333

ENGINEERING GRAPHICS AND

DESIGN

GUIDELINES FOR
PRACTICAL ASSESSMENT TASKS

2015

These guidelines consist of 26 pages.

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TABLE OF CONTENTS

1. Introduction 3

SECTION A (TEACHER GUIDELINES) 3

2. The structure of the practical assessment task (PAT) for EGD 3

Elements that make up the PAT mark for Engineering Graphics

and Design 5

3. Administration of the PAT 5

4. Assessment and moderation of the PAT 6

4.1 Assessment 6
4.2 Moderation 6
4.3 Declaration of authenticity 6

5. Conclusion 7

SECTION B (LEARNER TASKS) 8

6. Practical assessment task 1 (PAT 1) 8

6.1 A civil design project 8

6.2 Assessment criteria and checklist for the 2015 EGD
Civil PAT 13

7. Practical assessment task 2 (PAT 2) 16

7.1 A mechanical design project 16

7.2 Assessment criteria and checklist for the 2015 EGD
Mechanical PAT 20

8. ANNEXURE A: Rubric for assessing drawing methods, skills and

presentation 23

9. A simplified rubric for the allocation and verification of marks 24

10. Practical assessment task 2015: Summative assessment sheet 25

11. Declaration of authenticity 26

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1. INTRODUCTION

The 16 Curriculum and Assessment Policy Statement subjects which contain a

practical component all include a practical assessment task (PAT). These subjects
are:

• AGRICULTURE: Agricultural Management Practices, Agricultural

Technology
• ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual
Arts
• SCIENCES: Computer Applications Technology, Information
Technology
• SERVICES: Consumer Studies, Hospitality Studies, Tourism
• TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical
Technology and Engineering Graphics and Design

A practical assessment task (PAT) mark is a compulsory component of the final

promotion mark for all candidates offering subjects that have a practical component
and counts 25% (100 marks) of the end-of-year examination mark. The PAT is
implemented across the first three terms of the school year. This is broken down into
different phases or a series of smaller activities that make up the PAT. The PAT
allows for learners to be assessed on a regular basis during the school year and it
also allows for the assessment of skills that cannot be assessed in a written format,
e.g. test or examination. It is therefore important that schools ensure that all learners
complete the practical assessment tasks within the stipulated period to ensure that
learners are resulted at the end of the school year. The planning and execution of
the PAT differs from subject to subject.

SECTION A (TEACHER GUIDELINES)

2. THE STRUCTURE OF THE PRACTICAL ASSESSMENT TASK (PAT) FOR EGD

As the Engineering Graphics and Design (EGD) PAT is a compulsory national

formal assessment task that contributes 25% (i.e. 100 marks) towards a learner's
final NSC mark, it is essentially the third NSC examination paper of EGD. All the
presentation requirements must therefore be adhered to and, with the exception
of the required research, completed at school, under the supervision of the EGD
teacher. Each learner must complete the PAT individually and ALL the
presentations must be his/her own original work.

The primary purpose of the EGD PAT is to assess four subjective content and
concept topics which are not assessed in the examination papers. These are:
• The design process
• The application of drawing knowledge and drawing skills to the design process
• CAD management and drawings
• The quality and neatness of free-hand, instrument and CAD drawings

The EGD PAT is therefore designed to develop a learner's ability to integrate and
apply knowledge and to demonstrate acquired levels of skills and competency. With
the inclusion of the PAT into EGD, the learner is given an opportunity to apply

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acquired knowledge, skills and values in a creative way through the design process.
The learner is given an opportunity to complete the PAT in an environment which is
more conducive to the creative processes. This environment should therefore
provide the learner with easier access to, and a wider variety of, resource material
than would be available in a formal examination.

The various components of the EGD PAT gives the learner an opportunity to
demonstrate the level of drawing skill that has been attained in all the appropriate
drawing methods through the presentation of the required drawings. Each EGD PAT
consists of TWO parts:
• Part A: The design process
• Part B: Required working and pictorial drawings

Part A of both PATs requires that the learner demonstrates a clear understanding of,
and is able to apply, the design process. As part of the design process, the learner
must be able to do the following:
• Identify the problem(s) and formulate a design brief with specifications and
constraints
• Conduct and use relevant external research in an appropriate way
• Generate a number of own ideas/concepts/solutions analytically and
graphically through comprehensive free-hand drawings
• Select a final solution(s) that demonstrates a clear understanding of the design
brief
• Present the final solution(s) as working drawings and pictorial drawings
• Provide clear evidence of continuous self-evaluation during the development of
the PAT

Part B of both PATs requires that the learner demonstrates and provides evidence
of a high level of knowledge and understanding of the concepts and content of
Engineering Graphics and Design through the presentation of orthographic drawings
and pictorial drawings.

Part A and Part B of both PATs also give the learner the opportunity to demonstrate
that a high level of competency and skill has been attained in the following required
EGD drawing methods:
• Freehand drawings prepared in pencil
• Instrument drawings prepared in pencil
• Using a CAD (Computer-aided Drawing/Design) system

TWO practical assessment tasks (PATs) are included in this document:

• PAT 1 is a design task in the context of civil technology.
• PAT 2 is a design task in the context of mechanical technology.

Each learner must, with the guidance of the teacher, select ONE of the PATs
contained in this document.

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Elements that make up the PAT mark for Engineering Graphics and Design

ELEMENTS OF THE MARK FOR THE PRACTICAL ASSESSMENT TASK

ELEMENT MARK
The design process 25
The correctness of the working and pictorial drawings 50
The drawing methods (freehand, instrument and CAD) 25
TOTAL 100

3. ADMINISTRATION OF THE PAT

At the beginning of the academic year the EGD teacher must ensure that every
Grade 12 learner receives a copy of the entire SECTION B of the PAT document,
i.e. ALL the pages from page 8 to page 23.

