Western Cape Education Department

Accommodating unplaced learners in Grade 8

2024

TECHNOLOGY 1
Mr Jonathan Freese
FOREWORD

As we near the commencement of the 2024 academic year, it is imperative to address a matter
of utmost importance – the admission of Grade 8 learners who, owing to diverse circumstances,
may face difficulties in securing placements within traditional school environments.

Guided by a commitment to inclusivity and the provision of high-quality education for all, we
recognize that unforeseen circumstances may occasionally impede immediate enrolment in
schools. At the Western Cape Education Department, we consider it our responsibility to ensure
that each learner has access to meaningful and engaging educational opportunities.

In light of this commitment, we are pleased to present an informative guide that outlines
alternative methods of education for Grade 8 learners who may not have secured placements at
the outset of 2024. This resource is designed to assist both learners and parents in navigating
two alternative approaches: ‘At Home Learning’ and ‘Platooning.’

At Home Learning:

For those learners who, for any reason, find themselves without immediate school placement, ‘At
Home Learning’ offers a structured and supportive environment. This approach empowers
learners to partake in a CAPS (R_ATP 2023-2024) curriculum-based education from the comfort
of their homes. The resource provides comprehensive guidance on curriculum materials,
learning activities, and strategies to ensure a meaningful educational experience.
Platooning:

Acknowledging the significance of social interaction and peer learning, ‘Platooning’ involves
organising groups of learners to share educational experiences. This collaborative approach
fosters the creation of temporary learning communities, ensuring that each learner benefits from
shared resources and diverse perspectives.

We recognise that embarking on these alternative paths may give rise to questions, and this
resource is specifically crafted to address any concerns that may arise. It offers step-by-step
guidance on implementing ‘At Home Learning’ and ‘Platooning’ encompassing recommended
resources, support networks, and communication channels to stay connected with the broader
education community.

Our commitment is unwavering in collaborating with you to ensure that no learner is left behind,
and that the pursuit of knowledge remains accessible to all. Attached herewith, you will find the
resource outlining methods specific to each subject in the Senior Phase. Please do not hesitate
to reach out to our dedicated support team of Senior Curriculum Planners and district-based
Subject Advisors for any assistance you may require.

Your dedication to your child's education is commendable, and we stand ready to support you
at every juncture.

‘Quality Education, for every child, in every classroom, in every school, in the province.’

Wishing you a fruitful and enriching educational journey in 2024.

Ebrahim Peck
Chief Education Specialist
WCED GET Curriculum

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TIMETABLING

Learners at home must set a timetable as this will provide a healthy routine and he or she will be
able to attend to all the subjects. The below table presents the reduced time proposed per
subject.

[990 minutes] of work set per week for the term.

Example of a timetable to be set to support the learner.

WEEK 1
DAY Home First Mathematics Natural Social Technology Economic Life Creative Arts
Langua Additional Sciences Sciences Management Orientation
ge Language Sciences
MONDAY 60 mins 60 mins 60 mins 60 mins
TUESDAY 60 mins 60 mins 60 mins 60 mins
WEDNESDAY 60 mins 66 mins 60 mins 36 mins
THURSDAY 36 mins 30mins 30 mins 30 mins 30 mins
FRIDAY 42 mins 30 mins 60 mins
TOTAL TIME 162 126 mins 150 mins 96 mins 96 mins 90 mins 90 mins 90 mins 90 mins
mins

WEEK 2
DAY Home First Mathematics Natural Social Technology Economic Life Creative
Language Additional Sciences Sciences Management Orientation Arts
Language Sciences
MONDAY 60 mins 60 mins 60 mins 60 mins
TUESDAY 60 mins 60 mins 60 mins 60 mins
WEDNESDAY 60 mins 66 mins 60 mins 36 mins
THURSDAY 36 mins 30mins 30 mins 30 mins 30 mins
FRIDAY 42 mins 30 mins 60 mins
TOTAL TIME 162 mins 126 mins 150 mins 96 mins 96 mins 90 mins 90 mins 90 mins 90 mins

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INTRODUCTION TO TECHNOLOGY

This guide will assist you with Technology Grade 8 lessons for Term 1. While you are not yet
placed at a school you are expected to learn Technology for about 90 minutes per week. Once
you are placed at a school on a full-time basis the required amount of time for lessons is 2
hours a week.

