phase work schedules - western cape · 2015-08-31 · technology is allocated 8% of the 26 ½ hours...

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Grade

9 Technology

CONTENT PAGE

INTRODUCING THE WORK SCHEDULE 2 GLOSSARY: Key instruction words 3

TERM 1 Work Schedule 4 TERM 2 Work Schedule 8 TERM 3 Work Schedule 12 TERM 4 Work Schedule 16 RECORDING SHEET 19

FOREWORD Following a comprehensive review of the implementation of the National Curriculum Statement, undertaken by a Ministerial Panel of Experts, the Minister of Basic Education, Ms Angie Motshekga, MP, has announced certain changes that will be introduced from 2010. The implications of the national process suggest that the WCED work schedules can be used. These are guidelines, and should be used as such. Best Wishes

Dr. S. Naicker, Chief Director: Curriculum Development

- 2 -

SENIOR PHASE TECHNOLOGY

GRADE 7- 9

INTRODUCING THE WORK SCHEDULE

This document provides guidelines for teaching, learning and assessment in Technology in the Senior Phase of the National Curriculum Statement. The Work Schedule interprets policy, suggests integration of the learning outcomes and assessment standards within technology and sets a pace for teaching, learning and formal assessment. It does not replace the learning area policy document, but will help inexperienced technology teachers to teach and facilitate learning of technological knowledge, develop technological skills and promote technological values as described in policy. The teaching methodology in the work schedule follows the design process (investigate, design, make, evaluate and an integrated approach to communication). However, an experienced technology teacher could vary the teaching methodology by changing the sequence of the design process for teaching and learning. The work schedule is accompanied by a teacher’s guide that suggests methodology and possible resources. TECHNOLOGY Technology is defined as ‘the use of knowledge, skills and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration.” Therefore, the competencies learners must demonstrate in technology make it significant within the National Curriculum Statements for Grades R-9. The work schedule is aimed at

ensuring that teachers have a common understanding of the learning outcomes and assessment standards;

ensuring that all teachers follow the prescribed syllabus as presented in the National Curriculum Statement; and

promoting a common work pace within the province. Technology in the senior phase must take the learner on a journey so as to experience technological advancement in local (Grade 7), national (Grade 8) and international (Grade 9) contexts. Allocation of time Technology is allocated 8% of the 26 ½ hours contact time in Grade 7, and 8% of the 27 ½ hours contact time in Grades 8 and 9. It is recommended that technology in the Senior Phase be allocated 2 hours within a five-day cycle. Schools are encouraged to allocate two one-hour periods to support the practical activities. The work schedule is divided into four terms of ten weeks each. The weeks are indicated as 1 to10 per term and the pace for teaching, learning and assessment is suggested. Teacher preparation Use the work schedule and teacher guide with the Technology Learning Area Policy document when developing lesson plans to maintain a coherent programme for teaching, learning and assessment. ACKNOWLEDGEMENTS We hope that this document will assist you to meet the minimum curriculum requirements when planning for teaching, learning and assessment in technology. Sincere thanks to the teachers and curriculum advisers who developed the work schedules and teacher guides for the senior phase. Directorate: Curriculum: GET

- 3 -

GLOSSARY Key instruction words

Account for Give a reason or reasons or an explanation for

Analyse Look carefully at the structure of something in order to explain how it functions or of what it consists

Assess Give an idea of the value or quality of something Calculate Work out the amount or number of something by using mathematics Categorize(-ise) Name the class or group to which something belongs Choose Decide from among a range of options Classify Arrange in groups according to similar features or qualities Collect To gather together; assemble information or data Combine To unite or join; to link closely together

Compare To examine products or information in order to note similarities and differences

Consider Give thought to; think about Contrast Point out the differences between Define Explain exactly what is meant by Demonstrate To show clearly and deliberately Describe Tell in words: describe what it looks like Determine Find out; work out through observation or consideration Develop Elaborate or expand in detail: (tell or write) Discuss Write/ talk about a topic, giving more than only one opinion Distinguish between

