2016 Technology Grade 9 Year Plan

  The CAPS Document

2016 GRADE 9 TECHNOLOGY PACE SETTER
TERM 1
Week	CONTENT, CONCEPTS AND SKILLS			TASKS		INTENDED DATE OF COMPLETION	ACTUAL DATE OF COMPLETION
1	• First angle orthographic projection: three-dimensional objects on flat paper. -- Concept of drawing three different views: front, top and side. Simple cubes. -- Line types: dark, feint, dashed, wavy, chain. Scale and dimensions.					20 / 01 / 2016
2	• More complex 3D objects drawn in orthographic projection with instruments. Design problem: flight of stairs and wheelchair ramp. -- Design brief specifying number of steps, height of stair risers, width and gradient of ramp, handrail, etc. -- Sketch the stair and ramp in 3D using isometric projection. -- Draw a plan for the stair and ramp using first angle orthographic projection to an appropriate scale, using correct views, line types and dimensions according to convention.					27/01/2016
3	• Forces can be static or dynamic, and loads can be even or uneven. -- Strength of materials under the action of forces – metal cross-sections: -- Tension (pulling); compression (pushing); bending of beams (compression and tension). -- Torsion – using internal cross-bracing to resist twisting. • Properties of various construction materials: mass/density; hardness; stiffness; flexibility, corrosion resistance and prevention of corrosion.					03/02/16
4	The tender process (including ethical practices). • Investigate: provide the scenario so that learners can investigate the problem situation and various possible structures which could solve the problem(s) they identify. Analysis of existing products relevant to the identified problem in terms of fitness-for-purpose (including suitability of materials), safety for users, costs of materials and costs of construction. Realistic costs of real materials, labour, transport, etc. Textbook writers must supply useful resources for this.					10/02/16
5	• Sketch initial ideas: each learner generates two possible ideas. • Evaluate and adapt: teams evaluate individual ideas and develop a final idea. • Design brief: learners write a design brief with specifications for the final idea. • Flow chart: teams discuss how to proceed, then each learner draws a flow chart.					17/02/2016
6	• Working drawings: each learner draws the plan (or an aspect of the plan) using first angle orthographic projection with suitable scale, correct line types and dimensions. • Budget: costing of the “real-life” solution, including correct materials and labour costs.					24/02/16
7	• Model of a viable solution: It must be built neatly to scale, showing intelligent use of materials. Learners must use safe working practices.					02/03/2016
8	• Evaluate: teams collaborate to produce an evaluation instrument. Each learner uses the instrument to evaluate their team’s solution and that of another team. This can be done during the other team’s presentation. • Team presentations: teams present their tender bid to the “Tender Board”. Each team member must be responsible for an aspect of the presentation. Tenders consist of sketches, plans, budget, model and artistic impressions.					09/03/16
9-11	EXAMINATIONS AND MARKING					18/03/16
TERM 2
1	• Revise: syringe mechanics using two equal sized syringes linked by a tube. Force transfer between the syringes filled with: -- Compressed air – pneumatic system. -- Water – hydraulic system. • Action research: learners experiment with two different sizes of syringes linked by a tube and filled with hydraulic fluid (water). Learners experience force transfer with either force multiplication or force division (depending on which syringe is the driver/master). Gases (like air) are compressible. Liquids (like water, oils) are incompressible. • Action research: Pascal’s principle – pressure exerted on one part of a hydraulic system will be transferred equally, without any loss, in all directions to other parts of the system. Note that equal volumes of liquid are moved through the systems, and this results in different extensions (amount of movement) where syringes (cylinders) are of different sizes, so less distance/more force (MA > 1); and more distance/less force (MA < 1).					15/04/16
2	• The hydraulic press (including simple calculations). • The hydraulic jack. • Investigation: Design considerations ~ fit-for-purpose: -- Evaluate the design of the hydraulic jack in terms of: Who is it for? What is it for? Will it do the job? What should it be made of? What should it cost? Is it cost-effective? Does it look good (aesthetics)? Is it safe/easy to use for the end user (ergonomics)? • Draw a systems diagram which describes the way a hydraulic jack works.					22/04/2016
3	• Action research: practical investigations: -- Use a single wheel fixed pulley to change the direction of pull (MA = 0). -- Use a single wheel moveable pulley to change the direction of pull (MA > 0). -- Use a pulley block system (block and tackle) to determine the relationship between loadbearing ropes on moveable pulley wheels and M.A (force multiplication). • Investigate: learners find out about the following mechanical control systems: -- Ratchet and pawl. -- Disc brake. -- Bicycle brake. -- Cleat.					06/05/2016