If you have access to the internet, then links to videos and presentations will be provided to
assist you to understand the work a bit better.

Assessment

Informal Assessment

At the end of each section there will be an informal assessment activity so that you can find out
how well you understand the work.

Formal Assessment
• The required formal Assessment for grade 8 term 1 is the Practical Assessment Task
(PAT).
• As an unplaced learner you will not be required to do the making and evaluating aspect
of the PAT.
• Mark allocation for the Practical Assessment Task: 70 marks

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 TECHNOLOGY

Adapted Annual Teaching Plan

WEEK 1: 90 MINUTES WEEK 2: 90 MINUTES

Mechanical Advantage. Well-designed Mechanisms that change the direction of

machines give “mechanical advantage”. movement:
All complex machinery consists of • The Cam: show how a cam converts
combinations of simple mechanisms. rotary motion into reciprocating motion.
• The wedge: e.g., inclined plane or ramp, Compare an eccentric wheel and a snail
door wedge, knife blade, etc. cam.
• The wheel and axle: e.g. From bicycle to • The Crank: an adaptation of a second-
shopping trolley. class lever. Show how a crank converts
rotary motion into reciprocating motion.
Gears: (wheels with wedges for teeth)
• Show how meshing of two spur gears Graphic skills: Learners draw an artist’s
causes counterrotation. impression of one of each of the above
• Show how introducing an idler gear mechanisms (cam and crank) in their books
between two spur gears synchronises using colour, shading and texture.
rotation of the driver and driven gears.
ASSESSMENT:
Gear ratios: Informal Assessment of weeks 1 and 2.
• Show how different sized gears result in a
change in the velocity ratio as well as an
‘opposite’ change in the force ratio – if force
increases, speed decreases, and vice versa.
WEEK 3: 90 MINUTES WEEK 4: 90 MINUTES

PAT: Scenario Structural members under

Introduce the problem scenario for the Practical tension/compression (worksheet).
Assessment Task (PAT) through Investigate, Definition of frame structures.
Design, Make, Evaluate, and Communicate • Purpose of structural members
(IDMEC). (components) in wood and steel roof
(Learners work in groups to design a structure trusses (king and queen post, strut, tie,
utilising required structural components and rafter, tie beam).
mechanisms to suit the context provided.) • Learners identify structural members and
type of force (shear, torsion, tension,
PAT: Case Study compression) acting on them in given
Electrical pylons – use pictures of a range of frame structures.
pylon designs noting:
• The variety of designs that solve the same Structural members:
problem effectively. Structures that span over space:
• The use of internal cross-bracing and • Beams: steel I-beams (girders), concrete
triangulation to provide stiffness lintels; beam and column bridge.
• Alternative bridge supports: suspension
bridges; cable stayed bridges.
• Arches: arches in buildings, bridges, dam
walls.
• Cantilevers: simple cantilever, cable
stayed cantilever.
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WEEK 5: 90 MINUTES WEEK 6: 90 MINUTES

PAT: Working drawing techniques for planning:

Design brief: Single view flat 2D drawing with dimensions,
Design: initial idea sketches. line types and scale.
Design: design brief with specifications and PAT: Working Drawing:
constraints. Working drawing in 2D showing one view
Purpose of graphics: develop and with dimensions and line types.
communicate ideas. Conventions: outlines
(thick/dark); construction lines (thin/feint);
hidden detail (dashed); centre lines (chain
dash-dot); scaling up and scaling down;
dimensioning (in mm).

WEEK 7: 90 MINUTES WEEK 8: 90 MINUTES

PAT: Make: Evaluate: learners examine information on

Teams build their structure housing several complex structures and list
mechanisms using safe working practices. advantages and disadvantages in the
designs.
Communicate: teams present their plans and
model.

