable bridge or any suitable example on the board. o Learners will draw the pontoon or any other suitable example in their workbooks or on
drawing grid paper, demonstrating the following communication skills: • Example of three-dimensional sketches • First-angle orthographic projection • Third-angle orthographic projection
Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, workbook, example of a formal drawing, grid paper, stationery, drawing instruments INTEGRATION Languages and Mathematics ASSESSMENT Informal: Teacher uses assessment scale to assess sketches or drawings VOCABULARY orthographic, two-dimensional, three-dimensional, South African drawing conventions, scale, dimension lines, first- and third-angle orthographic projection, drawings, sketches
5
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TERM 4 WEEK 3 REVISION AND CONSOLIDATION OF INTERACTING MECHANICAL SYSTEMS METHODOLOGY Ask learners to identify and list mechanical systems relevant to the case study.
In the given case study, a pontoon ferry is illustrated. A pulley, a winch and a crank are found on the ferry. There is also a bicycle shown, with a sprocket and chain system.
Use an illustration or product to explain the concept of mechanical systems and sub-systems. In the case of a bicycle, there are linkages, levers, cranks, axles, sprockets and a chain. Revision note: A mechanical system consists of several parts. Each part is a small mechanical system on its own, but because it is part of a bigger system. It is called a sub-system.
Discuss the concept of a systems diagram. Use the bicycle as an example and draw the systems diagram on the board.
Discuss the system used to move the pontoon ferry across the river and instruct learners to draw the systems diagram. Note:
All systems have three main elements: input, process and output. In a closed loop system, feedback is information from the output of a system. This information is fed back into the input (process) to control the way the system works. In an open loop system there is no feedback.
Develop and present a worksheet with mechanical components and jumbled symbols. Learners match related symbols to the components.
e.g. Match each of the following illustrated components with its appropriate symbol by writing each appropriate letter in the correct row in the answer column Components Answer Symbols 1
A.
2. B.
3. C.
Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, workbook, worksheet, scenario, notes INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Teacher checks workbooks to ensure they are up-to date. Peers assess the worksheet. VOCABULARY analyse, fitness for purpose, mechanical systems, interacting, sub-systems, systems diagram, components, symbols, gears, pulleys, control mechanisms, pneumatic and hydraulic ______________________________________________________________________________
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TERM 4 WEEK 4 ANALYSE MECHANICAL SYSTEMS METHODOLOGY Provide learners with examples and illustrations of products with a combination of systems.
o An electrical drill is a combination of a mechanical and an electrical system. Front-end loaders also combine different systems. See Term 1 Week 2.
o Learners identify possible interacting mechanical systems in the case study. Set questions on how different mechanical systems function.
Learners discuss in groups of four. Each group must give feedback on the fitness for purpose of the system(s). e.g. Examples of questions about a winch to be used on the pontoon ferry:
1. What is a winch? How does it work? (Answer: A mechanical control device. It uses a ratchet-and-pawl system to prevent slippage when a rope or cable is under tension.)
2. Can a cleat be used to replace a winch? Give a reason for your answer. (Yes. A cleat is a device with two projections in opposite directions to which a rope can be tied.)
3. Think of ways of using other mechanical systems to move the pontoon ferry across the river and present your solutions to the class.
Learners review the week’s learning and reflect on progress made.
RESOURCES Textbooks, workbook, case studies, illustrations, questions INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Group assesses the verbal feedback and presentation to the questions VOCABULARY analyse, fitness for purpose, mechanical systems, integrated systems, gears, mechanical control, ratchet and pawl, cleats ______________________________________________________________________________ TERM 4 WEEK 5 BUILD MODELS OF MECHANICAL SYSTEMS METHODOLOGY Provide learners with mechanical kits, geartronix kits or cardboard to use to make components.
In groups or pairs learners, build models of gear systems, e.g. gear trains, pulley systems with more than one stage
Draw up a worksheet on which learners can consolidate all mechanical concepts e.g. An illustration of a spur gear train with an idler gear with the following questions:
1. Identify the driver gear and the driven gear. 2. In which direction will the gears turn? 3. Which gear will turn the fastest if they are of similar sizes? 4. Which gear will turn the fastest if they are of different sizes? 5. What happens if a small idler gear is placed between the driver and the driven gear? 6. What do you call a combination of simple gear trains? 7. Draw systems diagrams of the systems used in a product, showing the input, process
and output.
