Senior Phase
Grade 7 • Facilitator’s Guide Technology
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Reg. No.: 2011/011959/07
Technology
Facilitator’s guide
Grade 7
2107-E-TEC-FG01
CAPS aligned
L Faurie J Lubbinge A Schwartz
PREFACE
Technology is defined as the use of knowledge, skills, values and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration.
INTRODUCTION
This book has been developed to support the new Curriculum and Assessment Policy Statement (CAPS). The contents have been organised in topics stipulated by the CAPS. The authors have strived to make this book as comprehensive as possible within the framework of the curriculum.
The main aim of this book is to equip facilitators with a sound basic knowledge of various aspects of technology. It will not only assist them to master technology, but also to put theory into practice.
We took special care to:
• make the contents teacher friendly
• provide answers for activities and exercises
• provide assessment rubrics for practical assessment tasks
The goal of the Technology Facilitator’s Guide is to support the Technology Study Guide.
TIMETABLE AND TIME MANAGEMENT
The teaching time for technology is two hours per week. As this subject involves practical work, the facilitator must ensure that sufficient time is allocated for practical sessions to complete the practical assessment tasks (PATs).
The different topics and PATs should be discussed and completed as indicated in the assessment programme. It is recommended that the PAT for Term 4 is done during the second or third term before the start of the examinations as Term 4 is very short.
ASSESSMENT REQUIREMENTS
STUDY TIPS
• Learners must complete all the activities. This will help them to focus on the content covered and give an indication about whether or not they understand the work. Make sure learners understand the concepts before starting with new content.
• Ensure that the correct content is covered per term.
• Help learners to compile a timetable so that they may manage their time effectively.
• Help learners to choose a suitable study method that suits their needs.
• They may use any study method to master technology, but to achieve good results, the following principles are suggested:
1. Summary
2. Questions
3. Read and learn
Get an overview of the work to be studied. Read through everything quickly to see what it is about.
Prepare questions about the work that you can use to study: Why? How? What?
For example: what are drawing standards? How are they used?
Read and study these questions very carefully.
4. Recite Say the questions and answers out loud without using your book.
5. Check
6. Repeat Repeat the work every day.
Sample
Restriction
Scientist
Sketch
Surveyor
A skilled person who designs artistic drawings of products.
A system that consists of mechanisms and machines to perform tasks.
An item that is manufactured or processed and marketed to be sold.
A report that contains all the elements of the design process.
An aspect that limits the possibilities of a solution.
A person who has gained expert knowledge of biological or physical sciences through study and research.
An initial freehand drawing of a design, which points out the essential features of the design.
A skilled person who examines the condition of land or carries out surveys.
LESSON 1: What is technology?
Activity 1 MEMORANDUM
Instructions
Learners must answer the following questions about technology:
1. Give the definition of technology using your own words.
Learners should explain their understanding of technology. While this answer will be in their own words, it does need to cover the idea of technology as a range of processes and methods used to create goods and services that solve problems in our daily lives.
In the study guide, technology is described as:
Technology comprises all the ways in which people produce goods and services to solve the problems of daily living (to meet the basic needs of food, shelter, communication, clothing and transport) and to investigate our physical world.
The earliest forms of technology included the use of tools to cut materials and build shelter, as well as the ability to control fire. Today’s technology includes computers, cars and convenience food, as well as the development of artificial intelligence and space exploration. Technology is advancing every day and is a continuous process.
2. Briefly describe the impact of technology in the event of a complete absence of mechanical systems in our lives. If there were no machines (cars, pumps, computers, toasters, etc.), what would our lives be like?
3. How does recycling impact the environment? Explain in your own words.
Sample
4. Copy and complete the table below by indicating which industries are involved in the production processes and use of iron. Choose from the options provided below the table. (Iron ore is the raw material used to make iron and steel.)
Action Industry
Iron ore is extracted from the earth. Mining
Iron ore is distributed via road transport. Transport Iron ore is smelted.
The processed iron is sold.
A person makes and sells palisade fences.
Production
Wholesale
Retail/Service
LESSON 2: The design process
We use the design process for identifying and resolving real-life problems. The design process consists of the following five steps:
1. Investigate
2. Design
3. Make/Manufacture
4. Evaluate
5. Communicate
Below is an example of the steps involved in the design process.
STEP 1: Investigate
1.1 Identify the problem (need/want)
1.2 Analyse EXISTING products on:
Safety Suitability of materials Fitness for purpose
1.3 Investigation strategy
Use a variety of available technologies and methods to:
Cost Manufacturing method
• locate (library referencing systems, internet searches, indexes, magazines, shops)
• collect (questionnaires, data collection forms, literature surveys)
• test and compare the properties of a product
• sort and verify the information Circle or underline the method you used.