ALL the completed PATs must be submitted in time for summative assessment to be
done before the commencement of provincial moderation in the third term. The
PATs must therefore be completed in the following phases during the first three
terms:
• Phase 1: Design process (completed by the end of the 1st term)
• Phase 2: Presentation drawings (completed by the end of the 2nd term)
• Phase 3: Completion of portfolio (before the commencement of
moderation in the 3rd term)

Although the phases could be done either CYCLICALLY or in BLOCK TIMES as

indicated by the EGD CAPS, it is recommended that ONE ENTIRE DAY per term,
e.g. as an extra paper during the June examinations, be allocated for each phase.

The teaching/period time that may be allocated for the completion of all three
phases of the PAT is 12 hours to a maximum of 16 hours. Additional non-
teaching-/non-period time may, however, also be allocated for the completion of the
PAT at the school. However, the total maximum time for the completion of all the
phases of the PAT should not exceed 20 hours.

To ensure that the PAT is completed within the stipulated time it is essential that the
teacher draw up a PAT work schedule/pace setter/management plan for the
learners at the beginning of the year. Attached to the work schedule/pace
setter/management plan must be target dates for the completion of the different
components of the different phases. This will help learners to assess their own
progress and teachers to set up intervention programmes.

NOTE:
• ALL the presentation requirements of the selected PAT must be adhered to
and, with the exception of the required research, completed at school under
guidance and supervision of the EGD teacher, who must observe the
learners' progress at all times.
Not adhering to this instruction will be deemed to be an examination
irregularity.
• It is the teacher's responsibility to ensure that each learner's PAT is of an
appropriate higher-order Grade 12 complexity.
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4. ASSESSMENT AND MODERATION OF THE PAT

4.1 Assessment

Frequent developmental feedback is needed to guide and give support to each

learner and to ensure that each learner is on the right track.

Both formal and informal assessment should be conducted throughout the

development of the PAT. Informal assessment can be conducted by the
learner, a peer, a group of learners or by the teacher. However, the teacher
must conduct ALL the formal assessment by using the official 2015
summative assessment sheet and recording the results on the official
mark sheets himself/herself.

The completed PAT must be submitted in time for final formal assessment to
be done before the commencement of provincial moderation. Once the PAT
has been formally assessed the teacher must retain the PAT for the
purpose of external moderation. All the PATs must also be retained at the
school for the period of time as prescribed by the provincial departments of
education.

NOTE:
The concept of 'bench marking', i.e. the identification and mark allocation of
the best example(s) for each assessment criteria, should be applied when
assessing the PATs.

4.2 Moderation

Monitoring and/or moderation of the PAT can take place at any time
during the development of the PAT. ALL completed presentation
requirements of the PAT must therefore always be available at the
school. During a moderation process the moderator will randomly select the
PAT files/portfolios that will be moderated. To assist the process of the final
provincial moderation the teacher must supply the moderator with a completed
mark sheet(s) and a merit list(s).

During the moderation process learners may be called upon to explain the
functions and principles of operating a CAD system and to demonstrate
drawing skills through performing capability tasks.

4.3 Declaration of authenticity

Prior to the final submission of the PAT for formative assessment ALL the
learners and the teacher must complete the declaration of authenticity as laid
out on the final page of this document.

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NOTE:
Only the official 2015 SUMMATIVE ASSESSMENT SHEET (page 25) and the
completed DECLARATION OF AUTHENTICITY (page 26) of this document
must be included in the front of the learner's completed PAT file/portfolio.

5. CONCLUSION

Upon completion of the practical assessment task learners should be able to

demonstrate their understanding of the industry, enhance their knowledge, skills,
values and reasoning abilities as well as establish connections to life outside the
classroom and address real-world challenges. The PAT furthermore develops
learners' life skills and provides opportunities for learners to engage in their own
learning.

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SECTION B (LEARNER TASKS)

6. PRACTICAL ASSESSMENT TASK 1 (PAT 1)

General information and instructions:

• The EGD PAT is a compulsory national formal assessment task that

contributes 25% towards your final National Senior Certificate (NSC) mark.
• This document contains TWO PATs, i.e. a civil design project (PAT 1) and a
mechanical design project (PAT 2). You, the learner, with the guidance of your
EGD teacher, must select ONE of the PATs contained in this document.
• ALL the presentation requirements of the selected PAT must be adhered to
and, with the exception of the required research, completed at school, under
the guidance and supervision of your EGD teacher.
• The PAT must be completed individually and ALL the presentations,
including the front page and index, must be your own original work.
• The PAT must be completed in phases and within the given time frame of
your teacher's PAT work schedule/pace setter/management plan.
• ALL freehand drawings and instrument drawings must be prepared in
pencil.
• The PAT must be of an appropriate higher-order Grade 12 complexity.
• Untidy and messy work, as well as the late submission of presentation
requirements, will be penalised.

6.1 A civil design project

Scenario
A family consisting of four members lives on a picturesque estate consisting of
single-storey homes. The estate is well managed and has been featured in a
number of magazines over the years because of its layout, the style of the
houses and the large number of indigenous trees. The indigenous trees are
protected and may not be cut down or removed. Although the houses on the
estate all differ in design, they all follow a contemporary style. They have green
pitched roofs, timber windows and door frames and are finished with smooth
plaster, painted in a soft cream colour.

A few months ago the family inherited R500 000, 00. The parents of the family,
being draughtspersons specialising in safety and security systems, are
currently renting offices for their own drafting firm and CAD training academy.
The family members all agreed that they wanted to invest all the money by
building a separate additional building that would serve as both a cottage and a
drawing office and CAD training centre on the property. Although the required
permission for the new building on the property has been obtained the rules of
the estate stipulate that the new building must fit in with the style of the existing
house and have the same finishes. The father researched the building costs in
the area and found that they are currently at R5 500, 00 a square metre.

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You have been commissioned as the designer and have been instructed to
design a new building, which must consist of a cottage section as well as a
drawing office and CAD training centre section.