Week 1: Mechanical Advantage, Gears

Introduction

In these lessons, we will explore the concept of mechanical advantage and how it is applied in
simple machines such as wedges, wheels and axles, and gears. We will delve into the principles
of how these simple machines work and how they are combined to form complex machinery. By
understanding these foundational concepts, students will gain a deeper appreciation for the
engineering principles that underpin the technology and machinery we use in our everyday
lives.

Objectives

By the end of these two 45-minute lessons, students will be able to:

• Understand the concept of mechanical advantage and its importance in engineering and
technology.
• Identify and describe the function of simple machines such as the wedge, wheel and axle,
and gears.
• Understand how simple machines are combined to form complex machinery.
• Explain the principle of counter-rotation in spur gears and the role of an idler gear.
• Understand gear ratios and how different sized gears affect velocity and force ratios.

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Lesson 1: Introduction to Mechanical Advantage and Simple Machines

Overview

In this lesson, learners will be introduced to the concept of mechanical advantage and the role of
simple machines such as the wedge and the wheel and axle. They will learn how these simple
machines work and how they make tasks easier by providing mechanical advantage.

A machine is a device designed to make "work" easier. If you have a flat tire you cannot lift your
car, however using a car-jack or screwjack enables you to raise the car and change the flat. Also,
you cannot remove the wheel nuts without a tire wrench. These are examples of machines. Here
are pictures of 6 simple machines.

VIDEO: 6 simple machines: https://www.youtube.com/watch?v=_fOA4nCWYms

Mechanical Advantage in wedges and wheels and axles

WEDGE WHEEL AND AXLE

Wedge: Examples: knives and axes – the sharp end provides the mechanical advantage.
It is easier to cut with a sharp thin blade than a thick blunt blade.

Wheel and axle: Examples: Door-knob mechanism, Car wheel and axle. It is so much easier to
drive a car with wheels and axles than on without.

VIDEO: https://www.youtube.com/watch?v=yhzMYHiuEC4

Activity : Match the picture to the term.

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Lesson 2: Understanding Gears and Gear Ratios

Overview

In the second lesson, students will delve into the world of gears. They will learn about the principle
of counter-rotation in spur gears, the role of an idler gear, and how different sized gears affect
velocity and force ratios.

Introduction to gears and their function

VIDEO: https://www.youtube.com/watch?v=odpsm3ybPsA&t=34s

COUNTER ROTATION

When the driver gear turns clockwise then the driven gear
will turn anticlockwise.

When two gears mesh, they turn in opposite directions. this

is known as counter rotation.

DRIVER GEAR DRIVEN GEAR

IDLER GEAR

When the idler gear is placed between the driver and

driven then the driver gear and the driven gear will turn in
the same direction.

Idler gears are used when the driver and driven are
required to turn in the same direction.

DRIVER IDLER DRIVEN

Gear Mechanical Advantage

Two uses:
1. Velocity (speed) mechanical advantage:

Gears can help to increase speed of cars and bicycles and many other machines.

2. Torque (force) Mechanical advantage

Gears can help to increase the force that machines need to move things. Cycling uphill
will require more force than cycling downhill. Selecting the correct gears will make it a lot
easier to cycle uphill.

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 Understanding the Speed and Force Mechanical Advantage

Mechanical Gear arrangement Explanation

Advantage
Increase the DRIVER DRIVEN The driver gear has 40 teeth and
speed GEAR GEAR the driven gear has 20 teeth

When the driver gear turns once

then the driven gear will turn twice.

This means that the driven gear

turns two times faster than the
driver gear.
(INPUT) (OUTPUT)
40 ÷ 20 = 2

Ratio is 40:20 = 2:1

40 teeth 20 teeth

Increase the DRIVER DRIVEN The driver gear has 20 teeth and
force GEAR GEAR the driven gear has 40 teeth
(INPUT) (OUTPUT)
The driver gear turns 2 time for the
driven gear to turn once.

