GETC-ABET Level 4 Examination Guidelines - … · Web viewThe GETC-ABET Level 4 Qualification 3 3....

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSEMENT GUIDELINES

TECHNOLOGY

CODE: TECH4

Reviewed 2013

Examinations and Assessment Guidelines: TECH4

TABLE OF CONTENTS

1. Introduction 3

2. The GETC-ABET Level 4 Qualification 3

3. Unit Standards for TECH4 Learning Area 5

4. LTSM in PALCs 19

5. Weighting of the Specific Outcomes and Assessment Criteria 21

6. Core Knowledge Areas 22

7. Taxonomies used in scaffolding questions 63

8. Site-Based Assessment (Formative) 24

8.1 Structure of SBA Tasks 25

8.2 Exemplar SBA Tasks 27

9. External Assessment (Summative) 49

9.1 Structure of a question paper 49

9.2 Exemplar question paper 50

10. Promoting the Principles of quality assessment practices 72



1. INTRODUCTION

This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.

The TECH4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the TECH4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.

While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.

The document also contain the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.

This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.

All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the TECH4 learning area will be greatly appreciated.

2. THE GETC-ABET LEVEL 4 QUALIFICATIONGETC-ABET Level 4 ~ @ NQF Level 1 3 | P a g e


The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.

SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDERTask Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELD

National Certificate Field 05 - Education, Training and Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26

The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale:

Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and



workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,

gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.

Recognition of Prior Learning:

The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.

The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.

Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 16 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 51 CREDITS Academic Learning Areas:

1. Human and Social Sciences: 23 Credits2. Natural Sciences: 15 Credits3. Economic and Management Sciences: 21 Credits4. Arts and Culture: 17 Credits



5. Technology: 11 Credits6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 37 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others.

UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

3. UNIT STANDARDS FOR TECH4 LEARNING AREA

The following Critical Cross-Field Outcomes (CCFO) underpin the entire US:

Critical Cross-field Outcomes (CCFO):



UNIT STANDARD CCFO IDENTIFYING Identify and solve problems: using context to decode and make meaning individually and in groups in

oral/signed activities. Reflect on and explore a variety of strategies to learn more effectively: listening skills include listening

for meaning in order to promote study skills such as note-taking, asking for clarification etc. Explore education and career opportunities: speaking/signing and listening skills at this level enable

access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.

Develop entrepreneurial opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.

UNIT STANDARD CCFO WORKING Work effectively with others and in teams: using interactive speech/signing in activities, discussion and research projects.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively: through using language

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications.

UNIT STANDARD CCFO DEMONSTRATING Understand the world as a set of related systems: through using language to investigate and express

links, and to explore a global range of contexts and texts. Be culturally and aesthetically sensitive across a range of social contexts: listening and speaking skills

enhance understanding and discussion of such issues.

UNIT STANDARD CCFO CONTRIBUTING Participate as responsible citizens in the life of local, national and global communities: listening and

speaking/signing skills enable people to participate effectively in such processes.

The NATS4 Learning Area comprises 4 unit standards:

SAQA US ID US TITLE CREDITS14096 Understand and apply technological knowledge and skills in Processes 214098 Understand and use energy in technological product and systems 114092 Understand and apply technological knowledge and skills in systems and

control 3

14095 Understand and apply technological knowledge and skills in structures 214097 Know, select and use materials, tools and equipment safely for technological

purposes 3

TOTAL: 11

SAQA US ID US TITLE CREDITS14096 Understand and apply technological knowledge and skills in Processes 2

PURPOSE OF THE UNIT STANDARD



A candidate credited with this unit standard can demonstrate an understanding of processing and plan and apply a process.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING A candidate registering for this Unit Standard will have received accreditation for Unit Standard 8 at ABET Level 3.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Demonstrate and explain a process.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Various processes are identified and described in terms of their purpose and importance.

ASSESSMENT CRITERION RANGE reduction; combination; conversion; preservation

ASSESSMENT CRITERION 2 2. Processes are compared and differences are described.

ASSESSMENT CRITERION RANGE equipment; resources; methods

ASSESSMENT CRITERION 3 3. The relationship between processes and added value is explained.

ASSESSMENT CRITERION RANGE cost; marketability and efficiency

SPECIFIC OUTCOME 2 Plan, apply and evaluate a process.

OUTCOME RANGE reduction; combination; conversion; preservation ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The plan explains how the process will be performed.

ASSESSMENT CRITERION RANGE hygiene, safety, and efficiency

ASSESSMENT CRITERION 2 2. The application follows the procedures as described in the plan and accommodates any necessary modifications required.

ASSESSMENT CRITERION RANGE safety and efficiency

ASSESSMENT CRITERION 3 3. The evaluation of the process.

ASSESSMENT CRITERION RANGE cost, product and efficiencyto improve on the demonstration are made.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The four generic types of processing (plus combinations of these) The tools and equipment required for these processes: hand, power and machine tools



SAQA US ID US TITLE CREDITS14098 Understand and use energy in technological product and systems 1

PURPOSE OF THE UNIT STANDARD A candidate credited with this unit standard understands energy; can explain the transformation of energy and select and use types of energy.



Examinations and Assessment Guidelines: TECH4Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1 Identify and explain types and sources of energy.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Forms, types and sources of energy are identified.

ASSESSMENT CRITERION RANGE Forms - kinetic and potential Types - (e.g.: hydro-electric, wind, solar, tidal, chemical, bio-chemical, electrical, magnetic, electro-magnetic radiation [light, heat, ultra-violet, infra-red]) Sources - renewable (e.g.: hydro-electric, wind, solar, tidal) non-renewable (e.g.: wood, fossil-oil, gas and coal, nuclear)

SPECIFIC OUTCOME 2 Demonstrate an understanding of the transfer and transformation of Energy.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The transformation of energy is demonstrated and described.

ASSESSMENT CRITERION RANGE potential to kinetic and vice-versa.

ASSESSMENT CRITERION 2 2. The transfer of energy is demonstrated and described with reference to a system or process.

ASSESSMENT CRITERION NOTES Systems: mechanical, electrical/ electronic, hydraulic/ pneumatic Processes: extracting, separating, combining, preserving, aggregating, converting

ASSESSMENT CRITERION 3 3. The efficiency of the transfer is explained.

SPECIFIC OUTCOME 3Select and use types of energy.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1

1. Selection of energy source for a particular purpose is motivated, described and applied

ASSESSMENT CRITERION NOTES (e.g.: electric, wind, solar, wood, gas, wood, coal)

ASSESSMENT CRITERION 2 2. Energy management reflects environmental considerations and cost effectiveness.

ASSESSMENT CRITERION RANGE home, work and transport has had undesirable side affects on the economy, are discussed.



UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Law of Conservation of Energy Nature of Energy (Importance to society) Types -hydro-electric, wind, solar, tidal, chemical, bio-chemical, electrical, magnetic, electro-magnetic radiation (light, heat, ultra-violet, infra-red) Forms - kinetic and potential Sources - renewable - hydroelectric, wind, solar, tidal non-renewable - wood, fossil (oil, gas and coal), nuclear, animals Concept of cost of energy Transformation of kinetic to potential and vice versa Transfer and efficiency of energy transfer. N/A

SAQA US ID US TITLE CREDITS14092 Understand and apply technological knowledge and skills in systems and

control 3

PURPOSE OF THE UNIT STANDARD A candidate credited with this unit standard can demonstrate an understanding of a system; demonstrate an understanding of, different systems and control; and select, adapt/design and make a system to solve a problem.



Examinations and Assessment Guidelines: TECH4SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Analyse, construct and explain a system.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Various components of a system are identified and described.

ASSESSMENT CRITERION RANGEInput; process; output

ASSESSMENT CRITERION 2 2. Differences between systems are described.

ASSESSMENT CRITERION RANGE Open and closed

ASSESSMENT CRITERION 3 3. A system is analyzed in terms of purpose, efficiency, advantages and disadvantages.

SPECIFIC OUTCOME 2 Analyse, construct and explain different types of systems and control.

OUTCOME RANGE Mechanical; Hydraulic; Pneumatic and Electrical/Electronic dependent on the context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The various components and devices of particular systems are identified and functions are described.

