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Lesson Plan Get SP Grade 8 Technology Term 3 Week 3

The document outlines a technology lesson plan for grade 8 students focusing on the negative impacts of technology. It includes investigating a technological product that negatively impacts society and the environment, such as coal-fired power stations. Students will discuss how coal-fired power stations impact both the environment through toxic emissions and climate change, and people's health. The lesson also covers reinforcing materials like concrete and selecting metal structures like I-beams that can withstand forces while using less material.

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Kutlwano Tema
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843 views4 pages

Lesson Plan Get SP Grade 8 Technology Term 3 Week 3

The document outlines a technology lesson plan for grade 8 students focusing on the negative impacts of technology. It includes investigating a technological product that negatively impacts society and the environment, such as coal-fired power stations. Students will discuss how coal-fired power stations impact both the environment through toxic emissions and climate change, and people's health. The lesson also covers reinforcing materials like concrete and selecting metal structures like I-beams that can withstand forces while using less material.

Uploaded by

Kutlwano Tema
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

TECHNOLOGY PLANNING

8 TERM 2 DATE: 24 – 28 August WEEK: 3


GRADE
Topic Methodology Resources
WHAT I am going to HOW I am going to WHAT I am going to
teach? TEACH? use?

Note to teacher:
1. Social distancing rules apply to every lesson.
2. No group activities.
3. No sharing of tools and equipment.
4. Practical work to be conducted as a teacher demonstration.
This lesson is part of the DBE workbook
TEACHERS • Technological Mini PAT for term 3 p. 146 - 155
products that have a (Investigate and Design) (mstworkbooks.
NEGATIVE impact on co.za)
society: Case Study and
• Investigate a Investigations
technological product
that can have a
negative impact on Explain new vocabulary.
society.
• Adapting materials to Allow learners to discuss
withstand forces – possible solutions.
reinforcing concrete,
plywood.

• Selecting metal
sections (I-beam,
angle iron, T-bar, etc.)
to withstand forces
and to save material.
Time: 2 Hours

1. Learners engage in class discussion in order to understand the content


2. Learners identify technological products that have a negative impact
LEARNER
on the environment.
ACTIVITIES
3. Learners follow the instruction on the worksheets and answer questions
about:

o Adapting materials to withstand forces


o Selecting metal sections to withstand forces and to save material.

The worksheet must be handed in as part of the mini PAT

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Worksheet Name: _____________________________________

Case study 3: Investigate a technological product that has a negative impact on our lives
and the environment.
Read the text below and answer the questions as part of the Mini PAT for formal
assessment:

How electricity is generated in a coal fired power station

“In a coal fired power


station, coal is burnt to heat
water in a tank called a
boiler. The heat from the fire
makes the water boil to form
steam at a high pressure.
The high-pressure steam
makes a turbine spin. The
turbine is connected to a
generator. The kinetic
energy is converted into
electricity and this is how
electricity is produced. The
toxic gases and smoke
particles from the fire pass
through a filter in before it
goes up the chimney into the air. The filter does not remove all of the ash and soot
particles, so that there is a constant flow of toxic smoke and gases coming out of the
chimney.”

Greenhouse. https://www.youtube.com/watch?v=BPJJM_hCFj0
Climate https://www.news24.com/Green/News/here-are-the-sa-cities-facing-the-biggest-threat-from-
change climate-change-20180619

1. Process the description and picture above in your classwork book into a flow diagram
that explains how the power station works.

Coal is used
to boil water
Block =1 mark + text = 1 mark (11)

2. How do you think a coal-fired power station impacts on the environment?


………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………………………… (1)
3. How do you think a coal fired power station impacts on people?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………… (2)

Investigate (_____/16)+ (14 Previous lesson) = _____/30


Design = ______/40
Total Mini Pat _______/70

2|Page
Adapting materials to withstand forces
Reinforcing To make a structure withstand large tensile
and compressive forces, another type of
strong material is put inside the structure

Reinforced To make concrete withstand large tensile and


concrete compression forces, steel rods or mesh is placed
in the concrete when the wet concrete is
poured into a shape or mold. Page 131 and 132

Plywood Plywood is a made by glueing many thin layers of wood on top


of one another. The grain in each layer is
at a right angle to the grains in the layers
above and below it. Plywood can
therefore withstand large tensile forces in
both directions. Page 133

Selecting metal sections (I-beam, angle iron, T-bar, etc.) to withstand forces and to save
material.

Complete the worksheet in your classwork book.


You will have to read the pages and understand the explanations before you will be able
to answer the questions.

Investigate: What forces act inside a beam that bends?

The pictures shows an imagined idea that wood is made


of a lot of little blocks that are connected by springs.

1. What happens to the imaginary springs when a


tensile (pulling) force acts along the
length of the beam?
2. What happens to the imaginary springs when a
compressive (pushing) force acts along
the length of the beam?

3. In the picture below, what type of force acts along the top of the beam when it bends
down?

4. What type of force acts along the bottom of the beam when it bends down?

5. Is there a tensile or compressive force acting along the middle of the beam
when it bends down?

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6. Look at the thick beam (top right).
There are seven rows or layers of blocks
connected with springs. The layers are numbered.
(a) Which two layers of the beam help it the most to resist bending?
(b) Does the middle layer of a beam help it to resist bending?

7. Which beam will bend the least if the


same load is applied to both beams?

8. What will happen to beam C when


there is a sideways force?

Consolidation

Engineers wanted to design a new shape for a beam that will resist bending more
than beam A, but without buckling like beam C. They knew that the material in the
middle of a beam does help a lot to resist bending, because it does not stretch or
compress a lot in the middle of a beam when it bends. So they took the design of beam A,
and removed some material from the middle and rather added it to the top and bottom,
where there will be more stretching and
compression. In this way, they made the beam taller, but they also added short
horizontal parts at the top and the bottom to prevent the beam from buckling
sideways. This is shown in the pictures

Because an I-beam resists bending better, a lighter and cheaper I-beam can
be used to carry the same load as a rectangular beam. That also means that less
steel will have to be made, so less energy will be used to make steel. In this way,
clever design of material helps to reduce the negative impact of technology on the
environment.

Rectangular beam I-Beam

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