1
TECHNOLOGY
COMMON TASK FOR ASSESSMENT
Standardised Assessment Task
Section A
Grade 9
2009
LEARNER’S BOOK
� Time: 4 hours
� Marks: 120/2= 60
� No. Pages: 24
2
Page Task LO AS Forms of
assessmen
t
Marks Time Resources
4- 6 Task 1.
Assignment:
research
LO 1
LO 3
Investigate
Impacts
Research 16 30 minutes Pen,
Pencil
Ruler
7- 11 Task 2.
Investigation ,
Communication
and Design
LO 1
LO 2
Investigate
Structures
Investigati
on
28 50 minutes Pen,
Pencil ,
ruler
12- 18 Task 3.
Design and
Communication
LO 1
Design
Makes
Communicates
Formal
drawing
20 45 Minutes Ruler,
pen,
pencil
Scissors
Glue
paper
grid
19 - 21 Task.4
Evaluation and
Design
LO 1 Evaluate
Design
Makes
Communicates
Assignme
nt
25 45 minutes Ruler,
pen,
pencil
22- 24 Task 5.
Hydraulic and
other
Mechanism
LO 2
Systems and
Control
Communicates
Design
Makes
Project 30 70 minutes Ruler,
pen,
pencil
Total 120 4hours
3
THEME: DESIGN FOR LIVING
SUB-THEME: CONSIDERING THE QUALITY OF LIFE OF OTHERS
PRINCIPLES: SOCIAL JUSTICE, HUMAN RIGHTS, and INCLUSIVITY.
The Critical and Developmental Outcomes, listed in the Policy Document, were used during the planning of
this CTA.
Requirements:
You must collect all your investigations, response to questions, sketches, and working drawings in a CTA
Portfolio.
How will you be assessed?
You will be assessed on your abilities to:
• Investigate:
� the needs of a specific population group (elderly and/or physically challenged)
� the recognition of Bias since their needs are often ignored
� the impact of solutions on physically challenged people and on their quality of life.
• Research information
• Identify a problem or opportunity from a given context
• Evaluate your product against a given rating scale.
• Evaluate an existing design in terms of its suitability, and suggest improvements.
• Communicate – Present inputs in a logical and well structured manner.
Use and manage resources in a sustainable manner. You will be divided into teams of 4 or 6 for most
activities.
Symbols: �means that you have to work on your own. � means that you have to work in teams. �� means that you have to work in pairs – gender is not an issue.
SOCIETY AND THE ENVIRONMENT Setting the Scene
Please note that whenever societal problems are analysed, it is important that you think about the principles of
Social Justice, Human Rights, Inclusivity of members of the society, and a Healthy Environment.
CONTEXT
Due to rising cost of living, an elderly, physically challenged Grandparent is coming to stay with your family.
Accommodation has to be adapted for this person. You need to consider the needs and concerns of a different
age group from your own. This will require you to research the issues, and to display a degree of empathy
towards the elderly.
Glossary:
Empathy: understanding , sympathy , compassion
4
PLACES TO LIVE IN
ASSIGNMENT: RESEARCH
LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED:
LO1: The learner is able to apply technological processes and skills ethically and responsibly
using appropriate Information and communication Technologies
AS
Investigates: Identifies and explains a problem, need or opportunity from a given real
life context and investigates the context, the nature of the need, the environmental
situation and the people concerned.
AS Investigates: Analyses existing relevant products based on key aspects of design:
People, Purpose, Safety, Cost, and Ergonomics.
AS
Investigates: Uses a variety of available technologies and methods to: locate (use of
library referencing system, Database searches, indexes, etc), collect (questionnaires,
data collection forms, requests for information, information searches, literature surveys,
etc), compare, sort, verify and evaluate.
LO3: The learner is able to demonstrate an understanding of the inter-relationships between
technology, society and the environment
AS Impacts: Recognises and identifies the impacts of technological developments on the
quality of people’s lives and on the environment they live in and suggest strategies for
reducing any undesirable effects.