In the cottage section of the new building there must be a kitchen, lounge,
bedroom and bathroom. The lounge must have three switched socket outlets.
The bedroom must have a built-in cupboard and two switched socket outlets.
The kitchen must have built-in cupboards, a sink, a stove, a fridge and three
switched socket outlets and the bathroom must have a toilet, a shower, a wash
basin and a socket outlet.

In the drawing office and CAD training centre section of the new building there
must be separate working stations for both parents and the other two
draughtspersons employed by them. They also need a space/place where
meetings with clients can be conducted, facilities to do CAD training for up to
TEN people at a time, a space/room for an A0 plotter and a 3D printer,
sufficient switched socket outlets as well as toilet facilities.

In addition the parents have been saving for a small non-enclosed but covered
entertainment area with a built-in braai and a fibreglass swimming pool.
They now want this next to or close to the new building so that the
entertainment area can also be used as a venue where meetings can be held
with clients in summer. You are therefore instructed to include the
entertainment area and swimming pool, which may not be bigger than
20 000 litres, as part of the design. You are also instructed to include
sufficient security for the new building as well as to make provision for
enough parking for the additional employees and trainees/students. The
entertainment area, swimming pool, security and additional parking will not be
paid from the inheritance.

Given: The site plan of the property

NOTE: Any details or dimensions not given may be assumed in good

proportion.

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KEY
251 STAND 45 253
30000

± Ø5000 3000 BL
FULLY GROWN
26000 6000
INDIGENOUS TREE

EXISTING

3500
6000
DOUBLE EXISTING DRIVEWAY
GARAGE

TWELTH AVENUE 6 m WIDE

W
ELECTRICAL

5000
16000 METER
6000 5751
STAND 46
STAND 72

5000 BL

37500
16000 5000

6000

PAVEMENT
28750

3000 BL

MUNICIPAL

13000
SEWER
10000 CONNECTION
2,7 m
EXISTING HOUSE DEEP

MH MH
RE
IE IE IE

8750
RE

7500
3000 BL

2000
50000
251 STAND 47 252

SITE PLAN
SCALE 1: 250

PHASE 1: Presentation requirements

1. Identify the primary and secondary problem(s) and formulate your own
design brief on the given scenario. Include the following as part of the design
brief:
• An extended and comprehensive list of specifications
• A list of at least FIVE constraints
• A list of the main points of ALL the presentation requirements
together with a management plan for the development of the PAT

2. Conduct your own research on:

• Contemporary designs and layouts of one-bedroom cottages
• Requirements and equipment for and layouts of modern drawing
offices
• Fibreglass swimming pools and swimming pool sizes
• At least FOUR different types of suitable security systems that can be
used to safeguard the new building
NOTE:
- The research must be relevant and usable.
- Evidence of ALL the relevant resource material used must be
presented as proof that the required research has been done.
- There must be clear evidence that the research has been used.
- Include a list of ALL references (bibliography).

3. Generate THREE detailed self-explanatory freehand drawings of the

layout of THREE possible design solutions for the new building, as well as
the position of the entertainment area and swimming pool. The freehand

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drawings must show dimensions, labels and notes, as well as the correct
presentation of ALL building features and permanent fixtures.
NOTE:
- ALL the features should be drawn proportionally the same size. The
use of grid/graph paper is therefore recommended.
- These drawings must provide clear evidence that a high level of
competency has been attained in freehand drawings as one of the
required EGD drawing methods.
- All the drawings must comply with the SANS 10143 Guidelines.

4. Select the best solution, which demonstrates an in-depth understanding of

the design brief within the context of the specifications and constraints, by
evaluating and comparing the possible design solutions of the THREE
freehand drawings. Include a summary of the reasons for the selected
solution.

PHASE 2: Presentation requirements

5. Present the selected solution as a set of working drawings and a pictorial

drawing (5.1, 5.2 and 5.3) that adhere to the following:
• All the working drawings must be presented on appropriately sized
drawing sheets, correctly set up with borders and complete civil title
panels.
• The drawings must provide clear evidence that a high level of
competency has been attained in the following TWO required EGD
drawing methods:
o Instrument drawings
o CAD (Computer-aided Drawing/Design)
NOTE:
- ONE working drawing (i.e. 5.1 or 5.2) must be prepared as an
instrument drawing and the other by using a CAD system.
- The perspective drawing (5.3) may be prepared either as an
instrument drawing or by using a CAD system.
- Schools that do not have CAD facilities must prepare all the
required drawings (5.1, 5.2 and 5.3) as instrument drawings.
- All title panels and drawings must comply with the SANS 10143
Guidelines.

5.1 Draw a detailed layout drawing of the selected proposed new

building and entertainment area, clearly showing all the features.
The drawing must show a minimum of FOUR orthographic views drawn
to a suitable scale(s).

The views must include the following:

5.1.1 The floor plan
5.1.2 A sectional elevation
5.1.3 TWO elevations, showing the front view and a side view

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The following must be included on all relevant views:

• ALL sanitary, kitchen and other permanent fixtures
• ALL electrical fittings and the wiring detail
• Waste-water disposal systems (sewerage)
• The complete layout of the drawing office and CAD training centre
• Labels, notes and fixture codes
• Scale(s)
• Dimensions
• Cutting plane(s)
• All hatching detail
• North point

5.2 Draw a detailed site plan to a suitable scale.

The following must be included:

• ALL relevant site detail and features, e.g. building lines, natural
features, etc.
• The driveways and parking areas
• ALL existing and new buildings and structures
• ALL services, sewerage and drainage connections
• Electrical supply
• Labels and notes
• Scale
• Dimensions and corner heights
• North point

NOTE: The site plan may contain artistic features.

5.3. Draw a detailed two-point perspective drawing that will show a view of
the swimming pool, entertainment area and the new building. The
horizon line (HL) must be placed 1,8 metres above the ground in order to
produce a human eye view.

Evidence of the following must be included with the drawing:

• All views/drawings used to produce the drawing
• The construction/method used to produce the drawing

NOTE: A copy of the perspective drawing, which may contain artistic

features, should be used as the picture for the cover page of
the PAT file/portfolio.