SPECIFIC OUTCOME 3Design or adapt a sytem to meet a need or want or to solve a problem.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The design is based on an evaluation and comparison of a variety of systems.

ASSESSMENT CRITERION RANGE Cost and efficiency applied to Mechanical; Hydraulic and Electrical / Electronic dependent on the context.

(Design may be simple or complex.)

SPECIFIC OUTCOME 4 Construct and evaluate a system.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The system is constructed according to the design.

ASSESSMENT CRITERION 2 2. The system is evaluated according to the design requirements.



SAQA US ID US TITLE CREDITS14095 Understand and apply technological knowledge and skills in structures 2

PURPOSE OF THE UNIT STANDARD

A candidate credited with this unit standard can demonstrate an understanding of structures and apply this knowledge in the design and making of simple structures and models.




SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Compare and describe different types of structures.ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Various types of structures are identified and described in terms of their characteristics and functions. ASSESSMENT CRITERION RANGE (types) solid; shell; frame; natural and made, (functions) containment; protection; supportASSESSMENT CRITERION 2 2. The basic requirements for safe, attractive and functional structures are explained.ASSESSMENT CRITERION RANGE strength; rigidity; stability, aesthetic, ergonomicASSESSMENT CRITERION 3 3. Various structures are analysed in terms of safety, attractiveness and function.

ASSESSMENT CRITERION RANGE actual structures, pictures or models.ASSESSMENT CRITERION 4 4. Structural components and configurations required to make structures strong, rigid and stable are identified and their functions explained. ASSESSMENT CRITERION RANGE materials, reinforcing, beam profiles, gussets, triangulation, cables

SPECIFIC OUTCOME 2Design a stable structure for a particular need or want or to solve a problem.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The structure is designed taking constraints, ergonomic and aesthetic factors into consideration. ASSESSMENT CRITERION NOTES Model framework structures; actual simple structures of manageable dimensions using easily and cheaply procurable materials and communicated through freehand pictorial drawings with labels and explanations.

ASSESSMENT CRITERION RANGE dimensions; materials; costs; construction time; comfort; function; convenience; colour; shapeural resources is evaluated.

SPECIFIC OUTCOME 3 Build and evaluate a structure. ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Construct the structure according to the design (or a modified version of it).

ASSESSMENT CRITERION NOTES (interpretation of design; estimation of time; selection and procurement of tools, equipment and materials; working materials; erection; evaluation.)

ASSESSMENT CRITERION 2 2. The structure is evaluated according to the design requirements.

ASSESSMENT CRITERION RANGEvisual examination; mechanical testing

ASSESSMENT CRITERION 33. The construction accommodates any necessary modifications required.

ASSESSMENT CRITERION RANGEwhile under construction; after construction; with minimum wastage of materials and time.

ASSESSMENT CRITERION 4 4. Modifications to the design are substantiated.

ASSESSMENT CRITERION RANGE Oral and/or written motivations



UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Types of structures : solid, shell, frame, natural, made Functions of structures : protection, containment, support Requirements for a safe structure : strength, rigidity, stability Requirements for a comfortable and convenient structure : ergonomics Force, load (tensile, compressive) - Bending, buckling Methods of making frame structures rigid : triangulation, gussets - Beam profiles : O, I, square, channel, triangular, right angle Centre of gravity Stable and unstable equilibrium

SAQA US ID US TITLE CREDITS14097 Know, select and use materials, tools and equipment safely for technological

purposes 3

PURPOSE OF THE UNIT STANDARD A candidate credited with this unit standard knows materials; can select and use materials for a particular purpose; maintain tools and select and use equipment for a particular purpose; create and maintain a safe environment and adhere to health and safety regulations.




SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Know, select and use materials for a particular purpose.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 11. Different types of materials are identified and described. ASSESSMENT CRITERION RANGEnatural, synthetic and compositeASSESSMENT CRITERION 2 2. Various materials are classified and described in terms of their characteristics and properties. ASSESSMENT CRITERION RANGEphysical, chemical and aesthetic

ASSESSMENT CRITERION 3 3. Specific techniques used in handling , storing and distributing materials are explained.

ASSESSMENT CRITERION RANGE ventilation; preservation and stackingASSESSMENT CRITERION 4 4. The selection of the materials is suitable for the purpose. ASSESSMENT CRITERION RANGEselection is based on form, function, suitability

SPECIFIC OUTCOME 2 Know select and use tools and equipment for a particular purpose.

OUTCOME RANGE hand tools; power tools eg. electric; mechanical tools and equipment

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 11. Different tools and equipment are identified and described. ASSESSMENT CRITERION 2 2. The selection of the tools and equipment is suitable for the purpose. ASSESSMENT CRITERION 3 3. The tools and equipment are handled in a correct and safe way.

SPECIFIC OUTCOME 3 Maintain tools and equipment.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The tools and equipment are maintained proper working order.

SPECIFIC OUTCOME 4 Create and maintain a safe environment. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Proper dress code for a particular environment is described and adhered to. ASSESSMENT CRITERION 2 2. The appropriate safety procedures for a particular environment are described and applied. ASSESSMENT CRITERION 3 3. Good house-keeping procedures are described and adhered to.

ASSESSMENT CRITERION NOTES (demarcation of work-areas; store of flammable material; check safety equipment) validity.

SPECIFIC OUTCOME 5 Adhere to health and safety regulations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The correct procedure in response to an accident is administered.

ASSESSMENT CRITERION RANGE first aid, fire, chemical burnsASSESSMENT CRITERION 2 2. The procedure is recorded appropriately.


UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Types of materials: (food, chemicals, textiles, resistant, composite) Properties: (conductivity, strength, corrosion, absorbency, density, hardness, fire resistance, poisonous/edible, elasticity, ductility, malleability, aesthetics, cost volatility, insulation, texture, colour) Handling/storage: (ventilation, preservation, stacking, exposure to: air, light, other substances, regulations related to handling/storage/hygiene) Stacking

4. LTSM IN PALCs

The recommended Learning and Teaching Support Materials for this learning area are listed in the catalogue provided by the AET Directorate of the Department of Higher Education and Training.

A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.

5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA

RATIO OF COMPLEXITY:Both the Summative Question Paper and the Site-based Assessment Tasks attempt to strike a balance in the complexity of the questions and tasks that are fair to learners, but also conform to standard assessment practices. In general, all assessments in the technology learning area are structured around the following ratios:

SAQA US ID

US TITLE CREDIT WEIGHTING %

MARKS PER ID TOTAL

A B C

14092 Understand and apply technological knowledge and skills in systems and control.

3 27.5 8 11 8 27

14095 Understand and apply technological knowledge and skills in structures. 2 18 8 12 8 28

14096 Understand and apply technological knowledge and skills in processes. 2 18 6 7 6 19

14097 Know, select and use materials, tools and equipment safely for technological purposes.

3 27.5 6 6 5 17

14098 Understand and use energy in technological products and systems. 1 9 2 4 3 9

TOTAL 30 40 30 100

6. CORE KNOWLEDGE AREAS

Copyright reserved Please turn over

This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or practiced in each activity. It then locates each US and SO in either the Summative or Formative Assessment, specifying which question or task in the assessment will be covered.

The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of each SO), in preparation for the assessments. Examiners will make any selection of these activities to include in both the question paper as well as the SBA tasks. By working through them, the educator is thus preparing learners for the full range of possible tasks in the assessment.

SAQA US ID SO Core Knowledge Resources Methodology14096 1 and 2 Reduction: (Refer to chapter on the unpacking of

US)Example: grating carrots etcCombination: (Refer to chapter on the unpacking of US)Example: Mixing flour, eggs, milk etc to bake cakesConversion: (Refer to chapter on the unpacking of US)Example: Wool to fabrics

Example: Preservation: (Refer to chapter on the unpacking of US)Example: salting, canning, bottling etc.

TextbooksIndigenous knowledgeInternetLibrary etc.