You will be assessed on the following:
• Knowledge of working mechanism of wheelchair
• Knowledge of safety measures to be considered when working with certain Technology
products
• Knowledge of functions of different mechanical systems and how they could be improved or
adapted to suite particular conditions.
Read the following extract and respond to the questions that follow.
Scenario The human body is capable of a wide range of complex movements. These movements are necessary
to perform our daily tasks. In most cases, when people design homes, they look at the human body
and its movements within the house. Well-designed houses allow for comfortable movement in and
out of the home as well as within the home. Within the home, fixed parts such as door-handles,
staircase railings and steps are also designed to assist the human body in moving about comfortably.
When you get older and movement becomes more difficult, it is essential to live in a house that takes
your physical limitations into consideration so that you can move about comfortably.
1.1 Make a list of the possible needs of an elderly person in a wheelchair or with a walking frame
with regards to accommodation. (You may interview elderly people to get an idea of the
difficulties they face every day.) (4 x ½)=[2]
Task
� Minutes 30 �Marks 16
1
5
1.2 What would you have to take into consideration with regards to safety when designing a house
for such a person? Make TWO suggestions [2]
6
2 Look at the pictures below and answer the questions that follow.
a) Identify the difficulties an elderly person using a wheelchair or walking frame would
experience if s/he were living in this house. Identify TWO difficulties per room. Write your
answers in the table below: [6]
A
Living room
B
Bathroom
C
Stairwell
b) List two possible improvements you could make to each area of this house to make it more
suitable for an elderly person using a wheelchair or walking frame. [6]
A
Living room
B
Bathroom
C
Stairwell
B
C A
7
INVESTIGATION, COMMUNICATION AND DESIGN
Activity 1. Investigation – Time: 15 minutes Marks: 10 �
LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED:
You will be assessed on the following: • Use of appropriate technical design and development skills, technical language and conventions to meet
given purposes and specifications.
• Integrate drawings and notes to effectively communicate and justify design decisions.
• An understanding of measurement and drawing to scale.
• Identify and understand the function of basic structural components.
• Demonstrate an understanding that the stability of structures is affected by the size of the base angle, base
size and distribution of the load.
Homes consist of many different building components (parts). In the construction / building of
homes, measurements play an important role.
Study the diagrams/drawings on this and the next page to familiarise yourself with the correct terminology of
the different parts of a home.
VERTICAL CROSS-SECTION THROUGH A HOUSE
LO1: The learner is able to apply technological processes and skills ethically and responsibly
using appropriate Information and communication Technologies
AS Investigates: Analyses existing relevant products based on key aspects of design:
People, Purpose, Safety, Cost, and Ergonomics.
AS Investigates: compare and evaluate.
AS
Evaluates the product or system based on self generated objective criteria. Suggests
sensible improvements or modifications that would clearly result in a more effective or
higher quality end product.
LO2: The learner is able to understand and apply relevant technological knowledge ethically
and responsibly.
AS Demonstrate knowledge and understanding of structures, properties of materials that
affect their performances in structures( e.g. mass, hardness, stiffness, flexibility,
corrosion, resistance, strength in tension, comprehension, shearing)
Task
� 50 Minutes �28 Marks
2
900
275
0
Internal Wall110
RIDGE
ROOF TILES
ROOF TRUSS
EXTERIOR WALL 220
GROUND LEVEL
FOUNDATION
K
QS
RT B
ING POST
UEEN POSTSTRUTS
AFTERSIE EAM
8
CROSS-SECTION THROUGH A HOUSE.
Acknowledgements:
From: Viva Technology Gr9 published by Vivlia Publishers ISBN: 978-1-77006-664-9
[Originally adapted from Drawing & Graphics Standards by Andre’ Grobbellaar]
1.1 Identify six components which add rigidity (stiffness) and stability to a structure?�
[6]
1.2 Work in Groups of four to take the following measurements at your school: �
Each group member must take one measurement and record it on the table below.