PHASE 3: Presentation requirements

Create a PAT file/portfolio containing:

• A complete cover page
• An index
• The 2015 SUMMATIVE ASSESSMENT SHEET (see page 25)
• The completed DECLARATION OF AUTHENTICITY (see page 26)

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Present the following Phase 1 and Phase 2 presentation requirements in the

PAT file/portfolio after the DECLARATION OF AUTHENTICITY:
• ALL the design brief requirements
• Evidence of ALL the relevant resource material used for the required research
• The THREE freehand drawings of THREE possible design solutions
• ALL the evidence of the selection of the best solutions
• ALL the required working drawings (5.1 and 5.2) and the pictorial
drawings (5.3)
• Clear evidence, in the form of a checklist(s), of continuous self-evaluation
of the entire process and of the meeting of all the deadlines during the
development of the PAT

NOTE: Include the following on each page of each presentation requirement:

- Clear numbering in accordance with the numbers of the presentation
requirements
- Your (the learner's) name
- The date of completion and submission

6.2 Assessment criteria and checklist for the 2015 EGD Civil PAT

• The SUMMATIVE ASSESSMENT SHEET on page 25 of the EGD PAT

document must be used to indicate the final totals out of 10 for each
assessment criteria.
• The contribution of each aspect of the PAT is as follows:
- The design process, i.e. presentation requirements numbers 1, 2, 3, 4,
6 and 7, will contribute 25 marks to the final PAT mark out of 100
- The working drawings and a pictorial drawing, i.e. presentation
requirement number 5, will contribute 50 marks to the final PAT mark
out of 100
- Drawing methods, drawing skills and presentation, which should be
assessed according to ANNEXURE A, will contribute 25 marks to the
final PAT mark out of 100

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Page 1 of 2
ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2015 EGD CIVIL PAT
1 mark level 0 No evidence/not done or not correct/complete/compliant/achieved

Own marks/
Suggested
descriptive

comments
1 All evidence shown/correct/complete/compliant/achieved/clear

allocation
Checked

notes/
mark
0 No evidence/not done
2 mark level
1 Evidence shown but not correct/complete/compliant/achieved/clear
descriptive
2 All evidence shown/correct/complete/compliant/achieved/clear
1. Design Brief
1.1 Identifying the primary problem and secondary problems in own words 2
1.2 Formulating of a design brief in own words 2
1.3 List of the specifications (extended and comprehensive and not just the given) 2
1.4 List of at least FIVE constraints 2
1.5 List of the entire process together with a management plan 2
TOTAL 10
2. Research
Relevant 2.1 Contemporary designs and layouts of one-bedroom cottages 2
and usable 2.2 Requirements and equipment for and layouts of modern drawing offices 2
research 2.3 Fibreglass swimming pools and swimming pool sizes 2
on: 2.4 At least FOUR different types of suitable security systems 2
Clear evidence that the research has been used 1
Sources included 1
TOTAL 10
3. Freehand drawings of THREE possible design solutions
Assess ALL required layout features and fixtures 2 Final mark for each solution
each Correct presentation of building features and fixtures 2
freehand Proportionality (correct size) of ALL features and fixtures Solution 1 10
2
solution Labels and notes 1
as Solution 2 10
Dimensioning 1
follows: Design of the layout 2
Solution 3 10
TOTAL 10
4. Selecting the best freehand solution
Appropriate and easily understandable presentation of the selection process 2
The use of the requirements and specifications as criteria for the evaluation 2
Relevant and comprehensive reasons (evaluating and comparing) 2
A rating scale to score each solution, i.e. a mark allocation of each criteria 2
A summary of the reasons for the selected solution(s) 2
TOTAL 10
5. Working drawings and a pictorial drawing of selected solution
Drawing sheet preparation
Appropriately sized drawing sheets 1
Borders on all the drawing sheets of working drawings and pictorial drawing 2
Appropriate and complete civil title panels on all the working drawings 7
NOTE: Use the 7-mark simplified rubric on page 45 of the EGD CAPS. TOTAL 10
5.1 Detailed layout drawings of the selected proposed solution
5.1.1 Floor plan
ALL the required layout features, e.g. rooms, kitchen, entertainment area, etc. 2
Walls 2
Doors and windows 2
ALL sanitary, kitchen and other permanent fixtures 2
ALL electrical fittings and the wiring detail 2
Waste-water disposal systems (sewerage) 2
Labels, notes, fixture codes 2
Suitable scale selected and correctly indicated 1
Dimensions 2
Cutting plane(s) 1
ALL hatching detail 1
North point 1
Subtotal = 20 ÷ 2 = TOTAL 10
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Page 2 of 2
ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2015 EGD CIVIL PAT
5.1.2 Sectional elevation
Foundation 2
Walls with door(s) and window(s) included 2
Roof 2
Labels and notes 2
Suitable scale selected and correctly indicated 1
Dimensions 2
Section correct according to the indicated cutting plane(s) 2
ALL hatching detail 2
Subtotal = 15 ÷ 1,5 = TOTAL 10
5.1.3 TWO elevations, showing the front view and a side view
Relevant views selected/shown 1
Door and window detail 2
Walls and ALL other external features 2
Roof 2
Waste-water disposal system (sewerage) 2
Drawn to same scale as the floor plan 1
TOTAL 10
5.2 Detailed site plan
ALL relevant site detail/features, e.g. building lines, natural features, drive ways, etc. 2
ALL existing and new buildings/structures/civil features 2
ALL services, sewerage and drainage connections as well as electrical supply 2
Suitable scale selected and correctly indicated 1
Dimensions, corner heights, labels and notes 2
North point 1
TOTAL 10
5.3 Detailed two-point perspective drawing
Correct orientation and HL high (1,8 m) 1
Evidence of views/drawings and construction/method used for the drawing 2
Perspective drawing/answer 7
NOTE: Use the 7-mark simplified rubric on page 45 of the EGD CAPS. TOTAL 10
6. Continuous self-evaluation and the meeting of deadlines
Checklist(s) of continuous self-evaluation of the entire process (mark out of 10 ÷ 2) 5
The meeting of ALL the deadlines during the development (mark out of 10 ÷ 2) 5
TOTAL 10
7. Presentation of the complete PAT file/portfolio
Cover page 1
Index 1
Summative assessment sheet and declaration 1
Correct sequencing of ALL presentation requirements 1
Name and numbering on ALL the presentation requirements 1
General impression of file/portfolio, e.g. binding, appearance etc. (mark out of 10 ÷ 2) 5
TOTAL 10
Assessment of drawing methods, drawing skills and presentation
a Freehand drawings
Freehand drawing methods and skills (See ANNEXURE A on page 23) 10
Neatness, line work/line quality and printing (See ANNEXURE A on page 23) 10
b Instrument drawings
Use of drawing instruments, drawing methods and skills (See ANNEXURE A on page 23) 10
Neatness, line work/line quality and printing (See ANNEXURE A on page 23) 10
c CAD drawings
Competence displayed in using a CAD system/program (See ANNEXURE A on page 23) 10
Layout and correctness of the drawings presentation (See ANNEXURE A on page 23) 10