This means that the driver gears

transfers 2 times more force onto
the driven gear.

Ratio is 20:40 = 1:2

20 teeth 40 teeth

Gears consolidation video: https://www.youtube.com/watch?v=QwXK4e4uqXY

9
 Informal Assessment

Multiple Choice Questions

1. What is the mechanical advantage of a simple machine?

a. The amount of force required to move an object
b. The ratio of output force to input force
c. The distance the object moves
d. The speed at which the object moves

2. Which simple machine is an example of a wedge?

a. A linked chain
b. Door wedge
c. Wheel and axle
d. Pulley

3. What happens when two spur gears mesh together?

a. They rotate in the same direction
b. They rotate in opposite directions
c. They lock together and stop moving
d. They increase the speed of rotation.

4. What is the purpose of an idler gear between two spur gears?

a. To increase the force ratio
b. To synchronize the rotation of the driver and driven gears
c. To change the direction of rotation
d. To decrease the velocity ratio

5. In a gear system, if the force ratio increases, what happens to the speed? a. It increases
b. It decreases
c. It remains the same
d. It becomes unpredictable.

6. Explain the concept of mechanical advantage in simple machines.

7. Describe the function of a wheel and axle in a simple machine.

8. How does the introduction of an idler gear between two spur gears affect their
rotation?

9. Explain the relationship between gear ratios and the velocity and force ratios in a gear
system.

10. Provide an example of a real-world application of a gear system and explain how it utilizes
mechanical advantage.

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Memorandum

Multiple Choice Questions

1. What is the mechanical advantage of a simple machine?

Correct answer: b. The ratio of output force to input force

2. Which simple machine is an example of a wedge?

Correct answer: b. Door wedge

3. What happens when two spur gears mesh together?

Correct answer: b. They rotate in opposite directions

4. What is the purpose of an idler gear between two spur gears?

Correct answer: b. To synchronize the rotation of the driver and driven gears

5. In a gear system, if the force ratio increases, what happens to the speed?

Correct answer: b. It decreases

Short Questions

6. Explain the concept of mechanical advantage in simple machines.

Correct answer: Mechanical advantage is the ratio of output force to input force in a
simple machine. It shows how much a machine multiplies force or distance.

7. Describe the function of a wheel and axle in a simple machine.

Correct answer: A wheel and axle is a simple machine that consists of a wheel attached
to a smaller axle so that these two parts rotate together. It is used to transfer force and
motion.

8. How does the introduction of an idler gear between two spur gears affect their rotation?

Correct answer: The introduction of an idler gear between two spur gears synchronizes
the rotation of the driver and driven gears. It allows the two gears to rotate in the same
direction.

9. Explain the relationship between gear ratios and the velocity and force ratios in a gear
system.

Correct answer: In a gear system, the gear ratio is the ratio of the number of teeth on two
gears that are meshed. This ratio directly affects the velocity and force ratios. If the gear
ratio increases, the velocity ratio decreases and the force ratio increases, and vice versa.

10. Provide an example of a real-world application of a gear system and explain how it
utilizes mechanical advantage.

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 Correct answer: Answers may vary. One example is a bicycle, where the gear system
allows the rider to adjust the mechanical advantage. When going uphill or starting from a
stop, a low gear ratio is used to increase the force and make pedaling easier, though the
speed is lower. When riding on flat terrain or downhill, a high gear ratio is used to
increase the speed, though more force is needed to pedal.

Week 2: Cams Cranks and Graphics

Introduction

We will explore the fascinating world of cams and cranks, two mechanisms that convert rotary
motion into reciprocating motion. We will also develop our graphic skills by drawing these
mechanisms, helping us to understand their structure and function more deeply. By the end
of these lessons, students will have a solid understanding of these mechanisms and their
applications in various fields.

Objectives

By the end of these two 45-minute lessons, students will be able to:

• Understand the concept of some mechanisms that change the direction of movement.
• Identify and describe the function of cams and cranks.
• Understand how a cam and a crank convert rotary motion into reciprocating motion.
• Compare an eccentric wheel and a snail cam.
• Draw an artist’s impression of a cam and a crank, using colour, shading, and texture to
represent these mechanisms accurately.