(a) The height of the windowsill from the floor
(b) The width of a door
(c) The height of the door handle from the floor
(d) The height (from the floor) of a working surface in the classroom
NB: Write ALL your answers in millimetres. [4]
a. b. c. d.
Brandering
Rafter
Bracing Strut
Queen Post
Tie Beam
Ceiling Cornice
Lintel
Damp-proof Membrane
Skirting
Ground Level
Foundation
Window sill
Window Glass
Cavity Wall
Facia
Guttering
Fibre-glass Insulation
Roof Tiles
Carpet
Floor screed
Concrete subfloor
Damp-proof Membrane
Brandering
Rafter
Bracing Strut
Queen Post
Tie Beam
Ceiling Cornice
Lintel
Damp-proof Membrane
Skirting
9
Activity 2. Communicating using Scales Time: 15 minutes Marks: 6
�
INFORMATION:
Before a home can be built, an architect must design the home by drawing it on paper. To fit
the house design onto a piece of paper, s/he makes use of Scale i.e. reduces or enlarges
measurements proportionally e.g.
Scale 1:1 {10 mm (1cm) = 10 mm (1cm) on paper},
Scale 1:100 {10 mm (1cm) = 1 000 mm (1m) on paper}.
Scale 1:500 {10mm (1cm) = 5000 mm (5m) on paper},
Scale 1:1 250 {10mm (1cm) = 12 500mm (12.5m) on paper} etc. in real life.
Study the scaled diagrams of household items:
Scale = 1:50 {10 mm represents 500 mm}
A. Single Bed
B. Double Bed C. Desk + Chair
D. Bath
E. Shower
1. Using the given scale, calculate the actual size of each household item above. Measure the
length and breadth of each item and scale them up to true size.
Write your answer in the table below: � 12 X ½ = [6]
A
B
C Desk:
Chair:
D
E
10
FROM KITCHEN
A BUILT-IN CUPBOARD B BUILT-IN CUPBOARD
TO PATIO
Activity 3. Case Study Time: 20 minutes Marks: 12 �
A home, even as small as a flatlet or bed-sitter should satisfy many requirements.
So you should first think about and evaluate the plan carefully before you make final decisions,
especially if you draw the plan yourself.
Use the following information to critically evaluate the two plans in this Activity (Pg11)
• Traffic Lanes / Patterns – these are the natural paths people follow when they enter, walk
through, or leave a room. Traffic lanes will affect the furniture arrangement because they have
to be kept open. Traffic lanes have to go around and not through activity areas. To pass
comfortably between furniture you will need about 750 mm space (more for wheelchairs). At
doorways, double this amount of space is needed to allow for several people using the door
simultaneously.
• Furniture groupings – arrange furniture so that it fulfils the purpose for which it was intended
e.g. chairs and sofas in the conversation area should be arranged so that people face one another
during conversation. Table surfaces for cups, glasses and books should be within easy reach.
Allow for easy access to electrical sockets, windows and doors.
• Space – always try to achieve a spacious look - even in small rooms. Therefore, limit the
amount of furniture to what is really needed and choose simple, clear-cut lines. Does the
furniture arrangement cater for all the activities that need to be carried out? Does it allow for
free movement or does the room look cluttered? Consider the shape of the room when choosing
furniture.
• Placement of doors and windows – do they facilitate the flow of traffic and the arrangement of
furniture? Can the sleeping area be reached without interrupting conversation in the living area?
Is it easy to leave through the door(s) or must you walk round furniture or people working in the
room?
• Can the planned activities take place in the room – are there enough electrical sockets? Are
there enough work areas and is there enough space to move?
• Is there enough storage space for clothes, books and other personal belongings? This helps
you to organise and keep your room neat and tidy.
• Does the plan make the best use of privacy (can passers-by look into private areas), the sun
(does the sleeping area get early morning sun?) and the view (when sitting in the living area do
you see into the bathroom, sleeping area or garden)
Example of a design / plan with traffic lines drawn in.