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7. PRACTICAL ASSESSMENT TASK 2 (PAT 2)

7.1 A mechanical design project

Scenario

You are employed as a draughtsperson by a husband and wife that have a

drafting firm that specialises in providing design services on SAFETY and/or
SECURITY LOCKS and LOCKING DEVICES.

You are tasked with investigating and analysing the design features of existing
safety and/or security locks or locking devices and to come up with new or
improved ideas. The improvement(s) to the lock/locking device could be one or
more of the following:
• To improve efficiency
• To strengthen its current design
• To simplify its application

The PAT requires the following stages:

• The first stage involves selecting/finding a suitable safety or security
lock or locking device, which must include mechanical
parts/components and movement as part of its operation/function.
The lock/locking device must be an assembly consisting of a minimum
of FOUR different parts/components, e.g. pad locks, combination locks,
door-locking device, security gate locking device, safe locking device,
cupboard locking device, etc.

NOTE: It is not required of you to purchase a new lock/locking device. The

selected lock/locking device should therefore be something that is
already available to you.

• The second stage involves the dismantling of the selected lock/locking

device so that all the mechanisms and parts/components can be
revealed, investigated and measured.
• The third stage involves the identification of ONE of the main
parts/components or a combination of parts/components of the
selected lock/locking device which could be improved, modified or
redesigned in some way. This will necessitate the application of the
design process, as stipulated by the presentation requirements for this
PAT.

Requirements and specifications of the selected lock/locking device:

• The lock/locking device must be submitted as part of the PAT
presentation.
• Your teacher must approve the lock/locking device in order to ensure
that it meets all the requirements and that a PAT of an appropriate
higher-order Grade 12 complexity can be produced.
• The lock/locking device must be an assembly consisting of a minimum
of FOUR different mechanical parts/components.

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• The lock/locking device must include mechanical movement as part of

its operation/function. Electrical/Electronic locks/locking devices that
do not use mechanical movement as part of its operation/function, may
therefore not be used.

PHASE 1: Presentation requirements

1. Identify the primary and secondary problem(s) and formulate a

comprehensive design brief.
Include the following as part of the design brief:
• Your own comprehensive list of specifications
• Your own list of constraints
• A list of the main points of ALL the presentation requirements together
with a management plan for the development of the PAT.

2. Conduct your own research on the following:

• All the materials that are used for ALL the parts/components of the
selected lock/locking device
• Specific design features and/or function (purpose) of each individual
part/component of the selected lock/locking device
• In-depth research of the design, components/parts and mechanical
movement (working) of at least THREE other locks/locking devices
that perform a similar function as the lock/locking device you have
selected, but that differs in terms of design.
NOTE:
- The research must be relevant and usable.
- Evidence of ALL the relevant resource material used must be
presented as proof that the required research has been done. The
evidence of the other THREE locks/locking devices could be in the
form of a comprehensive set of photographs together with
explanatory labels and notes of each.
- There must be clear evidence that the research has been used.
- Include a list of ALL references (sources).

3. Generate THREE sets of detailed freehand drawings that will clearly show
THREE different possible improvements, modifications or re-designs to
the identified main part(s)/component(s) of the selected lock/locking
device.
Each set of freehand drawings must consist of relevant self-explanatory
orthographic views and an isometric drawing(s) that must show
dimensions, labels and notes, as well as the correct presentation of ALL
the features.
NOTE:
- ALL the views and features should be drawn proportionally the same
size.
- The use of grid/graph paper is therefore recommended.

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- These drawings must provide clear evidence that a high level of

competency has been attained in freehand drawings as one of the
required EGD drawing methods.
- All the drawings must comply with the SANS 10111 Guidelines.

4. Select the best improvement/modification/re-design which demonstrates

an in-depth understanding of the design brief within the context of the
specifications and constraints, by evaluating and comparing the possible
design solutions of the THREE freehand drawings. Include a summary of the
reasons for the selected solution.

PHASE 2: Presentation requirements

5. Present the selected lock/locking device and the selected improvement/

modification/re-design as a set of working drawings and a pictorial
drawing (5.1, 5.2 and 5.3) that adhere to the following:
• All the drawings must be presented on appropriately sized drawing
sheets, correctly set up with borders and appropriate mechanical title
blocks.
• The drawings must provide clear evidence that a high level of
competency has been attained in the following TWO required EGD
drawing methods:
o Instrument drawings
o CAD (Computer-aided Drawing/Design)
NOTE:
- ONE working drawing (i.e. 5.1 or 5.2) must be prepared as an
instrument drawing and the other by using a CAD system.
- The isometric drawing (5.3) may be prepared either as an instrument
drawing or by using a CAD system.
- Schools that do not have CAD facilities must prepare all the required
drawings (5.1, 5.2 and 5.3) as instrument drawings.
• All drawings must comply with the SANS (SABS) 10111 Guidelines.