Point out the difference(s) between

Evaluate To consider or examine something in order to judge its value, quality, importance or condition

Examine Look at something carefully in order to judge its worth or quality Explain Make clear by giving more information Explore To observe, test, study or investigate something Express an opinion

To put (thought) into words; to express an idea clearly

Identify Establish or name who or what someone or something is Illustrate Explain or make something clear by using examples, charts, pictures, etc Introduce Talk about something new

Investigate To carry out a detailed examination or enquiry in order to find out about something

Justify Provide a good reason for list Write down information in the form of a list of numbered items Predict Say what you think will happen in the future Recognise To identify as something or someone previously seen, known, etc Research To search for information Review To go over it again Revise To do revision Select To choose from a group of Sort To group information, data or products by a common character Specify Say exactly what it is Substantiate Provide evidence or reasons to support your answer Suggest Put forward for consideration Summarize(-ise) Give a brief account of the main points (ideas) of something Synthesis Combine into a coherent whole Tabulate Arrange the information in the form of a table with columns and rows

- 4 -

WORK SCHEDULE TECHNOLOGY GRADE 9 TERM 1

SYSTEMS AND CONTROL: MECHANICAL AND ELECTRONIC

WK LO & AS ASSESSMENT STANDARDS & CORE TEACHING TG

1

LO 1 9.1.1.2 9.1.5.1 LO 2 9.2.3.1

Reflection and Overview

Reflect on work done in the previous year Briefly introduce the scope of Technology for the year

Interacting mechanical systems and sub-systems

Revise the following concepts o Mechanical device o Gears o Belt drives o Simple pulley o Motion and force o Mechanical Advantage o Pneumatics o Hydraulics o Systems diagram

Explain the new concepts

o Gear System o Integrated system o Symbols (mechanical and electronic)

Identify and discuss products that consist of sub-systems (e.g. a

bicycle, washing machine, computer, calculator, a car etc) Explain the function of each system in relation to the product

function Compare, discuss and tabulate mechanical and electronic systems

as either simple or complex systems Explain and demonstrate how a gear systems works and determine

the gear ratio and velocity ratio Identify and use symbols to represent mechanical components

Wk 1

2

LO 1 9.1.1.2 9.1.5.1 LO 2 9.2.3.1

Interacting mechanical systems and sub-systems continued

Explain the new concepts o Belt drive or pulley system o Mechanical control mechanism o Restrictors (in pneumatic or hydraulic systems) o One-way valves (in pneumatic or hydraulic systems)

Discuss and demonstrate belt drive and pulley systems with more than one stage (e.g. on a drill press) and explain the advantages

Analyse existing products that use ratchets and pawls or cleats as mechanical control devices and describe how they work

Explain the differences between pneumatics and hydraulics systems Describe how combined mechanical, electrical, pneumatic or

hydraulic systems work and list practical examples (e.g. front-end loader)

Present systems diagrams for mechanical systems (e.g. a car jack)

Wk 2

- 5 -

3

4

LO1 9.1.5.1 LO 2 9.2.3.2

Investigate simple electronic devices and circuits

Revise the following concepts o Electric circuit o Electric circuit diagram o Truth table o Systems thinking (Input- process-output)


o Electronic device o Electronic circuit diagram o Resistance (e.g. Ohms Law) o Input signal

Explain and demonstrate the function, action and installation of

electronic devices (e.g. resistors, LEDs, LDRs, transistors etc) in an electronic circuit

Demonstrate and explain resistance in an electronic circuit ( e.g. Ohms Law)

Use systems diagrams to explain which electronic devices act as input, process or output devices in a circuit.

