Senior Phase
Grade 8 • Facilitator’s Guide Technology
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Reg. No.: 2011/011959/07
PREFACE
Technology can be defined as the use of knowledge, skills, values and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration.
INTRODUCTION
This book has been developed to support the new Curriculum and Assessment Policy Statement (CAPS). The contents have been organised in topics stipulated by the CAPS. The authors have strived to make this book as comprehensive as possible within the framework of the curriculum.
The main aim of this book is to equip facilitators with a sound basic knowledge of various aspects of technology. It will not only assist them to master technology but also to put theory into practice.
We took special care to:
• make the contents teacher friendly
• provide answers for activities and exercises
• provide assessment rubrics for practical assessment tasks
The goal of the Technology Facilitator’s Guide is to support the Technology Study Guide.
TIMETABLE AND TIME MANAGEMENT
The teaching time for technology is two hours per week. As this subject involves practical work, the facilitator must ensure that sufficient time is allocated for practical sessions to complete the practical assessment tasks (PATs).
SampleThe different themes, tests, examination papers and PATs should be discussed and completed as indicated in the assessment programme. It is recommended that the PAT for Term 4 is done during the second or third term before the start of the examinations as Term 4 is very short.
ASSESSMENT REQUIREMENTS
TECHNOLOGY GRADE 8 ASSESSMENT PROGRAMME
STUDY TIPS
• Learners must complete all the activities. This will help them to focus on the content covered and give an indication about whether or not they understand the work. Make sure learners understand the concepts before starting with new content.
• Ensure that the correct content is covered per term.
• Help learners with a timetable to use their time effectively.
• Help learners to choose a suitable study method that will suit their needs.
• They may use any study method to master Technology, but to achieve good results, the following principles are suggested:
1. Summary
2. Questions
Get an overview of the work to be studied. Read through everything quickly to see what it is about.
Prepare questions about the work that you can use to study: Why? How? What? For example: what are drawing standards? How are they used?
3. Read and learn Read and study these questions very carefully.
4. Recite Say the questions and answers out loud without using your book.
5. Check
6. Repeat Repeat the work every day.
Sample
If you understand, know and repeat the work, check your answers against the content in the study guide. Keep on studying until you remember everything.
UNIT 1: Design skills
Learning objectives
After learners have completed this unit, they must be able to demonstrate their knowledge and understanding of:
Design process
• Investigate
• Design
• Make or manufacture
• Evaluate
• Communication
Safety
The main causes of accidents:
• General safety rules for practical technology work
• Safety regulations regarding electricity
• Gas
• Safety precautions when using cutting tools
• Safety precautions related to cleaning agents and medicine
Introduction
SampleTechnology is the use of knowledge, skills and resources to provide practical solutions (objects) to solve people’s problems or meet their needs. Technology contributes to human support and comfort, while taking social and environmental factors into consideration.
IMPORTANT TERMINOLOGY
Analyse
Annotate/Label
To closely study or examine a problem, need or item.
To provide work or sketches with notes and explanatory remarks.
Artistic drawing
SampleBias
Communicate
Constraints
Creative
Describe
Design
Design brief
When advanced techniques such as colour, texture, shading, shadows and perspective are used to create a drawing that resembles reality.
A tendency to support or oppose a particular person or thing in an unfair way by allowing personal opinions to influence your judgement.
To share information with others by speaking, writing, drawing or using models or products.
Aspects that limit conditions within which the work or solution must be developed, e.g., time, materials, cost.
Producing or using original and unusual ideas.
To say or write what something or someone is like.
To make a provisional plan or drawing (a possible solution).
A short statement of a problem or need. For example, a plastic container for packaging.
Design process
The activity of solving problems through ideas.
Design specifications The criteria of the final solution, e.g., shape, size.
Evaluate To judge the quality or effectiveness of a product or idea.
Flow chart A diagram that allows you to identify every step in the manufacturing process.
Investigate To carefully examine a problem, need or want.
Isometric projection A 3-D drawing that uses lines drawn at 30°.
Make
Needs
To produce or manufacture something.
Things that a person must have for a satisfactory life.
Orthographic projection A 2-D drawing used to produce a working drawing, usually showing three separate views of the same object.
Portfolio A systematic and organised collection of someone’s work.
Problem
Prototype
Questionnaire
Sample
A situation, person or thing that needs attention and needs to be solved or addressed.
The first version of a product.
A set of questions used to find out people’s views about something.
Survey
Wants
Research carried out by questioning.
To desire a particular thing (which you can live a satisfactory life without).