5.1 Draw an assembly drawing of the selected lock/locking device, clearly

showing all the parts before any improvements, modifications or re-
designs have been effected. The drawing must show a minimum of
FOUR appropriate orthographic views drawn to a suitable scale.
The views must include:
5.1.1 The front view
5.1.2 A second primary (main) view
5.1.3 Any TWO other secondary views
NOTE: TWO of the views must be sectioned or contain types of
section.
The following must be included:
• Scale
• Dimensions
• Labels and notes
• Cutting planes
• ALL hatching detail
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5.2 Draw a detailed drawing of the identified main part(s)/component(s)

of the selected lock/locking device, clearly showing the selected
improvement/modification/re-design. The drawing must show a
minimum of THREE appropriate orthographic views drawn to a suitable
scale.
The views must include:
5.2.1 The front view
5.2.2 Any TWO other views
NOTE: ONE of the views must be sectioned or contain types of
section.
The following must be included:
• A comprehensive list of explanatory labels and notes
• Relevant welding and/or machining symbols
• Scale
• Dimensions
• Cutting plane(s)
• ALL hatching detail

5.3 Draw a detailed isometric drawing of the selected lock/locking device or

of the improved, modified or re-designed main part(s)/ component(s) of
the lock/locking device, to a suitable scale.
Evidence of the following must be shown:
• All views/drawings used to produce the drawing
• The constructions/methods used to produce the drawing
NOTE:
- Include relevant labels and notes.
- A copy of the isometric drawing, which may contain artistic features,
should be used as the picture for the cover page of the PAT
file/portfolio.

PHASE 3: Presentation requirements

Create a PAT file/portfolio containing:

• A complete cover page
• An index
• The 2015 SUMMATIVE ASSESSMENT SHEET (see page 25)
• The completed DECLARATION OF AUTHENTICITY (see page 26)

Present the following Phase 1 and Phase 2 presentation requirements in the

PAT file/portfolio after the DECLARATION OF AUTHENTICITY:
• ALL the design brief requirements
• The evidence of ALL the relevant resource material used for the required
research
• The THREE freehand drawings of THREE possible design solutions
• ALL the evidence of the selection of the best solution

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• ALL the required working drawings (5.1 and 5.2) and the pictorial drawing
(5.3)
• Provide clear evidence in the form of a checklist(s), of continuous self-
evaluation of the entire process and of the meeting of all the deadlines
during the development of the PAT.

NOTE: Include the following on each page of each presentation requirement:

- Clear numbering in accordance with the numbers of the presentation
requirements
- Your (the learner's) name
- The date of completion and submission

7.2 Assessment criteria and checklist for the 2015 EGD Mechanical PAT

• The SUMMATIVE ASSESSMENT SHEET on page 25 of the EGD PAT

document must be used to indicate the final totals out of 10 for each
assessment criteria.
• The contribution of each aspect of the PAT is as follows:
- The design process, i.e. presentation requirements numbers 1, 2,
3, 4, 6 and 7, will contribute 25 marks to the final PAT mark out of
100
- The working drawings and a pictorial drawing, i.e. presentation
requirement number 5, will contribute 50 marks to the final PAT
mark out of 100
- Drawing methods, drawing skills and presentation, which should
be assessed according to ANNEXURE A, will contribute 25 marks
to the final PAT mark out of 100.

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Page 1 of 2
ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2015 EGD MECHANICAL PAT
1 mark level 0 No evidence/not done or not correct/complete/compliant/achieved

Own notes/
Comments
Suggested
descriptive 1 All evidence shown/correct/complete/compliant/achieved/clear

allocation
Checked

mark
0 No evidence/not done
2 mark level
1 Evidence shown but not correct/complete/compliant/achieved
descriptive
2 All evidence shown/correct/complete/compliant/achieved/clear
1 Design Brief
1.1 Identifying the primary problem and secondary problems in own words 2
1.2 Formulating of a design brief in own words 2
1.3 Creating a comprehensive list of the specifications for the selected lock and task 2
1.4 List of constraints for the selected lock and/or task 2
1.5 List of the entire process together with a management plan 2
TOTAL 10
2 Research
2.1 Materials that are used for the parts/components of the selected lock 1
Relevant
2.2 Design features and/or function (purpose) of each individual part 1
and usable
2.3.1 The design and mechanism (working) of another lock No. 1 2
research
2.3.2 The design and mechanism (working) of another lock No. 2 2
on:
2.3.3 The design and mechanism (working) of another lock No. 3 2
Clear evidence that the research has been used 1
Sources included 1
TOTAL 10
3 Freehand drawings of THREE possible design solutions
Assess Relevant orthographic views and isometric drawing 2 Final mark for each solution
each Correct presentation of ALL the features 2
freehand Proportionality (correct size) of ALL features Solution 1 10
2
solution Labels and notes 1
as Solution 2 10
Dimensioning 1
follows: Possible improvement, modification or redesign 2
Solution 3 10
TOTAL 10
4 Selecting the best freehand solution
Appropriate and easily understandable presentation of the selection process 2
The use of the requirements and specifications as criteria for the evaluation 2
Relevant and comprehensive reasons (evaluating and comparing) 2
A rating scale to score each solution, i.e. a mark allocation of each criteria 2
A summary of the reasons for the selected solution(s) 2
TOTAL 10
5 Working drawings and a pictorial drawing of selected lock/locking device and solution
Drawing sheet preparation
Appropriately sized drawing sheets 1
Borders on all the drawing sheets of working drawings and pictorial drawing 2
Appropriate and complete mechanical title blocks on all the working drawings 7
NOTE: Use the 7-mark simplified rubric on page 45 of the EGD CAPS. TOTAL 10
5.1 Assembly drawing of the selected lock/locking device before any improvements/modifications/redesigns
5.1.1 Front view before any changes
ALL the parts included and correctly drawn according to actual lock/locking device 2
All hatching detail or, if not sectioned, ALL external features 2
ALL bolts and nuts and other fastening methods correct in ALL FOUR views 2
Labels and notes for ALL FOUR views 2
Projection symbol 1
Suitable scale selected and correctly indicated for ALL FOUR views 1
TOTAL 10