DemonstrationExperiment/ IllustrationExplanationDiscussionAssignment / Research

14092 1, 2 & 3 Sources of energy:Renewable: Wind, Sun, Water etc.Non renewable: Coal, gas, wood, fossil-oil, nuclear etc.Types of energy:Solar, tidal, hydro-electric, chemical, bio-chemical, electrical, magnetic, electro-magnetic radiation (light, heat, ultra-violet, infra-red, etc)Forms of energy: Kinetic and potentialSystems: mechanical, electrical, electronic, hydraulic, pneumatic etc.Processes: extracting, separating, combining, preserving, aggregating converting etc.Energy conversion:Potential to kinetic/heat/sound/light e.g. chemical potential energy from the battery converted into light (bulb) and heat (bulb) and sound (buzzer).

TextbooksIndigenous knowledgeInternetLibrary etc.

SimulationExplanationDiscussionAssignment / Research/ Excursion

14092 1, 2, 3 & 4

Identify the components of a systemInput, process, outputTypes of systemsMechanical (levers, linkages, gears and pulleys), hydraulic, electrical, electronic, pneumatic.Design a simple systemDifferences between systems

TextbooksIndigenous knowledgeInternetLibrary etc.Hydraulic/Pneumatic kit

SimulationExplanationDiscussionAssignment / Research/Experiment

14095 1,2 & 3 Different types of structures:Selection of materials for a suitable purpose, functionality, suitability and form.

. Structures can be categorized in man-made and natural forms and types will then be solid, shell and frame.Functions of structures:Containment, protection and support

TextbooksIndigenous knowledgeInternetLibrary etc.Woodwork kit

SimulationExplanationDiscussionAssignment / Research/ExcursionCase study

Requirements for a safe: convenient, attractive and comfortable structureStrength, rigidity, stability, aesthetics ergonomics etc.Methods of making frame structures rigid: triangulation, gussets plates, beam profiles(O,I) square, channel, right angleForces: Tension, bending, torsion, compression, shearDesign, evaluate and build a stable structure as prescribed by a particular contextual brief.

14097 1, 2, 3, 4 & 5

Identify types of materials:Natural, synthetic, compositeCharacteristics and properties:Physical, chemical, aestheticsMaterial handling, storage and distributionHand tools, mechanical tools and equipment and power tools(electrical) Identification, description, maintenance, safe handling, storage etc.Health and safety regulationCreate and maintain safe working environment when using tools (proper dress code, safety procedures, good house keeping of work areas, storing of materials, follow correct procedure to deal with accidents.

TextbooksIndigenous knowledgeInternetLibrary etc.Brochures Manuals on tools and materialsOHS regulations

SimulationExplanationDiscussionAssignment / Research/Case study

SAQA US ID14096 Understand and apply technological skills in processesSpecific Outcomes and Assessment

CriterionSO1 AC1; 2; 3 and SO2 AC1; 2; 3

Knowledge Skills Values The four generic types of processing

(plus combination of these) The tools and equipment required for

these processes: hand, power and machine tools

Combination: Skills related to process of mixing/ blending/ grouping (blending, weaving, dying, alloying, lamination, etc.)

Preserving: Skills related to processes of protecting/ conservation/ maintaining ( electro-plating, plastic and epoxy coating, salting, pickling, dehydrating, painting etc.)

Reduction: Skills related to lessening processes (crushing, grating, grinding, milling, pulverising, liquidising etc.)

Conversion: Skills related to changing processes (chemical compounds, recycling)

This is the relationship between processes and the added values i.e. cost, marketability, efficiency, hygiene and safety.

SAQA US ID 14098: Understand and use energy in technological product and systemsSpecific Outcomes and Assessment Criterion SO1: AC1, SO2: AC1; 2; 3 and SO3: AC1; 2

Knowledge Skills Values

Law of Conservation of Energy Nature of Energy (Importance to society) Types -hydro-electric, wind, solar, tidal, chemical, bio-chemical, electrical, magnetic, electro-magnetic radiation (light, heat, ultra-violet, infra-red) Forms - kinetic and potential Sources - renewable - hydroelectric, wind, solar, tidal non-renewable - wood, fossil (oil, gas and coal), nuclear, animals

Concept of cost of energy Transformation of kinetic to potential and

vice versa Transfer and efficiency of energy.

Identification and problem solving skills: use reading/signing and literary analysing skills to develop critically thinking and problem solving.

Researching skills (investigation; data/information collection)

Report writing skills Communication skills (verbal and

signage/ drawing).

Energy management reflects environmental considerations and cost effectiveness. Energy management reflects environmental considerations and cost effectiveness.

SAQA US ID 14092 Understand and apply technological knowledge and skills in systems and control

Specific Outcomes and Assessment Criterion SO1: AC1; 2; 3, SO2: AC1, SO3: AC1 and SO4: AC1;2

Knowledge Skills Values Systems theory (input - process - output)

(open and closed); Input devices, process devices and output devices.

Mechanical systemso leverso pulleyso gearso inclined planes (screws and

wedges) Electrical/ Electronic systems

o Logic (as in simple multi switches - AND; OR)

o Rectificationo Generation and distribution of

electricity - domestic installation Hydraulic systems

Pneumatic systems

Design or adapt a system to meet a need or want or to solve a problem

Cost and efficiency applied to mechanical; hydraulic and Electrical/Electronic dependent on the context.

SAQA US ID 14095 Understand and apply technological knowledge and skills in structures

Specific Outcomes and Assessment Criterion SO1: AC1; 2; 3; 4, SO2: AC1, SO3: AC1; 2; 3; 4Knowledge Skills Values

Types of structures: solid, shell, frame, natural, man-made (actual, prototype and pictorial).

Functions of structures: protection, containment, support

Requirements for a safe structure: strength, rigidity, and stability and center of gravity

Requirements for a comfortable and attractive structure: ergonomics and aesthetics

Different types of forces, (tension, bending, torsion, compression, shear).

Structural components and configurations required to make structure strong, rigid and stable: materials, reinforcing, beam profiles, gussets, triangulation and cables.

Analysis of structure in terms of rigidity, stability, attractiveness and function.

Drawing two or three-dimensional (free hand pictorial with labels and explanations).

Selection of materials, tools and equipments for making structures (Integration with TECH US ID 14097)

Measuring, fitting, evaluation, visual examination and mechanical testing.

Working effectively with others as a member of a team, group, organisation or community.

Identify and solve problems in which responses display those responsible decisions using critical and creative thinking skills.


Identify and solve problems in which responses display

those responsible decisions using critical and creative thinking skills.

SAQA US ID 14097 Know, select and use materials, tools and equipments safely for technological purposes

Specific Outcomes and Assessment Criterion SO1: AC1; 2; 3; 4, SO2: AC1; 2; 3, SO3: AC1, SO4: AC1; 2; 3; 4 and SO5: AC1; 2

Knowledge Skills Values Types of materials:

(food, chemicals, textiles, resistant, composite) Properties:

(conductivity, strength, corrosion, absorbency, density, hardness, fire resistance, poisonous/edible, elasticity, ductility, malleability, aesthetics, cost volatility, insulation, texture, colour)

Handling/storage: (ventilation, preservation, stacking, exposure to: air, light, other substances, regulations related to handling/storage/hygiene)

Stacking properties: (conductivity, strength, corrosion, absorbency, density, hardness, fire resistance, poisonous/edible, elasticity, ductility, malleability, aesthetics, cost volatility, insulation, texture, colour)

Handling/storage: (ventilation, preservation, stacking, exposure to: air, light, other substances, regulations related to handling/storage/hygiene)

Safety: Proper dress code, first aid (fire and chemical burns).

Handling and storage: Lifting materials and equipments (using trolleys etc.) correct handling and procedures for toxic, flammable and corrosive gas cylinders.

measuring: using the SI units. Shaping; Moulding; cutting; drilling; joining

and finishing. Safety: first aid skills.


Identify and solve problems in which responses display those responsible decisions using critical and creative thinking skills.

Organise and manage oneself and ones activity responsibly and effectively.

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS

Examination questions will take account of Bloom’s Taxonomy. However, there will be three order of questions. These are: Low ability range (40%), Medium or Intermediate ability range (40%) and High ability range (20%) questions. Following is a table illustrating Bloom’s Taxonomy:

The revised Bloom’s taxonomy has been adopted in structuring the technology examination paper, scaffolding the questions in terms of the remembering, understanding, applying, analyzing, evaluating and creating.The revised Bloom`s taxonomy model:

Remember: Recognizing, recalling Understand: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining Apply: Executing, implementing Analyse: Differentiate, organizing, attributing Evaluate: Critique, judge, justify, recommend Create: Generating, planning, and producing.