Lesson 1: Introduction to Cams

Overview

In this lesson, students will be introduced to the concept of cams, which convert rotary
motion into reciprocating motion. They will learn about different types of cams, including the
eccentric wheel and the snail cam, and how they function.
Activities

Introduction to cams and their function (15 minutes)

Comparing an eccentric wheel and a snail cam (15 minutes)

Hands-on activity: Observing a cam in action (15 minutes)

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 cam is used to transform rotating motion into linear motion. It is often a part of a rotating wheel or
shaft that strikes a lever at one or more points on its circular path. The cam can be a simple tooth,
as is used to deliver pulses of power to a steam hammer, for example, or an eccentric disc or other
shape that produces a smooth reciprocating (back and forth) motion in the follower, which is a
lever making contact with the cam.

CRANK

A crank is an arm attached at a right

angle to a shaft. The shaft rotates when
the crank is turned.

For example , when pedaling a bicycle,

your feet are placed on the pedals. The
pedals are part of the crank arm.

Can you see the crank in this mechanism? Draw it

CAM

A cam is used to transform rotating motion into linear motion.

The CAM rotates and the

FOLLOWER moves
according to the shape of the
CAM.

In the picture the follower

moves up and down as it
follows the shape of the
CAM. This type of motion is
known as reciprocating
motion in a straight line
(linear motion).

13
Some CAMS are circular in shape. These are known as eccentric CAMS. The axle of an
eccentric CAM is always away from the centre of the disc.

Lesson 2: Understanding Cranks and Graphic Skills Overview

In the second lesson, students will learn about cranks, which are adaptations of second-class
levers that convert rotary motion into reciprocating motion. They will also develop their
graphic skills by drawing an artist’s impression of a cam and a crank.

Examples of application of cranks

Crank mechanisms are used in a variety of real-world applications.

1. Bicycles: The pedals of a bicycle are attached to a

crankset, which converts the reciprocating motion of
pedaling into the rotary motion needed to drive the chain
and propel the bicycle forward.
2. Hand Tools: Many hand tools, such as hand drills or
mechanical pencil sharpeners, use cranks to convert manual reciprocating motion
into rotary motion

3. Industrial Machines: Cranks are used in

various industrial machines, such as saws and
drills, to convert rotary motion into
reciprocating motion, or vice versa.

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 How to draw a CAM and crank

Here is a 2D graphic of a CAM.

Now Draw a 3D isometric view of a CAM using this grid

Here is an example of a drawing of a CAM. Please note the how the

shading is done. Incorporate this shading into your 3D isometric
drawing on the grid above.

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Informal Assessment

Based on the concepts of mechanisms that change the direction of movement and graphic
skills, here are examples of informal assessments:

1. Comparison: Ask learners to explain the difference between an eccentric wheel and a
snail cam. They should discuss how these two types of cams differ in their motion and
application.
2. Explanation: Ask learners to explain how a crank, as an adaptation of a second-class
lever, converts rotary motion into reciprocating motion. They should discuss the role
of the fulcrum, effort, and load in this process.
3. Drawing: Ask learners to draw an artist's impression of a cam and a crank in their
books. They should use color, shading, and texture to make their drawings as realistic
as possible. They should also label the important parts of each mechanism.
4. Discussion: Ask learners to discuss real-world examples where cams and cranks are
used. They should explain how these mechanisms contribute to the functioning of
these real-world examples.
5. Reflection: Ask learners to reflect on what they have learned about cams and cranks.
They should discuss how their understanding of these mechanisms has deepened
and how they can apply this knowledge in the future.

This informal assessment allows learners to demonstrate their understanding of the concepts
in a variety of ways, including practical application, explanation, drawing, and reflection. It
also encourages them to make connections between the concepts and real-world
applications.