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Page 2 of 2
ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2015 EGD MECHANICAL PAT
5.1.2 Second primary (main) view before any changes
ALL the parts included and correctly drawn according to actual lock/locking device 2
All hatching detail or, if not sectioned, external features 2
Dimensions for ALL FOUR views 2
ALL centre lines on ALL FOUR views 2
ALL FOUR views correctly drawn in third-angle orthographic projection 2
TOTAL 10
5.1.3 TWO other secondary views before any changes
Appropriate secondary views selected 2
ALL the parts included and correctly drawn according to actual lock/locking device 2
All hatching detail or, if not sectioned, external features 2
TWO views sectioned or contain types of section 2
Correct cutting planes for the TWO sectional views and/or types of sections 2
TOTAL 10
5.2 Detailed drawing of the selected improvement/modification/redesign of the main part(s)/component(s)
Front view correctly selected and drawn 2
TWO other views correctly selected and drawn 2
Selected improvement/modification/re-design correlates and is clearly shown 2
Comprehensive list of explanatory labels and notes 2
Dimensions 2
ONE view sectioned, or contain types of section, and correctly drawn 2
Cutting plane(s) 1
ALL hatching detail 2
Relevant welding symbols and/or machining symbols and/or tolerances 2
Projection symbol 1
Suitable scale selected and correctly indicated 1
Drawing is in third-angle orthographic projection 1
Subtotal = 20 ÷ 2 = TOTAL 10
5.3 Detailed isometric drawing
Suitable scale selected and correctly indicated 1
Evidence of views/drawings and construction/method used for the drawing 2
Isometric drawing/answer 7
NOTE: Use the 7-mark simplified rubric on page 45 of the EGD CAPS. TOTAL 10
6 Continuous self-evaluation and the meeting of deadlines
Checklist(s) of continuous self-evaluation of the entire process (mark out of 10 ÷ 2) 5
The meeting of ALL the deadlines during the development (mark out of 10 ÷ 2) 5
TOTAL 10
7 Presentation of the complete PAT file/portfolio
Cover page 1
Index 1
Summative assessment sheet and declaration 1
Correct sequencing of ALL presentation requirements 1
Name and numbering on ALL the presentation requirements 1
General impression of file/portfolio, e.g. binding, appearance etc. (mark out of 10 ÷ 2) 5
TOTAL 10
Assessment of drawing methods, drawing skills and presentation
a Freehand drawings
Freehand drawing methods and skills (See ANNEXURE A on page 23) 10
Neatness, line work/line quality and printing (See ANNEXURE A on page 23) 10
b Instrument drawings
Use of drawing instruments, drawing methods and skills (See ANNEXURE A on page 23) 10
Neatness, line work/line quality and printing (See ANNEXURE A on page 23) 10
c CAD drawings
Competence displayed in using a CAD system/program (See ANNEXURE A on page 23) 10
Layout and correctness of the drawings presentation (See ANNEXURE A on page 23) 10

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8. ANNEXURE A: RUBRIC FOR ASSESSING DRAWING METHODS, DRAWING SKILLS AND PRESENTATION

LEVELS OF PERFORMANCE
10 9 8 7 6 5 4 3 2 1 0
MARK ALLOCATION
100% 99%–90% 89%–80% 79%–70% 69%–60% 59%–50% 49%–40% 39%–30% 29%–20% 19%–1% 0%
The drawings display The drawings display very
Freehand drawing

The drawings display satisfactory The drawings display poor

correct freehand drawing The drawings display excellent drawing poor drawing methods and
METHODS drawing methods and skills and drawing methods and skills
methods and skills as methods and skills and all the features skills and the features show
AND SKILLS most/some features show satisfactory and the features show poor
well as good proportion show outstanding proportion and size. very little or no correct
proportion and size. proportion and size.
and size proportion.
Drawings are very neat and all line Drawings are untidy with
Final drawing presentation is neat and Drawings are neat and line work/line The line work/line quality,
work/line quality, printing and inconsistent line work/line
there is consistency of line work/line quality, printing and dimensioning are printing and dimensioning
dimensioning are outstanding and quality, printing and
quality, printing and dimensioning generally good and mostly consistent. are unacceptable.
consistent. dimensioning.

The drawings display poor use The drawings display an

Pencil instrument

The drawings display the The drawings display the correct use of The drawings display the correct use of
of drawing instruments and a incorrect use of drawing
METHODS correct use of drawing drawing instruments and an drawing instruments and a satisfactory
poor and incorrect application instruments with incorrect
AND SKILLS instruments, drawing outstanding application of drawing and mostly correct application of
drawing

of drawing methods and applications of drawing

methods and skills. methods and skills. drawing methods and skills.
skills. methods and skills.
Drawings are very neat and all line Drawings are untidy and the
The final drawing presentation is neat and Drawings are neat and the line work/line The line work/line quality,
work/line quality, printing and line work/line quality,
there is consistency of line work/line quality, printing and dimensioning are printing and dimensioning
dimensioning are outstanding and printing and dimensioning
quality, printing and dimensioning generally good and mostly consistent. are unacceptable.
consistent. are inconsistent.