Draw circuit diagrams using the correct symbols for the electronic devices

Wk 3

Wk 4

5

LO 1 9.1.1.1 9.1.1.4 LO 2 9.2.3.2 LO 3 9.3.3.1

Designing for the elderly

Present the context and scenario for the term

Context: Designing for the elderly Scenario “People from fortunate backgrounds generally have more resources available to make life easier for them. Alterations to living areas, motorised wheelchairs and electronic devices can all make life easier. Unfortunately people from underprivileged backgrounds do not always have access to these technologies. Shopping facilities in poorer areas are also not always designed to be easily accessed by the elderly or the disabled. A company that designs electronic devices to improve the quality of life of the elderly and disabled has asked you to develop an aid for the elderly. The electronic aid may be used to solve any problem for the elderly.

Consider the following when investigating the scenario o The background context o The environment the scenario is set in o The nature of the need or problems identifies o The people concerned in the scenario or any similar

international context

Explain the following concepts o Bias o Senior citizen o Disabled

Wk 5

- 6 -

Identify and list different contexts where the elderly or the disabled

may be disadvantaged and suggest any strategies to redress any bias

Discuss and explain the concept of an appropriate bias FORMAL ASSESSMENT TASK TASK 1: ACTIVITY 1 - ASSIGNMENT

6

LO 1 9.1.1.2 9.1.2.1 9.1.2.2 LO 3 9.3.3.1

Write a design brief and list constraints and specification based on the scenario

Revise the following concepts o Design brief o Constraints o Specifications (product and design)


o Mass production o Batch production o One-off production o Efficiency

Write a design brief to address the need identified in the scenario

and list relevant constraints and specifications Analyse existing electronic products designed for the elderly and the

disabled and identify the bias the products are addressing Explain types of production (e.g. mass, batch and one-off production) and describe the advantage of each Discuss efficiency of a work plan (e.g. Hazard Analysis and Critical Control Points (HACCP) during mass production

Wk 6

7

LO 1 9.1.1.3 9.1.2.3 9.1.5.1 LO 2 9.2.3.2

Draw systems and circuit diagrams based on the scenario

Explain the following concept o Practical testing

Draw circuit and systems diagrams to develop alternative solutions

to address the need presented in the design brief Perform practical tests using given electronic devices (e.g. resistors,

switches, thermistors, LEDs, LDRs, connecting wire etc) to determine the suitability of the circuits to meet the design brief, constraints and specifications.

Wk 7

8

LO 1 9.1.3.1 9.1.3.2 LO 2 9.2.3.2

Plan for making a solution based on the scenario

Revise the following concepts o Flow chart o Flow diagram

Explain the following concept

o Joining (e.g. soldering) Demonstrate the use of soldering to join electronic devices in

circuits

Wk 8

- 7 -

List the materials and the tools needed to make a solution Draw a flow chart to indicate the sequence for making

9 LO 1 9.1.3.2 9.1.3.3 9.1.4.1 LO 2 9.2.3.2

Make and evaluate a solution based on the scenario

Explain the following concepts o Safety o Cutting o Finishing

Choose and use suitable tools, materials and electronic devices and

make a solution Demonstrate safe working practice and efficient use of materials

and tools when making Evaluate the final product based on criteria linked to the design brief and specifications and suggest improvements

Wk 9

10

LO 1,2 & 3

FORMAL ASSESSMENT TASK TASK 1: ACTIVITY 2 – TEST

Wk 10

- 8 -


PROCESSING


1

LO 1 9.1.1.2 LO 2 9.2.2.1

Reflection and overview

Reflect on work done in the previous term o Systems and control (Mechanical and Electronics)

Introduce the new concept o Processing

Analyse processed products

Revise the following concepts o Lifespan o Packaging o Label

Explain the new concepts o Recyclable material o Re-manufactured o Galvanise o Electroplate o Varnish o Frozen o Dried

Analyse and discuss products of which the properties of the

material have been changed or improved by drying, freezing, painting, varnishing, electroplating or galvanizing

Explain the characteristics of the improved material Demonstrate using simple processing techniques (e.g. drying,

freezing, varnishing, electroplating etc) how the life span of materials like wood, metal, grass and fruit can be extended