11
1. Study the following 2 plans carefully. �
A B Built-in Cupboard Built-in Cupboard
a) In a group, discuss the use of space in each plan.
Summarise your discussion, in point form, in the space below. � [4]
b) Draw the traffic lines in for each plan above. � [4]
c) In which plan was the available space used best.
Give 3 reasons for your answer.
� [4]
Best use of space: indicate your choice A B
1. .
.
.
2. .
.
.
3. .
.
.
12
DESIGN AND COMMUNICATION
Activity 1. Assignment Time: 25 minutes Marks: 12 ��
LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED:
LO1: The learner is able to apply technological processes and skills ethically and responsibly using
appropriate Information and communication Technologies
AS Design: Chooses possible solutions based on well-reasoned argument related to the specifications,
personal opinions and develops a chosen idea using graphics
AS Makes: Formal drawings showing dimensions or quantities.
AS Communicates: Presents ideas (in a project portfolio) using formal drawing techniques – scale
AS Generates a range of possible solutions that are significantly different from each other, and that
show clear links to the design brief and the specifications
You will be assessed on the following:
• Use of appropriate technical design, scale and development skills, technical language and
conventions to meet given purposes and specifications.
• Integrate drawings and notes to effectively communicate and justify design decisions.
• Reflect on the task and suggest ways to solve the problem, and accept that other peoples’ ways of
solving them are equally valid.
• Recognise, taking into account a range of constraints, and select from a range of appropriate
techniques to make a choice.
• Apply graphic techniques in a variety of media and methods of enquiry e.g. free hand and 2-D.
• Determine if the design solves the problem and meets the design specifications.
FLOOR PLAN OF EXISTING HOUSE SHOWING GARAGE POSITION.
NB: DRAWING IS NOT DONE TO SCALE.
Task
� 45 Minutes � 20 Marks 3
13
Your father asks family members, working in pairs, to make suggestions for a plan of the flat let.
Your task is set out as follows: ��
1.1 Draw TWO freehand designs / solutions - keep your father’s specifications in mind. These
drawings are only ROUGH SKETCHES and require NO GRAPHICAL SYMBOLS; however
the SIZE of the room should be drawn approximately to SCALE using the grid paper provided
and show the approximate positioning of WALLS, DOORS and WINDOWS. [12]
1.2 Using the page of scaled diagrams of household items provided, do the following:
• Select and cut out the items of furniture you would like to have in your flatlet, and arrange
and paste the furniture items you have selected on your rough drawings. [6]
(NB. Use a variety of furniture items and use different arrangements in order to arrive at the
best solution).
• Draw in the traffic lanes on each. [2]
1.3 Study your TWO designs/ideas. Indicate the solution you consider the best. Give reasons for
your answer. [4]
�� Advantages Disadvantages
Best
Design
2nd
Best
Design
You will be assessed according to your logical reasoning, and according to whether you link your
reasons to the specifications listed by your father at the top of this page.
Situation:
As your frail (sickly) grandmother, who is in a wheelchair, can no longer care for herself, she is
coming to live with your family. The family home is not suitable because it is a double storey. Your
father has decided that the garage, which is attached to the main house, can be converted into a flatlet
for her to live in.
The size of the garage is 4000mm (4m) X 7000mm (7m).
Since it is going to be a room for a wheelchair-bound person, your father has laid down the following
specifications. It must have:
� A bathroom or shower that is easily accessible for a person in a wheelchair – decide on the
direction the door should open to be most convenient for your grandmother
� 1 or 2 large windows
� A door leading into the house – choose the most suitable place to break through for the doorway.
� A door leading to the outside with a ramp and stairs – the current garage door will be replaced
with a suitable type of door, and a ramp & stair will be constructed.
� 2 Electrical Plug points.
� A light switch for the bathroom and the living area.