METHODS The level of competence Displays a satisfactory level of skills, Displays a poor level of skills, Shows little to no skills,
Displays a high level of skills, knowledge
CAD drawing

AND displayed in using a knowledge and ability in using a CAD knowledge and ability in using knowledge or ability in using
and ability in using a CAD system
SKILLS CAD system system a CAD system a CAD system

The layout of the drawings is

The layout of the final drawing is correct The layout of the drawings is correct The layout of the drawings is acceptable
very poor and the line work, The layout, line work,
and the line work, printing and and the line work, printing and and the line work, printing and
printing and dimensioning are printing and dimensioning
dimensioning is compliant and dimensioning are compliant and dimensioning are mostly compliant
not compliant and are unacceptable.
consistent consistent and consistent
inconsistent

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9. A SIMPLIFIED RUBRIC FOR THE ALLOCATION AND VERIFICATION OF MARKS

NOTE:
• This rubric should be used to allocate marks for all aspects of the assessment criteria
which require a mark out of 10.
• This rubric should also be used to verify that the overall level of achievement, i.e. the
final mark out of 10, of each assessment criteria is in accordance with the
presentation requirement.
• The concept of 'bench marking', i.e. the identification and mark allocation of the best
example(s) for each assessment criteria, should be applied when assessing the
PATs.

MARK ALLOCATION for all assessment criteria of the PAT

GENERAL
DESCRIPTION FOR MARK ±% MARK
INDICATOR
ALL/MORE than ALL the REQUIREMENTS are met.
- PERFECT -
Error free 100% 10

ALL (ALMOST ALL) the REQUIREMENTS are met. Very few

- OUTSTANDING - errors
90% + 9
ALMOST ALL (MOST OF) the REQUIREMENTS are
met. Few errors 80% + 8
- VERY GOOD -
The REQUIREMENTS are SUBSTANTIALLY met.
- GOOD -
70% + 7
Some errors
The REQUIREMENTS are ADEQUATELY met.
- SATISFACTORY -
60% + 6

The REQUIREMENTS are MODERATELY met.

- ACCEPTABLE -
50% + 5
Many errors
ONLY SOME of the REQUIREMENTS are met.
- UNACCEPTABLE -
40% + 4

VERY FEW of the REQUIREMENTS are met. 30% +

- NOT ACHIEVED -
Mostly wrong Only a few correct 3
features

29% and 2
The REQUIREMENTS are NOT met. Completely LESS
- VERY POOR - wrong Something done
incorrectly/poorly 1

No work Nothing to
NOT DONE!
handed in! mark! 0

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10. PRACTICAL ASSESSMENT TASK 2015: SUMMATIVE ASSESSMENT SHEET

PRACTICAL ASSESSMENT TASK 2015

SUMMATIVE ASSESSMENT SHEET
SCHOOL: …………………………………………………………………………..…………………………………

NAME OF LEARNER: ………………………………………………………….....................................................

(SURNAME AND INITIALS)
EXAMINATION NUMBER: …………………………………………………………………………………………..
PART B: Working and
PART A: Design Process Drawing competency and skill
pictorial drawings
CRITERIA MARK CRITERIA MARK CRITERIA MARK
A design brief All drawing sheets are appropriately The drawings display

Freehand drawings

METHOD
demonstrating a clear set up with a border and an correct freehand
understanding of the appropriate title block/panel. drawing methods
1 scenario with a list of and skills as well as

ANNEXURE A
View 1
to the selected solution, the stipulated requirements and
Assess each view's accuracy and correctness according

the specifications and good proportion and

5.1.1

constraints PAT 1: Plan size

Evidence of relevant PAT 2: Front view The final drawing
and usable research presentation is neat and
2 View 2
Orthographic drawings

with the inclusion of a there is consistency of line

5.1.2

source
EGD drawing principals

PAT 1: Section work/line quality, printing

PAT 2: 2nd main and dimensioning
1st
drawings of detailed

Solution view
THREE freehand

possible solutions

drawings: ANNEXURE A
The drawings display

Pencil instrument

METHOD
2nd View 3 the correct use of
3 Solution drawing
5.1.3

PAT 1: 2 elevations instruments,

PAT 2: 2 secondary drawing methods
rd
3 views and skills
Solution
PAT 1: The final drawing
Site plan presentation is neat and
Selecting the final/best 5.2 there is consistency of line
solution which PAT 2: work/line quality, printing
4 demonstrates a clear Detailed drawing and dimensioning
understanding of the
METHOD

The level of
Pictorial drawing

CAD drawings

design brief The correct drawing competence

ANNEXURE A

method and the displayed in using a

Clear evidence of presentation of the CAD system
continuous self- 5.3 drawing The layout of the final
6 evaluation and the PAT 1: 2-point drawing is correct and the
meeting of deadlines perspective line work, printing and
of all the requirements PAT 2: Isometric dimensioning is
compliant and consistent

The presentation of the TOTAL without CAD

7 complete PAT
file/portfolio
TOTAL with CAD
CALCULATION without
Criteria Total Criteria Total CAD
CALCULATION
CALCULATION CALCULATION
with CAD
Teacher's TOTAL Teacher's TOTAL Teacher's TOTAL
TOTAL: A / 25 TOTAL: B / 50 TOTAL: C / 25
Moderated TOTAL Moderated TOTAL Moderated TOTAL
TOTAL: A / 25 TOTAL: B / 50 TOTAL: C / 25
ASSESSOR: MODERATOR:
TEACHER'S TOTAL: A+B+C= / 100 Initial Initial

MODERATED TOTAL: A+B+C= / 100

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11. DECLARATION OF AUTHENTICITY

DECLARATION OF AUTHENTICITY
To be submitted with each learner's Practical Assessment Task portfolio

NAME OF THE SCHOOL: ……………………………………………………………………................

NAME OF LEARNER: ………………………………………………………........................................

(SURNAME AND INITIALS)

EXAMINATION NUMBER: ………………………………………….……………………

I hereby declare that all the contents of the Practical Assessment Task submitted
by myself for assessment is my own original work and has not been plagiarised,
copied from someone else or previously submitted for assessment.

_________________________ ___ / ___ / 2015

SIGNATURE OF CANDIDATE DATE (DD/MM/YYYY)

NAME OF TEACHER: ……………………………………………………………………….……………

(SURNAME AND INITIALS)

As far as I know, the above declaration by the candidate is true and I accept that
the PAT offered is his/her own work.

_______________________ ___ / ___ / 2015

SIGNATURE OF TEACHER DATE (DD/MM/YYYY)

SCHOOL STAMP

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