Wk 1

2

LO 1 9.1.1.2 9.1.1.4 LO 2 9.2.2.1

Collect information on processing

Explain the following concepts o Referencing systems o Database o Indexes o Collect o Sort o Verify o Evaluate o Store information

Use a variety of sources (e.g. textbooks, books, magazines,

internet, interviews) to collect information on processing methods used to change or improve properties or increase the lifespan of materials (e.g. wood, metal, food etc)

Wk 2

- 9 -

Analyse, sort and present information collected on how materials

can be processed and remanufactured and describe the suitability, purpose and manufacturing method of different processing techniques

3

LO 1 9.1.1.1 LO 2 9.2.2.1 LO 3 9.3.1.1 9.3.2.1 9.3.3.1

Present the context and scenario for the term

Context: Healthy living and traditional remedies Scenario “The number of South African families affected by the HIV/AIDS pandemic is steadily increasing. Many learners lose one or both parents to this virus. New technology and the development of anti-retroviral drugs have greatly improved this situation. In Sub-Saharan Africa just 0,1 % of the 25 million AIDS sufferers had access to HIV/AIDS drugs in 2002. Since then South Africa has taken the lead in supplying drugs to people affected by HIV/AIDS. This technology is often thought of as a luxury used for the developed countries. Many people have reverted back to using old medicinal remedies as the use of modern medicines is too expensive. The following plants; Sutherlandia, Warburgia and African Ginger are claimed to have therapeutic qualities for the treatment of HIV/AIDS. These plants are natural antibiotics which may relieve chronic pain, bronchitis, nausea, night sweats, diarrhoea, and swollen glands. These remedies do not cure HIV; they only help to relieve the symptoms. Other ancient remedies have also been adopted and improved by modern medical science, for example, Quinine, Hoodia, Feverfew daisy and “Rooibos”. These plants are used to make health promoting products. Design and make a low cost health promotion product that you could sell at your local market or shop that contains one or more processed material.

• The product must not be harmful to people and animals. • To make it marketable the product must be packaged using

recyclable material • A suitable label must be designed.

Consider the following when identifying a healthy product to make o The background context o The environmental situation o The nature of the need o The people concerned in the scenario or a similar example set

in an international context Revise the following concepts

o Project portfolio o Technology, society and the environment o Packaging o Labelling

Wk 3

- 10 -

Explain the following concepts o Properties of material o Life span o Redress (e.g. Patenting and trademarks)

Discuss the impact that traditional technological solutions have for

people and the bias in favour of more modern approaches. Explore modern methods (e.g. patenting and trademarks) to

recognise traditional processing methods adapted by modern society.

INTRODUCE THE FORMAL ASSESSMENT TASK TASK 2: PROJECT

4

LO 1 9.1.1.4 9.1.2.1 9.1.2.2 LO 2 9.2.2.1

Write a design brief, identify constraints and list specifications based on the scenario

Revise the following concepts o Design brief o Constraints o Product specifications o Design specifications

Write a design brief to address a need identified and list relevant

constraints and specifications (e.g. the people involved, purpose, appearance etc)

Use a variety of sources (e.g. textbook, reference books, interviews, internet) to collect information on similar solutions used internationally that will assist with the design of new ideas.

Wk 4

5

LO 1 9.1.2.3 9.1.2.4 9.1.5.1 LO 2 9.2.2.1

Generate possible solutions and make a choice based on the scenario

Explain the following concepts o Generate solutions o Systems Diagram o Scale

Use systems diagrams to present different processing methods to

develop a product that will meet the need stated in the design brief Choose the best solution based on well-reasoned arguments and

design a suitable packaging made from recyclable material Present a set of formal drawings of the packaging using two –

dimensional and three- dimensional drawing techniques showing all detail required to make.

