Assessment standards

We know this when the learner:

Investigates
• Investigates the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a nationally relevant context.
• Compares existing products relevant to the problem situation based on:
  • safety;
  • suitability of materials;
  • fitness for purpose;
  • cost.
• Develops and performs practical tests in the technological knowledge areas (Structures, Processing,and Systems and Control).
• Uses appropriate technologies and methods to:
  • collect relevant data from different sources or resources;
  • extract relevant data;
  • make meaningful summaries;
  • use information to justify and support decisions and ideas.

Designs
• Writes or communicates a short and clear statement or a design brief in response to a given or identified situation for the development of a product or system.
• Lists product and design specifications and constraints for a solution to an identified or given problem, need or opportunity based on most of the design key words listed below:
  • people: age, target market, human rights, access;
  • purpose: function, what the product will do;
  • appearance: colour, shape;
  • environment: where the product will be used or made, impact on the environment;
  • safety: for users and manufacturers;
  • cost: cost of materials, wastage, cost of manufacture, maximum selling price.
• Generates several alternative solutions and writes notes, ideas that show some links to the design brief, specifications and constraints.
• Chooses possible solutions based on well-reasoned argument and develops the chosen idea to include more specific details using graphic and/or modelling techniques.

Makes
• Develops a plan for making that outlines all of the following:
  • resources needed (e.g. materials lists, tools, people, costs);
  • sketches showing the necessary dimensions or quantities;
  • all the steps necessary to making the product.
• Chooses and uses appropriate tools and materials to make products by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing different materials accurately using appropriate techniques.
• Changes and adapts designs in response to checks in order to improve the quality of the finished product.
• Uses safe working practices and shows awareness of efficient ways of using materials and tools.

Evaluates
• Tests and evaluates the products or system with some objectivity, based on objective criteria linked to the design brief, specifications and constraints, and suggests sensible improvements or modifications.
• Evaluates the efficiency of the plan of action followed with some objectivity, identifies areas of strength and weakness, and suggests sensible ways of improving personal performance.

Communicates
• Presents ideas (in a project portfolio) using two-dimensional or three-dimensional sketches, circuit diagrams or systems diagrams that include all of the following features:
  • use of South African drawing conventions (e.g. dimension lines, labelling, line types, symbols);
  • notes to clarify and communicate design features and reasoning; enhancement of significant sketches like final solution drawings (e.g. colour, shade, texture, shadows, thick and thin lines).
• Chooses and uses appropriate technologies to produce project portfolios, poster presentations or reports that present graphical and written information clearly in a form mostly suitable for the target audience.

Assessment standards

We know this when the learner:

Structures
• Demonstrates knowledge and understanding of frame structures:
  • the use and application of basic structural components (e.g. columns, beams, arches, buttresses, struts, stays, guys, ties);
  • reinforcing techniques for frame structures (e.g. triangulation, webs and fillets, orientation and cross-sectional area of members);
  • how frame structures can be made strong (e.g. relationship between the size and shape of the base,the centre of gravity and stability).

Processing
• Demonstrates knowledge and understanding of how materials can be processed to change or improve their properties by adapting them to suit particular purposes:
  • to withstand forces (e.g. tension, compression, bending, torsion, shear);
  • to increase strength or life-span;
  • how specific properties suitable for packaging can be achieved.

Systems and Control
• Demonstrates knowledge and understanding of how mechanical systems (e.g. pneumatic or hydraulic systems, gears, belt drive systems, pulley systems, linked lever systems) convert motion and force to give mechanical advantage, and represents them using systems diagrams.
• Demonstrates knowledge and understanding of how electrical circuits with more than one input or control device will work based on different logic conditions (‘AND’ and ‘OR’ logic), and represents them using circuit diagrams, systems diagrams and truth tables.

Assessment standards

We know this when the learner:

Indigenous Technology and Culture
• Compares how different cultures have solved similar problems and relates the differences to the culture and values of their societies.

Impact of Technology
• Expresses and details opinions about the positive and negative impacts of products of technology on the quality of people’s lives and the environment in which they live.

Bias in Technology
• Produces evidence that details opinions, backed up by factual evidence, about the effect of technological solutions on human rights issues (e.g. age, disability).