The following table reflects scaffolding/taxonomy principle in the structuring of the examination paper:

Section Questions Cognitive levels Taxonomy Weighting of marks

A 123

LowMedium

High

Remembering,Understanding,

Applying,Analysing,EvaluationCreating

30%

B 4

40%

C56

30%

8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country. In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks. The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.

The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.

8.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.

Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.

8.2 EXEMPLAR SBA TASKS

GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:TECHNOLOGYCODE :TECH4

TASK:TESTTIME:90 MINUTES

MARKS:50

This assessment task consists of 5 pages.

INSTRUCTIONS AND INFORMATION

1. This test consists of THREE sections.

2. Answer ALL questions.

SECTION A

QUESTION 1

Various options are given as possible answers to each question. Choose the most correct answer and write only the letter (A – D) next to the question number (1.1 – 1.10) in the ANSWER SHEET.

1.1 Which ONE of the materials listed below is a good conductor of electricity?

ABCD

WoodWireRubberPaper (1)

1.2 This system uses liquid to function.

ABCD

Hydraulic PneumaticRack and pinionElectrical (1)

1.3 Which of the listed forces below is represented in the circled area of the diagram?

ABCD

CompressionTensionTorsionShearing (1)

1.4 Changing raw material into a product is known as ...

ABCD

salting.freezing.fanning.processing. (1)

1.5 The material for making a rain coat must be primarily ...

ABCD

heat resistant.water resistant.hard. none of the above. (1)

[5]

QUESTION 2

Choose a description in COLUMN B to match the word in COLUMN A. Write only the correct letter next to the number, e.g. 2.1.1 F

COLUMN A COLUMN B

2.1

2.2

2.3

2.4

2.5

Galvanising

Hacksaw

Coal

Gusset

Hydraulic system

A

B

C

D

E

...is used for making straight cuts in metals.

A machine that uses liquids to gain a mechanical advantage.

An example of a non-renewable source of energy.

... is when iron or steel is put in molten zinc.

... is a piece of material used to brace and join the members of a structure to make it rigid. [5]

QUESTION 3

Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to the question number.

3.1 When working with food, one has to wash your hands. (1)

3.2 The unit for measuring force is Newton. (1)3.3 Fermentation is a process of brewing beer. (1)

3.4 A method of making a structure rigid is known as aesthetics. (1)

3.5 Electrical circuits can only be connected in series. (1)[5]

SECTION B

QUESTION 4

4.1 List and explain THREE ways of preserving meat. (6)

4.2 Explain THREE safety procedures to be followed in a workshop. (3)

4.3 Identify ONE type of energy conversion involved in a moving car. (2)

4.4 Define the following terms:

4.4.1 Frame structure (1)

4.4.2 Shell structure (1)

4.5 Give ONE example of the following classes of lever.

4.5.1 Class one lever (1)

4.5.2 Class two lever (1)[15]

SECTION C

QUESTION 5

5.1 The following diagram shows two gears meshing together. Study the diagram and answer the questions that follow:

5.1.1 If gear B rotates anticlockwise, in which direction will gear A rotate? (1)

5.1.2 Which of the two gears will rotate faster and why? (2)

5.1.3 Gear B is a driver gear with 16 teeth and gear A is a driven gear with 24 teeth. Calculate the speed ratio using the formula: Speed ratio = Number of teeth of the driven gear Number of teeth of the driver gear (3)

5.2 Study and complete the following table on commonly used tools.

TOOL USES SAFETY STORAGEHammer 5.2.1 Store in a toolbox5.2.2 To loosen or tighten nuts and bolts 5.2.3Hand drill 5.2.4 5.2.5 (5)

5.3 Use a practical example to describe how the following methods of processing, can be used to make a product.

5.3.1 Combination and Extraction. (4)

5.4 Study and complete the table on structures below.

TYPE FUNCTION EXAMPLEShell 5.4.1

5.4.2 To span a gap 5.4.35.4.4 5.4.5

(5)[20]

TOTAL: 50

TASK 2: ASSIGNMENT


A

B

http://images.google.com/imgres?imgurl=http://www.industryplayer.com/images/licrespic/kettle.gif&imgrefurl=http://www.industryplayer.com/licenceinfo.php%3Flicid%3D012021&usg=__4SerB32mHA6N-xJI7t3ZiOcys-c=&h=305&w=319&sz=5&hl=en&start=4&um=1&itbs=1&tbnid=A1j3PFcM9OpWgM:&tbnh=113&tbnw=118&prev=/images%3Fq%3Dkettle%26um%3D1%26hl%3Den%26sa%3DN%26tbs%3Disch:1

1. You may complete this assignment at home. Your teacher will provide you with the due dates for the activities.

2. Read the instructions carefully and do thorough planning before you start with the assignment.

3. Your teacher will check the progress at regular intervals.

Read and study the given information below and answer the questions that follow.

You normally experience electricity cuts or there is no electricity in your area, which causes your food to be spoiled or rotten. You are then asked to identify good healthy foods, which are perishable and find ways of how to preserve these foods.

ACTIVITY 1

1.1 What are perishable and non-perishable foods? (2)

1.2 Identify TWO examples of perishable and TWO non-perishable food items. (4)

1.3 What causes food to get spoiled? (1)

1.4 Explain what oxygen replacement (Anaerobic treatment) of foodstuffs is. (4)[11]

ACTIVITY 2

2.1 Name TWO different methods of food preservation. (2)

2.2 Give TWO hygienic precautions that must be observed related to the methods listed above. (2)

2.3 Explain in steps how you are going to apply each preservation method to preserve any food of your choice. The steps should clearly explain the purpose of each step e.g. Salting meat to kill micro-organisms. The following should be to considered when doing this activity:

Utensils and tools to be used in the chosen preservation method. Form an airtight seal. Provide flavour and help with preservation. (10)

[14]

ACTIVITY 3

3.1 Study the following diagram and answer the questions that follow.

3.1.1 Complete the following table by naming SIX electrical appliances found in the diagram and the type of energy that may be produced.

Electrical appliance Type of energy producede.g. Dishwasher Movement (kinetic energy)

[12]

ACTIVITY 4

4.1 Combining electrical, mechanical, hydraulic and pneumatic systems offers several advantages. Study the examples below and give ONE advantage of each of the combined systems.

[3]

ACTIVITY 5

5.1 Draw and label simple diagrams to illustrate the following classes of lever:

5.1.1 Class 1 lever (3)



5.2 Give ONE advantage of using levers. (1)[10]

TOTAL: 50

TASK 3: PROJECT


4.1.1 Fork Lift 4.1.2 Toyota Prius 4.1.3 Air compressor

Hydraulic/electric Petrol/Electric Hybrid Pneumatic/electric

1. This project must be done in groups of not more than four members.

2. Your educator should assess your progress and record marks.

3. Use the allocation of marks as a guide to the scope and length of the answer.

Read the following scenario and do the activities related to the scenario.

SCENARIO

A small community has a problem. During most times of the year, it is easy to cross the river to go to school or clinic, as it is a shallow stream. When heavy rains fall in summer, the stream overflows for several weeks. This has caused two children to be washed away recently as they tried to cross the stream to go home from school. It has also meant that the elderly and the sick cannot get to the clinic.