� A sleeping area.
� An alarm system that can be triggered from two locations, that rings in your parents’ room.
15
HOUSEHOLD ITEMS DRAWN TO SCALE.
Living Room and Kitchen Furniture
Dining Room
Bedroom Furniture (Bedside Cabinets appear separate)
Single beds Double beds Cabinets Built-In Cupboards
Bathroom Furniture
Showers Baths Hand basin + Cabinet Wall Hand basins WC = Pedestal Toilets
NB: Cut out furniture templates as rectangles, squares or circles.
16
Activity 2. Formal Drawing Time: 20 minutes Marks: 8 �
2.1 Draw a neat and clear FLOOR PLAN of the garage shown on the house plan on (page 15)
onto the squared paper on page 17. [8]
Use the scale 1:50 i.e. {10 mm (1cm) = 500 mm (0.5m)}.
NB: Use the Technical design symbols provided below to show where the bathroom, doors,
windows, light switches, plug points etc. will be placed
Windows
WallsDoors
Plumbing
Garage Door
Sliding Door
Single Door
Double Door
Pivot Door
External Wall
Internal Wall
Existing brickwork
New brickwork
Corner bath Shower stall Hand Basin &
Cupboard
Work surface
Cupboard
Roll rim bathKitchen sink with left-hand draining board
Pedestal Toilets Double kitchen sink
18
Expanded Opportunity: Catering for the physically challenged in public buildings [7] �
Learners who perform poorly in any of the preceding tasks may be offered the opportunity to earn up to 7
additional marks to offset their poor results. This opportunity must be limited only to those who need these
additional marks in order to be able to pass. If you have not achieved sufficient marks thus far in the CTA, you
may request that you be allowed to do this additional activity in order to boost your marks sufficiently to
enable you to score the minimum marks for Technology, which may assist you to be promoted to Grade 10.
CASE STUDY: Identify and explain the features in public buildings which can assist, and which can hamper
people who are physically challenged.
In your own time, you must visit one or more public buildings in the area (e.g. town hall, police station, post
office, municipal offices, shopping centres, etc) and identify assistive (helpful) features AND features which
provide a hindrance to people (don’t help) with one or other physical challenge (e.g. vision impaired,
wheelchair-bound, very elderly, etc).
Having identified such features, list them in the space below and place a ���� in one of the last two columns:
Which public building(s)
did you visit?
Feature Physical challenge considered Helps Hinders
Now comment on the need for such features to be included at your school.
Feature Where in the school can this feature be placed?
Answers will vary according to the specific venues studied, and to the layout of your particular school. Your
teacher will use his/her professional judgement when awarding marks.
The rubric below may assist you to achieve the required mark:
Code Level descriptor
7 Learner visits a range of public buildings and identifies several different features that assist or
hinder people with a variety of physical challenges
5 – 6 Learner visits more than one public building and identifies one or more features but focuses only
on one type of disability OR Learner visits one public building and identifies several features
focusing only on a variety of disabilities.
3 – 4 Learner visits one public building and identifies one or more features but focuses only on one type
of disability
1 – 2 Learner does not visit a public building but draws on memory / imagination
19
EVALUATION AND DESIGN ASSIGNMENTS
LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
LO1: The learner is able to apply technological processes and skills ethically and responsibly using
appropriate Information and communication Technologies
AS Evaluates Evaluates the product or system based on self generated objective criteria AND suggests
sensible improvements or modifications that would clearly result in a more effective or higher
quality end product
AS Designs Lists product and design specifications and constraints for a solution to an identified problem,
need or opportunity based on all of the design key words listed below.
People (Age, Target market, Human rights, access), Purpose (Function, what will product do),
Appearance and Aesthetics (Form, colour, shape, feel, Safety (To users and to manufacturers),
Cost (Cost of materials, wastage), Ergonomics, Quality. Chooses possible solutions based on
well-reasoned argument and develops a chosen idea using graphics.