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 FORMAL ASSESSMENT:

70 Marks

Week 3 – Week 7

PAT: Scenario

How does maize become maize meal? Before machines were invented to grind or
crush the seeds, it took a lot of hard work to make maize meal. See the picture below.

The Makeba family lives on a farm far away from town. They grow
their own maize and wheat. The family wants to make meal or
flour from the maize or wheat. They want a quick and easy way to
make the meal or flour that does not require a lot of hard work.
You have been asked to design and make a grain crusher that will
solve their problem.

A machine to crush grain will usually be powered by an electrical

motor that provides rotational movement. You will not use an
electrical motor in your model but will rather turn a handle of a
crank by hand.

This rotational movement should be changed into a reciprocating

movement so that the grain will be crushed, like hitting it with a
hammer. The mechanisms that your model uses should be
housed inside a strong and stable structure.

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PAT: Case Study

1. ACTIVITY 1: INVESTIGATE: STRUCTURES (6)

Study the pictures and answer the questions.

Figure 1

1. What purposes do these structures serve? Why do we build them? (2)

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2. Why do you think the pylon in Figure 2 is designed the way it is, and not in the
way shown in Figure 3? (2)

3. What do you think is indicated by the green parts at the bottom of the structure
(solid blocks) in Figure 2 and Figures 4 to 7? (2)

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Triangulation and bracing
By adding an extra bar or member to a square, the structure cannot be forced out of
shape, and is said to be rigid. The additional member has formed two triangles in the
structure. This is known as triangulation. The triangle is the most rigid frame
structure.

A support inserted to triangulate a frame

can also be called a brace.

Figure 8: Skewing of a rectangular frame

If you look at some pictures of familiar frame structures like cranes, electricity pylons
(see fig 1-7) or roof supports you may notice that triangulation is used to make them
rigid.

4. Will one brace always work? Compare and evaluate what happens when
you apply forces as in case A and case B in fig 9? (4)

Figure 9: Simple triangulation of a frame

5. Why does the frame keep its shape in case A

but changes shape in case B?
Hint: Think about the type of forces acting on the diagonal beam? (2)

6. How can you improve the design of the frame so that forces cannot make it skew?
(3)

7. Draw a strengthening technique on figure 10 by adding an extra brace. (2)

8. What do you call this strengthening technique? (2)

Figure 10
20
9. Can you use steel cables instead of beams for the braces in the frame designs of
fig 8 and fig 10? Explain your answers. (2)

10. If you use steel beams as braces for both frame designs, do you have to use the
same thickness beams in both designs? Or can you save material and use thinner
braces in one of the designs? (2)

How to make a tower resist twisting

To prevent a tower structure from twisting, you can use cross- bracing inside the
frame structure. The photos below show how a frame structure can be built with
cross-bracing on the inside and on the outside.

Figure 11: Skewing and twisting forces Figure 12: Internal and external cross-bracing

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ACTIVITY 2: EVALUATE STRUCTURES (6)
The drawings below show rough designs for grain crushers that other people made.
These designs are not complete, and there could be problems with them. But there
could be useful ideas that you may get from these designs.

DISCUSS THIS TOGETHER AS A CLASS/GROUP BEFORE LEARNERS COMPLETE individually

Examine and evaluate the 3 designs above. List the advantages and disadvantages of
each of these designs in the table. Pay attention to the stability of the structure, the
strength, and the effectiveness of the mechanisms.

DESIGN A DESIGN B DESIGN C

Advantages

Disadvantages

(12)

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 ACTIVITY 3: DESIGN BRIEF, SPECIFICATIONS AND CONSTRAINTS (10)
Read through the scenario again and complete the design brief, specifications and
constraints.

DESIGN BRIEF
Write the design brief. A design brief tells you what the problem is and who will
benefit from or use the solution. (4)

I am going to design a ………………(what is needed) for ………..… (who is it for) that

…………………. (what is it for), on/at …………………..where will it be used).