ACTIVITY 1: Investigate

1.1 Identify a problem or a need from the given scenario. (2)

1.2 Write a design brief. Your design brief must state the following: What must be done to solve the problem (2)

1.3 Investigate the following: Different types of bridges Different types of materials and equipments needed for making bridges The joining and strengthening techniques People who will be using the bridge e.g. physically disabled people, school children, elderly etc The size of the bridge The cost and time The skill needed to make the bridge

1.3.1 List THREE types of bridges. (3)

1.3.2 List any TWO materials that could be used to construct a bridge. (2)

1.3.3 Explain how bridges are strengthened. (2)

1.3.4 How would the bridge accommodate the physically disabled people and the elderly? (2)[13]

ACTIVITY 2: Design

2.1 Draw THREE free hand sketches of a bridge as possible solutions with advantages and disadvantages of each. Label the ideas as Idea 1, Idea 2 and Idea 3. (12)

2.2 Choose the best idea from the three freehand sketches and draw a 3D (Three-dimensional) sketch of the chosen idea.

(4)[16]

ACTIVITY 3: Make

3.1 Develop a plan for making the bridge in the form of a flow chart. Explain each step towards making a final product. Include timeframes in your plan. (4)

3.2 Build a model of a bridge by cutting, joining / gluing, measuring, etc. Apply safe working practices and use the appropriate tools.The model should be constructed according to the following specifications: Size: length = 500-600mm, height 150mm-200mm and width 80mm-100mm Triangulation Materials Must carry a load of 340ml (can of coke) Can the bridge stand on its own without toppling over ?(must be stable) Safety: the rails for side support and ramp for wheelchair Aesthetics (looks)

(13)[17]

ACTIVITY 4: Evaluate

3.3 Evaluate the model of a bridge based on your design brief, specifications and constraints listed in activity 3.Develop a checklist to assess the whole process (steps) of the project. (4)

[4]

TOTAL: 50

TASK 4: CASE STUDY


1. This task consists of 3 Activities, which should be done on separate days and periods.

2. The Activities are to be assessed continuously.

ACTIVITY 1

1.1 Study Figure A below and identify FIVE possible risks to hygiene and safety and suggest solutions for each risk by completing the table that follows.

FIGURE AHygiene or safety risks Preventative solutions

(15)[15]

ACTIVITY 2

Study Figure B below and answer the questions that follow.The letters in K, L and S in the figure represent switches.

CIRCUIT A CIRCUIT B CIRCUIT C

FIGURE B

2.1 How many switches does each of the following circuits have? Electric kettle (Circuit A) Bedside lamp (Circuit B) A handmade battery torch (Circuit C) (3)

2.2 What controls the flow of current in Circuit C (Handmade battery torch)? (1)

2.3 What should be done to switch ON the bedside lamp (Circuit B)? (2)

2.4 What is the difference between the control of the bedside lamp (Circuit B) and that of the bulb (Circuit C)? (2)

2.5 Will the water in the kettle boil, if only switch S is switched ON and why? (3)

2.6 Does the kettle have the same control as the bedside lamp and why? (3)

2.7 Identify FOUR other electrical appliances which work as the same logic as Circuit A and B. (4)

2.8 0 and 1 are TWO numerical values in a Truth Table. What does each numerical value represent? (2)[20]

ACTIVITY 3

Read the case study below and answer the questions that follow.

“The Wonder Stove”

A wonder stove is a paraffin stove that holds 20 litres of paraffin in an insulated tin. This stove has a side vent (a hole to allow air/smoke to pass out or in) that acts as a breather of the stove. It also has a hollow core that directs heat upwards, acting as a chimney and enabling it to be used as a stove.

It is called an energy saving device for two reasons: It saves fuel because it uses small twigs to burn and it also saves on the physical demand of chopping wood for those with limited physical energy. It is a clean burning stove and better than a paraffin burner for those with lung problems. This stove is suitable for cooking food. Another advantage is that it is safer than an open fire and prevents burns. The sides can be touched while the stove is burning as they would be only warm and not hot.

3.1 What is the value of the wonder stove? List TWO reasons. (2)

3.2 List TWO ways that a ‘Wonder Stove’ saves energy. (2)

3.3 Why is it better for people to use the ‘Wonder Stove’ than using a paraffin burner? Give TWO reasons. (2)

3.4 Name TWO ways on how the ‘Wonder Stove’ contributes to safety. (2)

3.5 What is the source of energy used by the ‘Wonder Stove’? (1)

3.6 Is the source mentioned in 3.5 renewable or non-renewable? Give a reason for your answer (2)

3.7 What energy changes take place, when the ‘Wonder Stove’ is burning? Redraw the given diagrams / boxes below to illustrate the energy changes that take place when the ‘Wonder Stove’ is burning.

.

(4)[15]

TOTAL: 50

TASK 5: WORKSHEET


1. The Activities must be answered in the spaces provided OR separate answer sheets may be used.

2. Individual learners may do the Activities on different days.

ACTIVITY 1

Use the items listed below to test if the material could withstand or fail under the following forces: Compression, Tension and Torsion.Things you will need to complete the practical activity are:

Straws Wire (hanger) Brick Elastic band

1.1 Each item must be pushed from both sides for compression. Record your observation.

1.1.1 What happens to the straw when pushed from both sides?

______________________________________________________(1)

1.1.2 What happens to the wire when pushed from both sides?

______________________________________________________(1)

1.1.3 What happens to the brick when pushed from both sides?

______________________________________________________ (1)

1.1.4 What happens to the elastic band when pushed from both sides?

_____________________________________________________ (1)

1.2 Each item must be pulled from both sides for tension. Record your observation.

1.2.1 What happens to the straw when pulled from both sides?

______________________________________________________ (1)

1.2.2 What happens to the wire when pulled from both sides?

______________________________________________________ (1)

1.2.3 What happens to the elastic band when pulled from both sides?

_____________________________________________________ (1)

1.3 Each item must be twisted from both sides in opposite directions for torsion. Record your observation.

1.3.1 What happens to the straw when twisted from both sides in opposite directions?

____________________________________________________(1)

1.3.2 What happens to the wire when twisted from both sides?

______________________________________________________ (1)

1.3.3 What happens to the elastic band when twisted from both sides in opposite directions?

____________________________________________________(1)[10]

ACTIVITY 2

2.1 Study the following figures and answer the questions below.

2.1.1 Why is the A4 paper in Figure A bending when the load of an eraser is placed on it?

(1)

2.1.2 Why is the A4 paper in Figure B not bending when the load of an eraser is placed on it?_____________________________________________________ (1)

2.1.3 Which other paper product that you know of, is strengthened using the same technique as in Figure B? (1)

2.1.4 If you want to build a strong structure which of the two techniques would be appropriate?______________________________________________________ (1)

2.1.5 Which part of a house is similar in shape to the top part ofFigure B? _____________________________________________________ (1)

2.1.6 Why should the part mentioned in 2.1.5 be folded as in Figure B?____________________________________________________ (1)

FIGURE B

FIGURE A

[6]

ACTIVITY 3

3.1 Study the following figure and answer the questions that follow.

FIGURE C

3.1.1 The part marked A is called a … of a structure

_____________________________________________________ (1)

3.1.2 The method used for strengthening / reinforcing this structure is called …_____________________________________________________

(2)

3.1.3 What is the purpose of the part marked A?

_____________________________________________________ (1)

3.1.4 Give ONE material that could be used to build the structure in Figure C._____________________________________________________ (1)

3.1.5 What type of structure is Figure C?

_____________________________________________________ (1)

3.1.6 What is the function of the structure in Figure C?

_____________________________________________________ (1)

3.1.7 Which joining technique will be appropriate for this kind of a structure?_____________________________________________________ (2)

[9]

A

ACTIVITY 4

4.1 This Activity must be done practically under the supervision of the educator and it is important that you understand the characteristics and properties of materials listed below e.g. mass, density, conductivity, water and heat resistance, absorption.

You will need the following items to complete the Activity: A small piece of dry wood (Wooden ice cream stick).A small plastic bag.A piece of cotton cloth.A piece of glass.A piece of steel (nail).10L bucket of water.Instructions: Put each item in the bucket of water for 1 minute. Observe what happens to the object.Use your observations to answer the questions that follow.Explain why each object reacted as it did.

4.1.1 What happens to the small piece of dry wood (Wooden ice cream stick)?_____________________________________________________ (1)

4.1.2 Why do you think it reacted in that way?

_____________________________________________________ (2)

4.1.3 What happens to the small plastic bag?

_____________________________________________________ (1)


_____________________________________________________ (2)

4.1.5 What happened to the piece of cotton cloth?

_____________________________________________________ (1)


_____________________________________________________ (2)

4.1.7 What happened to the piece of glass?

_____________________________________________________ (1)


_____________________________________________________ (2)

4.1.9 What happened to the piece of steel (nail)?

_____________________________________________________ (1)


_____________________________________________________ (2)

[15]

ACTIVITY 5

5.1 Choose 5 tools from the list provided and complete the table below.A list of tools: Claw hammer, Long-nose pliers, Hacksaw, Ring spanner, Calliper, Bow Saw, Pad Saw, Hand drill machine, Flat point screw driver, File, and a Star point screw driver.