AS Makes Develops plans for making that include the following: Formal drawings showing dimensions or
quantities. (orthographic, isometric views).
AS Communicates Presents ideas using formal drawing techniques, in 2-D that include the following features: The
use of South African conventional drawing standards (scale, outlines & dimension lines, 3rd
angle projection), notes that clarify design reasoning and key choices
You will be assessed on the following:
• Interpret a given 3-Dimensional Isometric plan
• Evaluate an existing design and identify design faults and errors
• Plan corrections or improvements which will solve the problems identified
• Alter the incorrect plan by redrawing it with the alteration in a given style (3rd
Angle)
• Redraw the given plan in 2-Dimensional 3rd
Angle orthographic projection using correct South African
drawing conventions, including line types and dimensions.
Joe Jones submitted this design for a
stair and ramp to your father.
Fortunately, one of your father’s
friends, Mr Mabasa, is a civil
engineer, and your father asked him
to give his opinion of the suitability
of the design.
Mr Mabasa was shocked at the how
badly the proposed structure has been
designed, and insisted that your
father reject the design. Your father
was surprised because the drawing is
very neat and he thought it looked
“rather nice.”
He asked Mr Mabasa what he found
to be so wrong.
Activity 1. Time: 35 minutes Marks: 15 �
Task
� 45 Minutes � 25 Marks
4
JOE JONES
Joes Construction
2007.09.01
STAIR & RAMP
SCALE - 1 : 10
ISOMETRIC
VIEW
25
0
25
0
12 50
12 50600
600
500
2 5 0 0
1 2 0 0
750
20
1.1 List four errors that a good designer would not have made for this design: [4]�
1.2List four improvements a good designer would make for this design: [4]�
1.3 The drawing is done in isometric projection. Orthographic projections are preferred for plans.
Use the space below (or a separate drawing sheet) to redraw the above isometric drawing of the stair & ramp
and convert it to a 3rd
Angle Orthographic projection. � [7]
N.B.: As you do the drawing, make improvements that will satisfy Mr Mabasa’s objections.
Before you start, look at the marking rubric on top of page 21 to see what is needed.
21
Marking Rubric:
3rd
Angle Orthographic projection The drawing has the necessary improvements AND
it is drawn in correct 3rd
Angle Orthographic projection:
6-7 Correct 3rd
Angle, all dimensioning & line types correct, neat; and all improvements
You cannot score 6 or 7 unless improvements are included and technique is correct.
4-5 Correct 3rd
Angle, all dimensioning & line types correct, neat; but with few if any improvements
OR
Correct 3rd
Angle, most dimensioning & line types correct, untidy; but with most improvements
3 Correct 3rd
Angle, most dimensioning & line types correct, untidy with some improvements
1-2 Is in orthographic (either 1st or 3
rd Angle), some dimensioning correct, few if any improvements
Activity 2. Time: 10 minutes Marks: 10 �
Optimal use of Materials
A carpenter comes to help your father
make a handrail to fit next to the ramp.
He suggests that he buys two large
sheets of plywood and cuts out
rectangular pieces “to save wood.”
Look at the picture to see what he has in mind. Comment on the idea suggested by the carpenter:
ADVANTAGES (any 3)
�
[3]
DISADVANTAGES (any 3) �
[3]
DESIGN IDEAS) �
Look at the 8 pieces that will be cut
out of the plywood sheets. What can
you suggest we can do to use these
pieces effectively to prevent waste?
You can write or do a quick sketch to
explain your idea. [4]
[4]
22
PROJECT:
Hydraulics & Other Mechanisms
LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
LO2: Systems and control Demonstrates knowledge and understanding of interacting mechanical systems and sub-systems, by
practical analysis and by representing using systems diagrams:
AS Hydraulic systems that use restrictors, one way valves, or
Systems where mechanical and hydraulic systems are combined
LO1: The learner is able to apply technological processes and skills ethically and responsibly using
appropriate Information and communication Technologies
AS Communicates: Presents ideas using sketches, in 2-D or 3-D.