LESSON 1: Design process
Below is an example of the steps involved in the design process.
STEP 1: Investigate
1.1 Identify the problem (need/want)
1.2 Analyse EXISTING products on:
Safety Suitability of materials
1.3 Investigation strategy
Fitness for purpose Cost Manufacturing method
Use a variety of available technologies and methods to:
• locate (library referencing systems, internet searches, indexes, magazines, shops)
• collect (questionnaires, data collection forms, literature surveys)
• test and compare the properties of a product
• sort and verify the information
Circle or underline the method you used.
STEP 2: Design
2.1 Design brief
(Short written idea including outline of the problem, who is affected, how the product will be used, reliability and the impact on the environment.)
2.2 Design ideas
(Use the design brief and freehand drawings to find several solutions. Choose the best solution.)
2.3 Design specifications (More detailed than the design brief.)
List of features of product/description (Details of size, shape, colour, etc.)
(What will the product be made from?)
Quality
(Does the product meet a certain standard?)
STEP 3: Make/manufacture
3.1 Planning
• Formal drawing showing dimensions and quantities (on separate folio paper)
• Resource lists: (tools/ equipment)
3.2 Manufacturing process (how it is made)
• Formal drawings showing dimensions and quantities (on separate folio paper)
• Resource lists: (tools/equipment)
• Manufacturing skills (Skills needed to manufacture, e.g., measuring.)
• Safe working practices (Demonstrate a knowledge and understanding of safe working practices.)
STEP 4: Evaluate
4.1 Who is doing the evaluation?
4.2 How are you going to evaluate?
4.2.1 Evaluate the final product by mm mm comparing it with:
• design brief
• specifications
STEP 5: Communicate
5.1 Prepare presentation
• Existing drawings
4.2.2 Evaluate the manufacturing process with mm mm regard to efficient:
• work procedures
• skills
• time management
• All written information (design brief, poster, PowerPoint or slides including reasoning for design)
5.2 Comments on design process
• Was design/project successful/good?
• Reasons for the above
• Suggestions to improve design
Activity 1
Instructions
Problem statement
The learners must design a means of transport made of wood to carry five learners across a river every day. They must name the FIVE steps of the design process to follow when a new product is developed to solve a problem.
Activity 1 MEMORANDUM
Design process
• Investigate
• Design
• Make/manufacture
• Evaluate
• Communicate
LESSON 2: Safety
Activity 2
Instructions
1. Learners must answer the questions below.
2. Ensure learners understand the importance of safety.
Activity 2 MEMORANDUM
Sample
1. Name the THREE main causes of accidents.
• Reckless or unsafe acts
• Faults in mechanical systems
• Faults in electrical systems
2. List FOUR safety regulations to apply when handling a knife.
• Prevent cutting tool accidents by:
○ keeping tools in a good condition
○ handling tools correctly
• Use the correct cutting tool for the job intended.
• Handle the knife with care and don’t drop it.
• DO NOT check the sharpness of a blade with your finger.
• DO NOT carry cutting tools with sharp blades or edges in your pocket.
• Store cutting tools in a safe place after use.
• Carry cutting tools with the sharp edge towards the ground or pointing away from your body.
• DO NOT run around with cutting tools.
3. Connect a plug as shown below:
• Provide a pre-cleaned adapter cable with 5 mm insulation to the learners.
• Learners must use a screwdriver to wire the plug as indicated.
• L: Live Brown or red (Brown – bottom right)
• N: Neutral Blue or black (Blue – bottom left)
• Earth: Green or green and yellow or only copper wire
TERM 1 UNIT 2: Structures
Learning objectives
After learners have completed this unit, they must be able to demonstrate their knowledge and understanding of:
Frame structures
• Definition of frame structures
• Types of frames
• Purpose of structural members in roof trusses
Structural members in roof trusses
• Types of structural members in roof trusses
• Rafter ties in trusses
Forces
Reinforcing of structures
• Triangulation
• Internal cross-bracing
Structures spanning a space
• Structural members of structures spanning a space
Types of structures
• Bridges
• Arches
• Cantilevers
Structural failure
Introduction
Structures are part of everyday life and serve a variety of purposes. Different types of forces also act on structures, which is why certain structures need to be reinforced to withstand the forces being exerted.
• Comprehensive explanations of concepts in plain language.
• Interactive, fun, and practical activities with everyday objects to help learners master concepts.
• Includes drawing sheets and step-by-step instructions.
• Alphabetical list of important terminology for easy reference.
• Learners are shown how to complete the practical assessments.
• Use in school or at home.
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