Tool How to use a tool How to maintain a tool5.1.1 5.1.6

5.1.2 5.1.7

5.1.3 5.1.8

5.1.4 5.1.9

5.1.5 5.1.10[10]

TOTAL: 50


NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:TECHNOLOGYCODE :TECH4

TOOL:TESTTIME:90 MINUTES

MARKS:50

This assessment tool consists of 4 pages.


1. This assessment tool consists of the following unit standards: 14092, 14095, 14096, 14097 and 14098

2. Educators must have taught all the unit standards before they administer this Assessment task.

SECTION A

QUESTION 1

1. 1 B (1)

1. 2 A (1)

1. 3 D (1)

1. 4 D (1)

1. 5 B (1)[5]

QUESTION 2

2.1 D (1)

2.2 A (1)

2.3 C (1)

2.4 E (1)

2.5 B (1)[5]

QUESTION 3

3.1 TRUE (1)

3.2 TRUE (1)

3.3 TRUE (1)

3.4 FALSE (1)

3.5 FALSE (1)[5]

SECTION B

QUESTION 4

4.1 Salting is a process of adding salt into meat. Freezing is a process of placing meat at very low temperatures especially in a refrigerator. Drying is a process of dehydrating meat by placing it in a well-ventilated room or moderate heat and any other relevant answer (6)

4.2 Follow the safety rules of the workshop.

Never use a tool for a wrong purpose.Wear relevant protective clothing.Safety procedures and operating instructions must be followed when using equipment.Never attempt to use faulty equipment. Any other relevant answer. (3)

4.3 Potential energy is converted to kinetic energyPotential energy is converted to electrical energy Electrical energy is converted to sound energy Any other relevant answer. (2)

4.4 4.4.1 It is a type of structure made of different parts or members joined together to make a framework. It is a type of a structure that could support a load or span a gap (1)

4.4.2 It is a type of structure that protects or holds or encloses or contains (1)

4.5 4.5.1 A pair of scissors, a pair of pliers, see –saw and any other relevant answer (1)

4.5.2 A wheelbarrow, paper punch, nut cracker.(1)[15]

SECTION C

QUESTION 5

5.1 5.1.1 Gear A will rotate clock wise or opposite direction or turn to the right. (1)

5.1.2 Gear B will rotate faster because it a smaller gear with a fewer number of teeth (2)

5.1.3 24 =316 2The speed ratio is 3:2 (3)

5.2 5.2.1 To drive in or to remove nails. (1)

5.2.2 Spanner (1)

5.2.3 Hang safely against the wall. (1)

5.2.4 To drill holes. (1)

5.2.5 Store in a toolbox or cupboard. (1)

5.3 5.3.1 Combination: Mixing ingredients to make dough / mixing different coloured paints to produce a new coloured paint Extraction: Squeezing a fruit to make a fruit juice / boiling cinnamon herbs to make medicine. (4)

5.4 5.4.1 To contain / hold (1)

5.4.2 Frame (1)

5.4.3 A bridge (1)

5.4.4 Frame (1)

5.4.5 To support a load (1)[20]

TOTAL: 50

TOOL 2: ASSIGNMENT


1. This assessment tool consist of the following Unit Standards: 14092, 14097, 140982. This assignment is based on Processing, Energy and Systems and Control.

3. You are required to check the progress of learners at regular intervals.

ACTIVITY 1

1.1 Perishable foods rot / spoil quickly and they should be refrigerated to extend their life-span.Non-perishable foods have a longer life-span and they do not need refrigeration. (2)

1.2 Perishable foods Non-perishable Meat Dried meat / biltong Yoghurt Dried fruits an vegetable Cheese Bran food Fresh milk Canned foods Any other relevant answer (4)

1.3 Micro-organisms (1)

1.4 Anaerobic treatment (Oxygen replacement) is the preservation of fruits and vegetables through the treatment of foodstuffs with gases such as carbon monoxide, carbon dioxide and nitrogen. (4)

[11]

ACTIVITY 2

2.1 Drying , pickling , smoking, freezing, bottling. (2)

2.2 Wash hands. Tie back or cover your hair. Clean the workstation. Any other relevant answer (2)

2.3 Drying meatWash in clean water to reduce bacteria. Cut into small strips so that it can dry quickly. Rub in salt and spices for seasoning and to repel insects. Hang in a ventilated area to slow down/destroy the multiplication of micro-organisms. Leave it to dry completely so that it does not rot / spoil. Bottling vegetablesWash vegetables in salty clean water to remove any soil or dirt. Cut into small pieces so that it may fit in the jar. Boil the vegetables to be softer and kill micro-organisms. Sterilize the jar to prevent kill micro-organisms. Put the vegetables in jar and add the salt / sugar/ vinegar for flavour and preservation. Tightly seal the lid to prevent air from entering the jar. Other relevant preservation processes must be credited.

(10)[14]

ACTIVITY 3

3.1 3.1.1 Electrical appliance Type of energy producedElectric toy car Kinetic / sound energy

Electric kettle Heat/sound/kinetic energy Radio Sound energy Stove Heat energy Electric lamp Light/heat energy Microwave-oven Kinetic/sound/heat energy

[12]

ACTIVITY 4

4.1 4.1.1 Heavy objects could be lifted and moved easily. 4.1.2 You could travel longer distances within a short space of time. 4.1.3 System adds pneumatic advantage. [3]

ACTIVITY 5

5.1 5.1.1

[10] Effort

Fulcrum(3)

5.1.2 Effort

Fulcrum (3)

5.1.3 Effort

Fulcrum

(3)

5.2 Levers make it easier to move heavy objects Force can be applied over a distance. (1)

[10]

TOTAL: 50

TOOL 3: PROJECT


1. This assessment tool consists of Unit Standard 14095

2. This project must be done in groups of not more than four members.

3. The educator should assess learners’ progress and record marks continuously.

Possible answers are provided to guide with assessment. Any other relevant answer must be credited.

Load

Load

Load

ACTIVITY 1: Investigate

1.1 It is difficult for the community members to cross the stream when it rains/the stream gets full of water. (2)

1.2 I will design and make a bridge/pedestrian bridge/a structure that will allow people to cross the river (2)

1.3.1 Cantilever bridge , suspension bridge, beam bridge, arch bridge, truss bridge (3)

1.3.2 Concrete, wood, steel (2)

1.3.3 By making strong joints,/ triangulating the members of the structure/ broadening the base (2)

1.3.4 For the physically disabled people a ramp, which is not too steep, will be constructed. For the elderly the stairs which are not too steep and supporting rails on the side will be constructed.

(2)[13]

ACTIVITY 2: Design

2.1 Rubric for marking the free hand sketches.

Criteria 3 2 1 0Sketches Three sketches are

drawn(3 marks)

Two sketches are drawn(2 marks)

One sketches are drawn(1 mark)

No sketches are drawn(0 mark)

Sketches are relevant to the need

All the sketches are relevant to the need(3 marks)

Two sketches are relevant to the need

(2 marks)

Only one sketch is relevant to the need(1 mark)

No sketches are drawn or are irrelevant

(0 mark)Advantages and disadvantages are listed

Most advantages and disadvantages are listed (3 marks)

Two advantages and disadvantages are listed (2 marks)

Only one advantages and disadvantages are listed (1 mark)

No advantages and disadvantages are listed (0 mark)

Clear labelling of sketches

Three sketches are labelled as Idea1, Idea 2 and Idea 3(3 marks)

Only two are labelled

2 marks)

Only one is labelled

(1 mark)

None is labelled / labelled incorrectly (0 marks)

Total marks obtained------12 (12)

2.2 A rubric to assess a 3D sketch

Criterion 4 3 2 1Is the sketch in 3D

The sketch has been chosen from the possible ideas height, width and breadth

The sketch has been chosen from the possible ideas, it is a 2D/ one view missing

The sketch has been chosen from the possible ideas and has one view only

The sketch is irrelevant to the free hand sketches

Mark obtained ------4

(4)[16]

ACTIVITY 3: Make

3.1 A rubric to assess the making plan

Criterion 4 3 2 1The making plan

The plan is available, steps are clearly explained, relevant with time frames for each activity

The plan is available, steps are clearly explained, relevant but time frames not included OR one aspect from level 4 not included.