Wk 5

6

7

LO 1 9.1.3.1 9.1.3.2 9.1.3.3 9.1.3.4

Plan and make a solution based on the scenario

Review the following concepts o Tools o Materials o Flow chart o Make

Wk 6

Wk 7

- 11 -

LO 2 9.2.2.1

Explain the following concept

o Safety (e.g. National Occupation and Safety Act)

List tools, equipment and materials to be used for making Draw a flow chart to indicate the manufacturing sequence for

making the product and the packaging Select and use suitable tools, equipment and materials and make

the solution Work safely, neatly and efficiently when processing the material.

8 LO 1 9.1.4.1 9.1.4.2 9.1.5.1 9.1.5.2 LO 2 9.2.2.1

Evaluate and present the design process and the product based on the scenario

Review the following concepts o Evaluation o Test

Evaluate the final product and the packaging based on selected

criteria that relates to the design brief and specifications Test the product for suitability of purpose and suggest

improvements to the product, packaging and the label Evaluate the efficiency of the making process and suggest suitable

improvements in terms of the technological processes followed Present the final product and a project portfolio of the design

process followed that combines suitable graphic communication skills and texts.

Wk 8

9

LO 1, 2 & 3

FORMAL ASSESSMENT TASK 2: ACTIVITY 2 – EXAM

Wk 9

10

Recording and reporting

Wk 10

- 12 -


INTEGRATED PROJECT

PROCESSING AND SYSTEMS AND CONTROL INTEGRATED WITH STRUCTURES


1 LO 1 9.1.1.1 LO 2 9.2.1.1

Reflection and Overview

Reflect on the work done in the previous term o Processing

Present the context and the scenario for the term

Context: Natural Disasters Scenario “Betting Against Natural Disasters” By Roger K. Lewis Washington Post, Saturday, October 15, 2005; Page F06 (Adapted)

With storms and earthquakes taking lives and destroying structures along the U.S. Gulf Coast, in Central America and in South Asia, it's worth pondering the "what" and "why" of our behaviour in creating structures exposed to nature's periodically awesome forces. Hurricane-force winds can deform, violently shake and ultimately tear apart anything - trees, overhead utilities, bridges, buildings - with parts that are too weak to resist wind-induced stresses. Hurricane winds force rain into buildings through joints or seams that are not well sealed, and through windows, doors or roofs torn open by the storm. Storm surges produce flooding while exerting destructive pressure on structures. If the pressure is great enough, it can cause buildings to collapse.

Earthquakes shake structures from side to side and sometimes up and down as the earth moves. A structure will collapse if stresses in critical structural components - bearing walls, columns, girders, beams, connectors - become too great , causing those components to deform or come apart.

We don’t always design and build structures to be resistant to the above and other natural disaster. Humans are compulsive gamblers when it comes to dealing with nature. People will continue living with nature's risks. And at some point, we will again lose the bet and pay the price. We just don't know when it will happen and what it will cost.”

Consider the following when investigating the scenario o The background context of the scenario o The environmental situation o The nature of the need / problem o The people concerned in the scenario or a similar example set

in an international context

FORMAL ASSESSMENT TASK TASK 3: ACTIVITY 1 – PROJECT ( integrating knowledge fields)

Wk 1

- 13 -

2

LO 1 9.1.1.2 9.1.1.3 LO 2 9.2.1.1

Analyse structures

Revise the following concepts o Structural components o Reinforcing frame structures o Strengthening frame structures

Explain the following concepts

o Properties of material o Types of load

Analyse products designed to carry loads (e.g. bridges, towers,

chairs etc) Explain properties of the materials (e.g. mass, hardness,

compression, shearing etc) that affect their performance in the structure

Explain, demonstrate and discuss the effect of static, dynamic, even and uneven loads on structures.