LIST THE SPECIFICATIONS

Answer the following questions to identify the specifications for your design:
(a) Name one mechanism that could make the grain crusher work? (2)

(b) Name two different forces that the structure should be able to withstand. (2)

IDENTIFY THE CONSTRAINTS

(a) How much time do I have to design and make the model? (2)

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 GRAPHICS

Purpose of graphics
Sketching and drawing are very important skills in Technology. They allow us to
share our ideas, designs, and technical solutions with other people.

For designers and technologists, sketching is like taking notes. It reminds them of
their ideas and helps them to share these ideas with others. Sketching is usually
done without any instruments. All you need is a pencil and some paper. See the
example below of a sketch of a bicycle pump.

ACTIVITY 4: INITIAL IDEA SKETCH (10)

Think about the 3 designs of the grain crusher you evaluated and look at your design
brief you wrote down.
● Sketch a freehand drawing of your own idea of a grain crusher in the space
below.
● Make notes and labels next to the drawing to show your thoughts.
● You may create your own design by taking one of the three designs that you
have evaluated and change a part of the design to make the design more rigid,
stronger or improve look and function.

Marking Guide for the initial Idea:

Marking rubric: Initial Good Adequate Elementary Poor Not done
Idea All aspects are Most of the Half of the Less than
correctly done aspects are criteria is half of the
correctly met criteria is
done met
4 3 2 1 0

Freehand sketch drawn neatly.

Learner demonstrates good
freehand drawing skills. (4)

Appropriate notes and labels

were made (4)
The design looks workable (2) Good design 2 Not workable 0

Total (10) / 10

Make sure you incorporate the criteria in this marking guide into your sketch below:
24
INITIAL IDEA SKETCH

25
Conventions
Drawing conventions: Just like you use a language such as English to communicate
with others, sketches and drawings are a “language”. Just like English, there are rules
for drawings to help us understand them better. These rules are known as drawing
conventions.

Construction lines are normally drawn to begin to make a

drawing. They are feint, thin lines that will later be replaced by the
outlines.

Solid lines are used to show the visible edges

(outlines)of objects on drawings. These lines are
slightly thicker and darker than construction lines.

When you want to show something that is behind

something else, you should use a dashed line. These
lines are also known as hidden lines. These are lines
you can’t see when looking at the object. They are the
same thickness as outlines but are broken.

Centre lines show where the centre of a symmetrical

object is, for example a circle.

Sizes, which can also be called dimensions, are

shown with a thin dimension line with arrows at both
ends. Dimension lines are drawn a little bit away from
objects. Short extension lines, which do not touch
objects, show you what is being measured.
Dimensions are normally given in mm. So you don’t
need to write “mm” after the number indicating a
dimension on a drawing.

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To scale down means to make a drawing smaller than the actual object. e.g. 1:2

To scale up means to make a drawing bigger than the actual object e.g. 2:1

Working drawings
Working drawings are used to design things according to exact sizes. Designers
communicate the exact sizes of each part of an object in working drawings, so that
each part fits to make the final product work properly

See the example of a bicycle pump.

180

Bicycle pump. Scale 1:4

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ACTIVITY 5: 2D WORKING DRAWING (15)
Draw a 2D working drawing of the grain crusher.
● Only draw one face (view) of your design.
● Draw it to scale and indicate the scale on the drawing.
● Give it a heading.
● Indicate TWO dimensions.
● Use a pencil and ruler.

Draw on the grid on the next page.

Marking guide for your Working Drawing

Marking rubric: 2D Good Adequate Elementary Poor Not
Working drawing done
An accurate Most of the Half of Less than
design of the aspects are the criteria half of the
crusher correctly is met criteria is
done met
4 3 2 1 0

Line quality is good (Dark

outlines, construction
lines are light).
Lines are consistent and
meet at corners.
Done adequately Not done adequately

Heading (Title) 1 0

The scale is correctly 2

indicated, and the
drawing is correctly in
proportion (accuracy)
2 dimensions indicated 2 0
neatly and correctly.
Neatness of the drawing 2 0
and drawn with a pencil
and ruler.

Total / /15

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