• Investigation is the basis for any technological process.
• Identify all aspects of the problem.
• Use as many sources as possible when doing research.
• Process all gathered information so that only the most appropriate information is included. Acknowledge all the sources.
• Adjust the investigation process to match your style.
STEP 2: Design
2.1 Design brief (Short written idea including outline of the problem, who is affected, how the product will be used, reliability and the impact on the environment.)
2.2 Design ideas
Sample
(Use the design brief and freehand drawings to find several solutions. Choose the best solution.)
2.3 Design specifications (More detailed than the design brief.)
List of features of product/ description (Details of size, shape, colour, etc.)
Materials (What will the product be made from?)
Safety Cost
Quality standards
(Does the product meet a certain standard?)
• Start with the design brief, which is a summary of the problem.
• The design brief states the criteria for the final product.
• Think of every possible solution and describe each one with notes and freehand drawings.
• This step is not about neatness, but about the thinking process.
• Notes do not have to be written in print on freehand drawings, but it may help to ask someone else’s opinion to determine whether the notes are legible.
• Only use a pencil for freehand drawings – no ruler is necessary.
STEP 3: Make/manufacture
3.1 Planning
• Formal drawings showing dimensions and quantities (on separate folio paper)
• Resource lists: (tools/ equipment)
3.2 Manufacturing process (how it is made)
• Formal drawings showing dimensions and quantities (on separate folio paper)
• Resource lists: (tools/equipment)
• Manufacturing skills
• (Skills needed to manufacture, e.g. measuring.)
.
• Safe working practices
• (Demonstrate a knowledge and understanding of safe working practices.)
• Freehand drawings made in the design phase are used to draw neat scale drawings of the different views of the product by using conventions (lines used in drawings).
• Formal drawings include orthographic drawings (2-D), isometric drawings (3-D) and perspective drawings.
• The formal drawings indicate the measurements and dimensions as well as all other information needed to make the product.
• Formal drawings have the final notes printed neatly on the drawing sheet so that they can be easily read.
• During the manufacturing process, apply caution when working with tools and equipment, to ensure a safe working environment.
• The product must always be aesthetic (attractive).
STEP 4: Evaluate
4.1
Who
is doing the evaluation?
4.2 How are you going to evaluate?
4.2.1 Evaluate the final product by comparing it with:
Sample
• design brief
• specifications
4.2.2 Evaluate the manufacturing process with regard to efficient:
• work procedures
• skills
• time management
• Ensure that the design is in line with the design brief before continuing with the manufacturing and evaluation process.
• Conduct continuous evaluation at every step of the design process. The client does the final evaluation.
STEP 5: Communicate
5.1 Prepare a presentation
• Existing drawings
• All written information (design brief, poster, PowerPoint or slides including reasoning for design)
5.2 Comments on design process
• Was the design/project successful/good?
• Reasons for the above
• Suggestions to improve design
• Put together a portfolio with all the work done during the design process.
• The portfolio must be aesthetic – it needs a neat cover page that includes an illustration (photo of the model or an artistic impression).
• Provide an index to quickly and easily find any part of the work done during the investigation process.
• Include a report on the final product at the end of the portfolio indicating whether:
○ the goal has been reached
○ any difficulties were experienced
○ anything may be improved upon The more information contained in the report, the easier it will be for further manufacturing of the product.
Activity 2 MEMORANDUM
Instructions
Learners must draw up a form to use for the design process when doing the PATs throughout the year.
LESSON 3: Design considerations
Activity 3 MEMORANDUM
Instructions
Learners build the model of the scissors and answer the questions that follow.
Requirements
• thumbtack
• glue
Steps
1. Copy the worksheet below and paste it on hard cardboard.
2. Cut out the two halves of the scissors. (Don’t forget to cut out the finger holes in the handles.)
3. Push the thumbtack through from the back as indicated to hold the two halves together.
4. Grip the scissors as you would a real pair of scissors and move your thumb and fingers to see the cutting motion.
Answer the following questions regarding the pair of scissors to determine its fitness for purpose.
Learners may answer in any applicable way. The answers provided serves as a guideline only.
• Who? Who will need scissors? – The learners
• Why? Why do we use scissors? – To cut paper
• Where? Where do we use scissors? – In the classroom
• When? When do we use scissors? – When we need to cut shapes from paper
• How? How do we use scissors? – With our hands
Insert thumbtack from the back.�-------,. .ft. Druk ’n duimspyker van agter af deur.
SampleCut out the two halves of the scissors. Knip die twee helftes van die sk ê r uit.