Investigate materials Introduce the following concept

o Practical testing

Develop and perform practical tests to investigate the strength of different materials (e.g. wood, paper, metal etc) used to build structures

Describe the properties of the material tested Draw conclusions from the tests regarding the suitability of the

materials related to where the material is used

Wk 2

3

LO 1 9.1.1.4 9.1.5.2 LO 2 9.2.1.1 LO 3 9.3.1.1

Accessing information based on the scenario

Revise the following concepts o Data base searches o Referencing system

Use various resources to collect and select information on how different cultures in different parts of the world adapted technological solutions to solve similar structural problems

Present information as a poster presentation using suitable graphics and texts to show comparisons between different cultures technological solutions

Wk 3

4

LO 1 9.1.1.4 9.1.2.1 9.1.2.2 LO 2 9.2.1.1

Write a design brief and list constraints and specifications based on the scenario

Revise the following concepts o Design brief o Constraints o Specifications o Combining systems (e.g. structures, processing, mechanical or

electrical systems and control)

Identify and describe a problem within the context of the given scenario and state it in own words

Wk 4

- 14 -

Write a design brief, list the constraints and specification for the

self generated problem set within the given context Collect information on different types of structures, processes or

systems related to the problem or need identified by self.

5

LO 1 9.1.5.1 LO 2 9.2.1.1

Develop communication skills

Review the following concepts o 2-D and 3-D sketches o Circuit diagram o South African drawing conventions o Dimension lines o Labelling o Line types o Symbols o Explanatory note o Enhancement technique

Explain the following concepts o Scale o Drawing instruments o Third Angle orthographic projection o Exploded view

Explain and demonstrate the use of scale when drawing Draw simple structure to demonstrate and practice the use of

formal drawing techniques: (e.g. Isometric projection, 1st and 3rd Angle orthographic projection)

Wk 5

6

7

LO 1

9.1.2.3 9.1.2.4 9.1.3.1 9.1.5.1

LO 2

9.2.1.1

Design possible solutions and make a choice based on the scenario

Revise the following concepts o Generate idea o Choose a solution o Formal drawing conventions o Three dimensional drawing(e.g. perspective drawings and

exploded views) Demonstrate formal drawing techniques: (e.g. 2 point perspective

and exploded views ) used to presenting design ideas Generate THREE possible solutions and use notes to illustrate

links to design brief, constraints and specifications Choose the best solution and list reasons for the final choice Develop the chosen design

Plan for making a solution based on the scenario

Revise the following concepts o Resource list o Making skills o Flow chart

Develop formal plans for making using formal drawing conventions Present a flow chart to indicate the making sequence List the tools, equipment and materials for making

Wk 6

Wk 7

- 15 -

8

9

LO 1 9.1.3.2 9.1.3.3 9.1.3.4 9.1.4.1 9.1.4.2 9.1.5.1 9.1.5.2 LO 2 9.2.1.1

Make a solution based on the scenario

Revise the following concepts o Safety o Checking procedure o Efficiency

Choose and use suitable tools, equipment and materials to make

the designed product Make the product using safe working practise showing efficient use

of materials and tools and adapts the design if needed Evaluate and present the design process and product based on the scenario

Explain the following concept o Self generated criteria

Generate criteria to evaluate and test the product and suggest

improvements or modifications Evaluate the efficiency of the making process and suggest

improvements Present the final product and use suitable graphics and text to

present a project portfolio that communicates the design process

Wk 8

WK 9

10

LO 1,2 & 3

FORMAL ASSESSMENT TASK TASK 3: ACTIVITY 2 – TEST

Wk 10

- 16 -


STRUCTURES, SYSTEMS AND CONTROL AND PROCESSING


1 LO 1 9.1.1.2 LO 2 9.2.1.1 9.2.2.1 9.2.3.1 9.2.3.2 LO 3 9.3.2.1

Reflection and overview

Reflect on work done in the previous term

Analyse a Case study Case Study 1 On a rainy day in 1998, learners from a rural primary school were crossing a flooded river using a cable bridge. The bridge had a warning sign saying “Maximum of three people at a time”. The warning sign was old and faded and dozens of children crowded onto the bridge. They bounced up and down on the bridge. The cables pulled loose and they landed in the river. Case Study 2 “The pontoon ferry illustrated uses human power to push the ferry across the river using a pulley mechanical system to guide it. One person is needed to operate the ferry”