4	• Lead learners as they revise the interactions of the following: -- Spur gears of equal size counter-rotating. -- Spur gears of unequal size counter-rotating – note velocity/force relationships. -- Spur gears using an idler to synchronise rotation. • Lead learners as they find out about the interactions of the following: -- Bevel gears of equal size – axis of rotation 90o. -- Bevel gears of unequal size – axis of rotation 90o – note velocity/force relationships. -- Rack-and-pinion gear system as found on automatic gates and steering racks. -- Worm gear system for large reduction in speed and increase in force.					13/05/2016
5	• Evaluate: learners examine various items using mechanisms found in the modern kitchen and/or home, workshop/garage. Items like can openers, egg beaters, ‘strap’ spanners for opening bottles, knives for a range of purposes, and vice grip, wire strippers and ratchet spanners should be evaluated in terms of: Who is it for? What is it for? Will it do the job? What material is it made of? Is the material suitable? What should it cost? Does it look good? Is it safe and easy to use? They report on three items. • Artistic Drawing: single vanishing point perspective. -- Learners draw a 3D wooden object using single VP perspective. They enhance the drawing showing the texture of the wood grain, colour and shadows. -- Learners use single VP perspective to draw an inside view of the classroom.					20/05/2016
6	INTRODUCING THE PRACTICAL TAS K: Integrated Systems Duration of this lesson is one 30-minute period. Systems where mechanical, electrical, hydraulic or pneumatic systems are combined. Scenario: Describe a scenario where a machine combining at least two of the following sub-systems can be effective in giving a mechanical advantage to make work easier: mechanical, electrical or pneumatic/hydraulic systems. Note: The mechanical elements may consist of one or more of the following mechanisms: levers, linked levers, wheels, cams, cranks, pulleys and/or gears. The machine may include a mechanical or electrical control device like a cleat, ratchet and pawl, or switch. • Investigate the situation so that an appropriate machine can be designed to solve the problem, need or want given in the scenario. Investigate the possible mechanisms and controls to be used together to make the machine. • The design brief: each learner writes his/her suggestion for the design giving specifications and constraints. • Sketches: each learner produces two sketches of viable possible designs. Teams meet and examine the individual suggestions and then decide on a final solution.					27/05/16
7	• Plan: working drawings The teams collaborate to produce drawings for their model/prototype using first angle orthographic projection. Each team member draws a plan of the design OR, if it is very complex, one or more aspects of the design. Each learner must demonstrate her/his competency in using this drawing technique. • Make: prototype/working model Learners use safe working practices. Building: the model must showcase a viable solution to the problem. It should be to scale and neat, and show intelligent use of available materials.					03/06/16
8	• Team presentations: Each team is given five minutes to present their solution in the form of sketches, artistic impressions of the solution, working drawings/plans, costing and their model.					10/06/16
9-11	EXAMINATIONS AND MARKING					24/06/16
TERM 3
1	Revise 1 – component symbols: • Cells in series and parallel. • Lamps in series and parallel. • Switches in series (AND logic) and parallel (OR logic). • Current in the circuit – conventional current flows from positive to negative. Revise 2 – simple circuits: • One cell, switch, two lamps in series. • Two cells in series, switch, two lamps in series. Ohm’s law quantitatively: as voltage increases, current increases if resistance is constant. Action research: testing Ohm’s Law practically – measure the voltage (potential difference) and the current strength in each of the following circuits: • One cell connected to a 20W resistor – note the voltmeter and ammeter readings. • Two cells connected to the 20W resistor – note the voltmeter and ammeter readings. • Three cells connected to the 20W resistor – note the voltmeter and ammeter readings • Plot the readings on a graph and determine the relationship between potential difference and current strength while keeping the resistance constant.					22/07/2016
2	Resistor colour codes: • Low value resistors often have their resistance value printed on them in numbers. • Higher value resistors are coded using coloured bands. The first three bands give the value of the resistor in ohms. The fourth band is an accuracy rating as a percentage. Calculate values: R = VI use to calculate R if V and I are known. V = IR use to calculate V if I and R are known. I = VR use to calculate I if V and R are known. Note: R - represents the resistance of a resistor in ohms .... [Ω]. V - represents the potential difference in volts .......... [V]. I - represents the current strength in amperes ......... [A].					29/07/2016