AS Designs Writes a short and clear statement or a design brief for the development of a product or system
related to a context, problem, need or opportunity that they have identified for themselves. {Lists
product and design specifications and constraints for a solution to an identified problem, need or
opportunity based on all of the design key words listed below.}
People (Age, Target market, Human rights, access), Purpose (Function, what will product do),
Appearance and Aesthetics (Form, colour, shape, feel, Safety (To users and to manufacturers),
Cost (Cost of materials, wastage), Ergonomics, Quality.
Chooses possible solutions based on well-reasoned argument and develops a chosen idea using
graphics.
AS Makes: Chooses and uses appropriate tools and materials to make designed products mostly with
precision and control. Measures/marks, cuts/separates, shapes/forms , joins/combines and finishes a
range of materials accurately and efficiently. Uses measuring and checking procedures while
making to monitor quality and changes and adapts designs in response to practical difficulties
encountered when making the products.
Activity 1. Time: 20 minutes Marks: 16 �
1.1 What problem(s) can you identify in this illustration? [2]
�
1.2 Write a design brief for the design of a portable solution involving the use of hydraulics
with other suitable mechanisms that will be able to be used in the situation illustrated. [3]
�
Task 5
� 70 Minutes Marks 30 ����
23
2 Sketch an idea for the design of a portable lifting device. Draw it using any 3D technique. � [7]
�
Rubric for Sketch
7 3D Sketch very well drawn, clearly shows all working parts, and has explanatory labels
5 – 6 3D Sketch well drawn, clearly shows the working of both the levers and hydraulics
3 – 4 Sketch gives some idea of the device and how the levers OR the hydraulics work
1 – 2 No sketch or sketch very poor; cannot determine what the learner has in mind
3 Use the blocks below to complete a systems diagram explaining the use of the device � [4]
INPUT
PROCESS
OUTPUT
Rubric for Systems Diagram
4 �
Systems diagram gives a clear idea of the device works, uses technological terminology and
no aspects are left out and all are clearly explained
3 �
Systems diagram gives a clear idea of the device works, uses technological terminology
BUT some aspects are left out and poorly explained
2 �
Systems diagram gives some idea of the device works BUT does not use technological
terminology and not all stages are clearly covered
1 No systems diagram or very poor; cannot determine what the learner has in mind
24
Work in teams of four: �
• Examine the sketches of the ideas for a lifting device sketched by the individual team members. Choose
the best one by consensus. You may adapt several ideas from the sketches and develop a new device based
on ideas from more than one team member.
• Use suitable materials to manufacture a model of the device capable of lifting a wheelchair in or out of an
ambulance.
• It must be stable, use levers and linkages, and be powered by hydraulics.
• Plastic syringes should be used to simulate the master and slave cylinders.
Rubric for Model
7
�
The model is strong and well constructed. It is stable and safe if used by a disabled or elderly person
in a wheelchair. The device does give a mechanical advantage because the master and slave cylinders
are the correct sizes AND because the levers are correctly linked.
5 – 6
�
The model is strong and well constructed. It is stable and safe if used by a disabled or elderly person
in a wheelchair. The device does give a mechanical advantage because the master and slave cylinders
are the correct sizes OR because the levers are correctly linked.
3 – 4
�
The model is strong but poorly constructed. It is not very stable and might be dangerous if used by a
disabled or elderly person in a wheelchair. The device does give a mechanical advantage because the
master and slave cylinders are the correct sizes OR because the levers are correctly linked.
1 – 2
�
The model is flimsy and poorly constructed. It is very unstable and would be dangerous if used by a
disabled or elderly person in a wheelchair. The device does not give a mechanical advantage either
because the master and slave cylinders are the incorrect sizes, or because the levers are incorrectly
linked.
[7 X 2 = 14]
Activity 2. MAKING Time: 50 minutes Marks: 14 �
Top Related