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Revision note: Learners need to understand that gears can be manipulated to increase or decrease rotational speed. If the driver gear is bigger than the driven gear, then the driven gear will rotate faster. If the driver gear is smaller than the driven gear, then the driver gear will rotate slower. A gear ratio indicates how fast the driven and driver gear are moving in relation to each other.
Divide class into groups of four and hand out products (or illustrations of products) that use
mechanical systems. They must compare and discuss these in terms of appropriateness for specific purposes, e.g. an electrical egg-beater, a hand-operated egg-beater.
Learners review the week’s learning and reflect on progress made. RESOURCES Textbooks, reference books, workbook, mechanical kits, geartronix kits, cardboard, stationery, glue, pairs of scissors, worksheets with illustrations, illustrations of mechanisms or actual mechanisms INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Teacher Observation of the building process. VOCABULARY Practical testing, fitness for purpose, presents communication, systems diagram, gears, pulleys, driver, driven, idler, speed, gear system, one-way valve, restrictor ______________________________________________________________________________ TERM 4 WEEK 6 REVISION AND CONSOLIDATION OF ELECTRONIC SYSTEMS METHODOLOGY Ask each learner to draw up a written test and a marking memorandum based on the following
aspects of electronics studied in the first term: electrical devices and their symbols, resistors, LEDs, transistors, switches, thermistors, LDRs and capacitors. o Learners use their notebooks and textbooks to set the written test :
• The test must consist of 10 questions, counting 15 marks. • The words used in the vocabulary lists must be used in the test. • 5 marks must be allocated to knowledge and recall of information. • 6 marks must be allocated to application of knowledge. • 5 marks must relate to the evaluation or analysis of knowledge. • One question must be assessed using a rubric. • The test must include the name of the learner who set the test.
Collect the test paper from each learner at the end of the first lesson. These tests are handed
out randomly to learners to write during the next Technology period. Return the answer sheets to the appropriate “examiners”. They mark them, allocate a total
mark and provide a written comment. Discuss examination techniques in preparation for the external examination. Example:
1. Be prepared. Study hard. Be well rested. Have your own pens, pencils, pencil crayons, ruler, pair of compasses, set squares and eraser.
2. Read the instructions twice before starting. Comply with each instruction.
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3. Read each question carefully and make sure to answer the question 4. Number the questions as they appear on the question paper. If an answer book or sheet is
provided, be guided by the space available for your response. 5. When you have completed the assessment and if there is time available, read over your
answers again. 6. Keep your work covered at all times so that others are not tempted to copy your work. Do
not attempt to copy from others.
RESOURCES Textbooks, workbook, test, marking memorandum, stationery INTEGRATION Languages and Natural Sciences ASSESSMENT Informal: Peer assesses test using own memorandum and rubric Teacher assesses the workbooks using a rating scale. See example below.
Workbook rating scale Name of learner:_______________________________________ Term: ___ Grade 9 ___
4 3 2 1 Exceptional Good Acceptable Poor
Workbook is very neat. All activities and tasks are
complete and of excellent quality. All evidence of
teaching and learning is easily accessible.
Extra effort and creativity is evident.
Most of the workbook is neat. Most activities and
tasks are complete. Work is mostly of good quality.
Workbook is not very neat, but most activities and
tasks are evident. Work is sometimes not of good
quality.
Workbook is untidy and disorganised. Some
activities and tasks have not been completed. Work is generally of poor quality.
Teacher’s comments: Teacher’s signature: ____________________________________ Parent’s signature: ____________________________________ Date: ________________ Parent’s comment: NOTE: This rating scale can be used at the end of each term and is useful for intervention purposes. VOCABULARY circuit diagram, systems diagram, electronic device, electronic circuit, output, input, signal, resister, LEDs, transistor, switches, thermistor, LDRs ______________________________________________________________________________- TERM 4 WEEKS 7, 8, 9 &10
EXTERNAL ASSESSMENT
NATIONAL PROGRAMME OF ASSESSMENT FORMAL ASSESSMENT TASK: TASK 4