3	• Switches: Manual switches controlled by the user, e.g. push, SPST, SPDT, DPDT. • Diodes and LED (Light Emitting Diode): -- A diode is a component that allows current to flow in one direction only. -- A LED allows current to flow in one direction only and also gives off light and is often used as an indicator that a circuit is ‘ON’. • Transistors: only npn-type will be used at this level. -- A transistor is a device that can act as a switch and it can amplify a small current (e.g. from a sensor) into a larger current. -- Connect a simple transistor circuit. Sensors – important input devices: • LDR (Light Dependent Resistor) – a component whose resistance decreases with light [dark – high resistance; bright light – low resistance]. • Thermistor: a component whose resistance varies with temperature. Two types exist: -- + t: resistance increases with increasing temperature. -- - t: resistance decreases with increasing temperature. • Touch or moisture detector: a component that can be bridged using a ‘wet’ finger, thus completing the circuit, indicating the touch. • Capacitors: a component which can store and then release electrical energy.					05/08/2016
4	Simple electronic circuits: Learners draw, AND work in groups to assemble these simple electronic circuits: LED, 470Ω resistor, switch, and 4,5V series battery. LDR, buzzer, 3V series battery. NPN transistor, buzzer or bell, thermistor, variable resistor, 1kΩ resistor, 6V series battery (or DC power supply or photovoltaic panel). 6V series battery, LED, 470Ω resistor, 1 000μF capacitor, switch.					12/08/2016
5	PRACTICAL TAS K: Electronic Systems Setting the scene Duration of this lesson is one 30-minute period. Systems where electrical and electronic systems are combined. This may be integrated with other aspects like structures, etc. Learners will not be expected to design an electronic circuit. They will assemble and connect the components of a given circuit and will design a suitable application for that circuit. The electronic circuit may contain sensor devices and/or use transistor(s). Scenario: describe a situation where a given electronic circuit can be used to meet a need. Learners are given the task of building a given electronic circuit and finding an appropriate use for this circuit. • Investigate the situation and the nature of the need so that an appropriate circuit can be chosen to solve the problem, need or want given in the scenario. • A given circuit must be incorporated into the design of a device that will use the electronics to address the problem, need or want. • The design brief: Each learner writes his/her suggestion for the design with specifications & constraints. • Sketches Each learner draws the circuit diagram. Each learner produces a sketch in 3D showing the device that will use the electronic circuit. • Teams meet and examine the individual suggestions to decide on a final solution.					19/08/2016
6	• Plans: working drawings • The learners produce plans for their device/model/prototype using first angle orthographic projection. The plans should include a 3D “assembly” drawing in exploded view showing how the model fits together. • Each team member draws a working drawing of the design OR an aspect of the design. • Make: device /prototype/working model • The model must showcase a viable solution to the problem. It should be to scale and neat, and show intelligent use of available materials.					26/08/2016
7	• Team presentations: Each team is given five minutes to present their solution in the form of sketches, artistic impressions of the solution, working drawings/plans, costing and their model.					02/09/2016
8	• Each learner compiles a record of his/her own individual contribution to the task. This should be reflected in each learner’s workbook.					09/09/2016
9-11		EXAMINATIONS AND MARKING			30/09/16
TERM 4
1	Preserving metals (first two methods theoretically, 1.3 practically) 1.1. Painting 1.2. Galvanising 1.3. Electroplating Preserving food (first two methods theoretically, 2.3 practically) 2.1. Storing grain 2.2. Pickling 2.3. Drying and/or salting Note: The drying/salting process will take time and be evaluated when completed.					14/10/2016
2	• Types of plastics and their uses • Investigation: identification of plastic identifying-codes and sorting for recycling. Properties of plastics Reduce – reuse – recycle • Case study: Remanufacturing waste plastic into pellets for re-use. • Systems diagram: Draw a systems diagram describing a plastics recycling project. • Case study: Moulding recycled plastic pellets into products.					21/10/2016
3	PRACTICAL TAS K: Working with Plastics Setting the scene Scenario: Describe a situation where cutting, joining, bending AND/OR moulding plastics can be used to make a plastic product that will satisfy a need, want or opportunity. • Case study: plastics used on modern motor cars. • Case study: plastics used around the home. • Problem identification: learners identify a need or want that can be satisfied by the making of a plastic item of their own design. • Sketch: learners sketch their plastic item using isometric projection on grid paper. • Plan: learners draw their plastic item using first angle orthographic projection. • Skills development: learners practise the skills needed to manufacture their plastic item – measure, mark out, cut, bend and join. Moulding is an optional extra.					28/10/2016
4	• Practical sessions: working safely, learners measure, mark out, cut and bend the materials for their plastic item, and then assemble the product. • Each learner compiles a record of his/her term’s work including extending the lifespan of metals and food, properties and uses of various plastics, the plastics recycling strategy, the case studies, and the sketches and plans for the plastic item.					04/11/2016
5-9	EXAMINATIONS AND MARKING					02/12/2016