Consider the following when investigating the case studies o The background context o The environmental situation o The nature of the need o The people affected within each case study

Revise the following concepts

o Structures o Properties of material o Types of load o Processing methods o Mechanical systems and control o Electronic systems and control

Identify and discuss structures, processing and systems and control knowledge concepts used to build every products (e.g. bridges, water proof materials, gears etc) that solve technological problems

Identify and debate the impact technological solutions have for people and their environment.

Wk 1

A pontoon ferry

Pulley System

A cable bridge

- 17 -

2

LO 1 9.1.3.1 9.1.5.1 LO 2 9.2.1.1

Revision and consolidation of graphic communication skills

Revise the following concepts o South African drawing conventions(e.g. Symbols, lines, scale,

dimensions etc) o Three dimensional projection ( e.g. Oblique, isometric and

perspective sketches) o First and third angle orthographic projection

Draw three-dimensional and two- dimensional drawings of any product using a range of graphic communication skills (e.g. 1st and 3rd Angle orthographic projection, oblique, isometric and perspective drawings and or sketches) and enhance sketches appropriately.

Wk 2

3

LO 1 9.1.1.2 LO 2 9.2.3.1

Revision and consolidation of interacting mechanical systems

Revise the following concepts o Mechanical systems o Sub-system o Systems diagram o Pneumatic system o Hydraulic system o One way valve

Analyse and discuss a variety of products that use mechanical systems and describe the system in terms of the input, process and output.

Demonstrate and explain the inter-relationship between mechanical systems and sub-systems (e.g. the braking systems as a sub system of a bicycle)

Discuss a systems diagram for a mechanical system (e.g. bicycle) Describe the systems diagram for the process to be followed for

grinding grains e.g. maize Demonstrate and explain pneumatics and hydraulics (e.g. its action,

symbols for a three port valve, one way valve and a restrictor) and the effects of mechanical advantage

Wk 3

4

LO 1 9.1.1.2 LO 2 9.2.3.1

Analyse mechanical systems

Explain the following concepts o Gear systems o Pulley systems o Mechanical control systems

Analyse and discuss systems where mechanical, electrical,

pneumatic or hydraulics systems are combined in a product Analyse and investigate gear systems, belt drives or pulley systems

with more than one stage and list the advantage of each system Analyse and demonstrate mechanical control systems (e.g. ratchet

and pawl, cleat) and describe the fitness for purpose

Wk 4

5

LO 1 9.1.1.3 9.1.5.1

Build models of mechanical systems

Revise the following concepts

Wk 5

- 18 -

LO 2 9.2.3.1

o Design aspects o Systems diagram o Mechanical advantage

Develop and perform practical tests to determine the fitness of

purpose of mechanical systems used in products (e.g. gears used for a mixer and pulleys used on a drill press.) that changes direction and force.

Compare different mechanisms (e.g. gear system, hydraulic systems with one way valves, pulley systems etc) used in products and explain the effectiveness of the design

6 LO 1 9.1.5.1 LO 2 9.2.3.2

Revision and consolidation of electronic systems

Explain the following concepts o Electronic devices o Electronic symbols o Circuit diagrams o Systems diagrams

Draw and describe circuit diagrams of given electronic systems using

correct symbols and circuit layout Draw and discuss systems diagrams for given electronic products

that make an output respond to an input signal

Wk 6

7

Wk 7

8

Wk 8

9

Wk 9

10

EXTERNAL ASSESSMENT NATIONAL PROGRAMME OF ASSESSMENT

FORMAL ASSESSMENT TASK: TASK 4

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phase work schedules - western cape · 2015-08-31 · technology is allocated 8% of the 26 ½ hours...

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