The plan is available, steps are clearly explained, relevant but time frames not included OR two aspects from level 4 not included.

The plan is available, steps are clearly explained, irrelevant but time frames not included OR three aspects in level 4 not included.

Mark obtained(4)

3.2 A Checklist to assess the making process and the final model One mark must be allocated for each criterion answered ‘yes’

Criteria Yes No Mark Were appropriate tools used?Were safe working practices followed?Were the group members working as a team?Were measurements taken before cutting?Were appropriate materials used?Is the model according to the specified size?Is the model stable?Is the model able to carry the specified load?Does the model have side rails?Does the model have triangulation?Does the model have a ramp?Does the model have stairs?Does the model resemble a bridge?

(13)[17]

ACTIVITY 4: Evaluate

3.3 Criteria Yes No Mark Is the checklist available?Were all the steps of the project evaluated?Were the findings recorded?Were the submissions done in time?

(4)[4]

TOTAL: 50

TOOL 4: CASE STUDY


1. These activities are based on unit standards 14098, 14092 and 14096.

2. Assess the activities continuously using this tool as a guide.

Copy right reserved Please turn over

ACTIVITY 1

1.1 Hygiene or safety risks Preventative solutionsThe fish may get contaminated if it is not wrapped.

The fish must be covered and stored in a fridge

Liquids on the floor might cause slippery conditions

The floor must be cleaned of spilled liquids

The bin is full and open and bacteria / germs could contaminate the food

It must be emptied and the lid must be closed

The stove-oven is open and people might get burnt.

The oven door must be closed at all times

The over flowing hot pot could cause flames.

It must be properly closed.

The mop on the floor could trip people. It must be stored in a safe place.People could hit the open cupboard door. It must be closed if it is not being used.

And any other relevant answers. [15]

ACTIVITY 2

2.1 Electric kettle has two switchesElectric bedside lamp has two switchesA handmade battery torch has one switch (3)

2.2 Paper clip / switch (1)

2.3 Two switches (wall and the one on the wire) must be ON / both S and L must be ON. (2)

2.4 Circuit B is controlled by two switches and Circuit C is controlled by one switch. (2)

2.5 No, because two switches have to be ON. (3)

2.6 Yes, they both need to be switched ON at the wall and at the device (3)

2.7 A computer, hair dryer, television, electric radio, vacuum cleaner, electric stove etc. (4)

2.8 0 represent OFF and 1 represent ON (2)[20]

ACTIVITY 3

3.1 It saves energy. It is cheap to use.Saves human physical energy.It is safer to use than open fire.It is healthier to use than paraffin burner. (2)

3.2 It uses small twigs to burn therefore it uses little oil. Saves human physical energy for chopping wood. (2)

3.3 It is user friendly to people with lung problems.The sides can be touched even if it is burning therefore people won’t get burned. (2)

3.4 Open fire will be avoided.People will not get burnt even if they touch the sides by mistake..It is a clean burning stove. (2)

3.5 Oil (1)

3.6 Non-renewable because it can only be used once. / Once used it cannot be recycled. (2)


3.7

(4)[15]

TOTAL: 50

TOOL 5 WORKSHEET


1. This assessment tool consists of Unit Standards 14095 and 14097

2. Learners may be credited for any relevant answer even if the answers are not in the memorandum.

ACTIVITY 1

1.1 1.1.1 It bends / fails/ weak under compression / changes shape (1)

1.1.2 It bends/ fails / weak under compression / changes shape

1.1.3 Nothing happens / it is strong under compression / the shape does not change (1)

1.1.4 Changes shape / bends / weak under compression (1)

1.2 1.2.1 May stretch / lose shape/may be thinner / may be longer / may remain the sameNB: The reaction depends on the amount of force applied (1)

1.2.2 It is strong under tension/ does not change shape/remains the same (1)

1.2.3 It is weak under tension / stretches / becomes longer / may even break (1)

1.3 1.3.1 It is weak under torsion / easily twist / loses shape / may even tear (1)

1.3.2 Weak under torsion / changes shape (1)

1.3.3 It is flexible under torsion / easily twist / easily goes back to its original shape when released from torsion

(1)[10]

ACTIVITY 2

2.1 2.1.1 The paper is not strengthened / not corrugated / not folded / the eraser is heavier than the paper (1)

2.1.2 The folding strengthened the paper / the paper is corrugated (1)

2.1. Cardboard (1)

2.1.4 Technique applied in figure B / Corrugation (1)

2.1.5 The roof (1)

2.1.6 For strength / to able to carry a load (1)[6]


Chemical energy

Heat energy

Chemical energy

Light energy

ACTIVITY 3

3.1 3.1.1 A base (1)

3.1.2 Triangulation (2)

3.1.3 To make the structure stable / firm / strong / rigid (1)

3.1.4 Steel (1)

3.1.5 Frame/Man-made (1)

3.1.6 To support (1)

3.1.7 Welding and joining with bolts and nuts. (2)[9]

ACTIVITY 4

4.1 4.1.1 It floats/ it absorbs water (1)

4.1.2 Has lower density than water (2)

4.1.3 It floats/ remains at the top (1)

4.1.4 Has lower density than water / it is very light / it is water proof (2)

4.1.5 It floats for some time and then sinks (1)

4.1.6 It absorbs water easily and fasterThe water absorbed increases the density of the cloth (2)

4.1.7 It sinks (1)

4.1.8 Its density is higher than that of waterThe particles are closely packed (2)

4.1.9 It sinks quickly (1)

4.1.10 Its density is higher than that of waterThe particles are closely packed.

(2)[15]


ACTIVITY 5

5.1 Tool Main purpose How to maintain a toolClaw hammer 5.1.1to drive in and remove nails 5.1.6 Store it safely in a toolboxLong-nose pliers 5.1.2 To cut thin wires / Tie wires in

areas where a normal wire pliers cannot reach

5.1.7 Store it safely in a toolbox

Hacksaw 5.1.3 To saw / cut metal 5.1.8 Clean, oil and hang it along the wall

Ring spanner 5.1.4 to tighten and loosen nuts / bolts

5.1.9 Clean and store in a toolbox

Calliper 5.1.5 To measure the diameter of round objects

5.1.10 Close and store in a toolbox / holder / case

Bow saw To saw curves on thick wood Clean, oil and hang it along the wallPad saw To cut straight and curves in the

middle of sheets / to cut lock holesClean, oil and hang it along the wall

Portable electric drill

To drill holes. Switch off, unplug and store in a toolbox / cupboard / Case

Flat point screw driver

To drive in or remove screws with a slot / groove on its head

Store in a toolbox.

Star point screw driver

To drive in or remove screws with star hole on its head

Store in a toolbox.

File To smoothen/level the surface Clean and store in a toolbox.Any FIVE of the above answers in the correct column. [10]

TOTAL: 50

9. EXTERNAL ASSESSMENT (SUMMATIVE)

The summative assessment component of the TECH4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.

9.1 STRUCTURE OF A QUESTION PAPER

This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:

This question paper consist of the following Instructions and information to the candidate, that may include:

o How the questions should be answered,o The resources needed to complete the paper i.e. calculator, pencil etc.

The paper is divided into three sections i.e. A; B & C. Section A consist of three questions i.e. 1; 2 & 3

o Question 1: Multiple choice test items


Examinations and Assessment Guidelines: TECH4o Question 2: Matching test itemso Question 3: True/False test items

Section B consists of one question Section C consists of two questions Note that some questions might require the analysis and interpretation of graphs, tables, pictures, drawings

and sketches. Where candidates are expected to do calculations, formulae will be provided. Where candidates are expected to complete a table, an example will provided.

9.2 EXEMPLAR QUESTION PAPER

An exemplar of a sample question paper and marking memorandum is included below for reference. Educators are advised to study the mark allocation and instructions, so they can coach their learners on how to answer questions more effectively. This will hopefully inform individual assessment and marking practice.



NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:TECHNOLOGY

CODE:TECH4

DATE:NOVEMBER 2011

TIME:3 HOURS

MARKS:100

This question paper consists of 7 pages.

Examinations and Assessment Guidelines: TECH4INSTRUCTIONS AND INFORMATION

1. This question paper consists of SECTIONS A, B and C.

2. Read ALL questions carefully before answering.

3. Answer ALL questions.

4. When drawing or sketching, use a pencil.

5. Number the answers correctly according to the numbering system used in this question paper.

SECTION A

QUESTION 1

Choose the correct answer and write only the LETTER next to the question number. e.g. 1.1 D

1.1 A system consists of an input, process and …

ABCD

exit.product.output.results. (1)

1.2 A wheelbarrow is an example of…

ABCD

first class lever.second class lever.third class lever.none of the above. (1)

1.3 The energy in motion is referred to as…..

ABCD

kinetic. potential.electrical.solar. (1)

1.4 To get an output in a gearing system a force has to be applied to the…..

ABCD

gear train.driven gear. idler gear.driver gear. (1)

1.5 A non-renewable source of energy.

ABCD

CoalWindSunWater (1)

1.6 A system that uses liquids, is called a ..........system.

ABCD

HydraulicElectricalPneumaticAll of the above (1)

1.7 When using pulleys and belt drives to lift heavy objects, we say the pulleys are providing you with……

ABC

mechanical disadvantage.heavy duty.mechanical effort.


Examinations and Assessment Guidelines: TECH4D mechanical advantage. (1)

1.8 The mechanical control system used at soccer grounds to control the entrance and exit of spectators is referred to as…..

ABCD

pulley. gear train.ratchet and pawl.rack and pinion. (1)

1.9 An appropriate tool used to tighten or loosen nuts.

ABCD

HammerSpannerHack sawScrew driver (1)

1.10 The process of covering paper material with plastic.

ABCD

DryingLaminationVanishingPainting (1)

[10]

QUESTION 2

Choose an item from COLUMN B that matches a description in COLUMN A. Write only the letter (A - J) next to the question number. E.g. 1.11 M

COLUMN A COLUMN B

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

Regulates the flow of fluids and gases in a system.

When components of a structure are pushed from two opposite sides.

The process of reducing the speed of a car using gears.

A method of joining wood.

The input force of a lever..

A negative effect of Technology on the environment..

When components of a structure are pulled from opposite sides.

Energy at rest.

Building a bridge to close a gap across a river.

A process of blending and flavouring food.

A

B

C

D

E

F

G

H

I

J

Effort

Tension

Valve

Compression

Potential

Gluing

Combination

Spanning

Gearing down

Air pollution [10]

QUESTION 3

Indicate whether the following statements are TRUE or FALSE.

3.1 A buzzer gives off sound when current passes through it. (1)

3.2 Coal is a secondary source of energy. (1)

3.3 Ammeters are used to measure the flow of voltage in a circuit. (1)



3.4 A structure with a narrow base is more stable than a structure with a wider base. (1)

3.5 The materials for making fire fighters protective clothes have to be water proof and heat resistant. (1)

3.6 A process of making an apple juice from apple fruits is called extraction. (1)

3.7 A switch is an input device in an electrical circuit. (1)

3.8 An electrical washing machine makes a circular movement when it is in use. (1)

3.9 It is not necessary to put on a helmet when working at a building site. (1)

3.10 When designing a technological product, one has to consider ergonomics. (1)[10]

TOTAL SECTION A: 30

SECTION B

QUESTION 4

4.1 Study the circuit diagram and complete the truth table that follows.

Switch code1 = ON 0 = OFF

Switch1 Switch 2 Output Description

1 0 4.1.1If switch 1 is ON and switch 2 is OFF the output is ON.

0 1 4.1.2 4.1.3

1 1 4.1.4 4.1.5

0 0 4.1.6 4.1.7 (7)

4.2 Describe ONE property for each of the following materials:

4.2.1 Wood (1)

4.2.2 Plastic (1)

4.2.3 Glass (1)

4.3 Materials can be processed in different ways to make a new product. Redraw


Switch 1

Switch 2

Examinations and Assessment Guidelines: TECH4Materials can be processed in different ways to make a new product. Redraw

and complete the table below in your answer book.

(6)

4.4 Study the FIGURE of a gear system below and answer the questions that follow.

Gear A represents 24 teeth.Gear B represents 12 teethGear C represents 48 teethFor calculating the speed ratio, use the formula:

Speed Ratio= Number of teeth on the Driven gear Number of teeth on the Driver gear

4.4.1 Calculate the speed ratio of gear A and B. (3)

4.4.2 Calculate the speed ratio of gear B and C. (3)

4.4.3 If gear A turns once, how many times will gear B turns? (1)

4.4.4 If gear A turns anticlockwise, what will be the direction of gear B? (1)

4.4.5 If gear A turns anticlockwise, what will be the direction of gear C? (1)

4.5 Explain the energy conversion, transfer or transformation in the following instances:

4.5.1 A running petrol engine. (2)

4.5.2 A boiling electrical kettle. (2)

4.5.3 Burning wood.. (2)

4.6 List FOUR functions of mechanisms. (4)

5.3 List FIVE design specifications that have to be considered when designing a Technological product. (5)

TOTAL SECTION B: 40

SECTION C

QUESTION 5

5.1 Complete the table below.

Type of Structure Function Draw an Example


Driver

ACB

Process Example Product Hygienic precaution

Combination Mixing baking ingredients

Cake Washing your hands, etc

ReductionDrying

Examinations and Assessment Guidelines: TECH4Frame 5.1.1 5.1.2

5.1.3 Protection 5.1.4

5.1.5 5.1.6

(8)

5.2 When painting a wall of a house, there are tools and equipment that you would need to complete the task.

5.2.1 List THREE tools / equipment and uses of each. (6)

5.2.2 What TWO safety precautions are to be observed in that environment. (2)

5.3 Technology has both positive and negative effects on the environment. Use your experiences to answer the questions below.

5.4.1 Identify TWO negative effects that Technology has on the environment. (2)

5.4.2 Suggest ONE way of minimising each impact identified. (4)

5.4 Use a table to classify the materials listed below into Raw and Processed materials.

Leather, plastic, cotton, wood and paper (5)

5.5 Identify THREE types of bridges, found in your surroundings. (3)

TOTALSECTION C: 30

TOTAL 100



NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:TECHNOLOGY

CODE:TECH4

DATE:NOVEMBER 2011

TIME:3 HOURS

MARKS:100

This memo consists of 5 pages.


SECTION A

QUESTION 1

1.1 C (1)

1.2 B (1)

1.3 A (1)

1.4 D (1)

1.5 A (1)

1.6 A (1)

1.7 D (1)

1.8 C (1)

1.9 B (1)

1.10 B (1) [10]

QUESTION 2

2.1 C (1)

2.2 D (1)

2.3 I (1)

2.4 F (1)


Examinations and Assessment Guidelines: TECH42.5 A (1)

2.6 J (1)

2.7 B (1)

2.8 E (1)

2.9 H (1)

2.10 G (1) [10]

QUESTION 3

3.1 True (1)

3.2 False (1)

3.3 False (1)

3.4 False (1)

3.5 True (1)

3.6 True (1)

3.7 True (1)

3.8 True (1)

3.9 False (1)

3.10 True (1) [10]

TOTAL SECTION A: 30

SECTION B

QUESTION 4

4.1 Switch1 Switch 2 Output Description

1 04.1.1 1

If switch 1 is ON and switch 2 is OFF the output is ON

0 14.1.21

4.1.3 If switch 1 is OFF and switch 2 is ON the output is ON.



1 14.1.41

4.1.5 If switch 1 is ON and switch 2 is ON the output is ON.

0 04.1.60

4.1.7 If switch 1 is OFF and switch 2 is OFF the output is OFF.

(7)

4.2.1 It absorbs water. It is not fire resistant.Easy to cut and shape. (1)

4.2.2 It is water resistant. It is not fire resistant. (1)

4.2.3 It is brittle. It is water resistant. (1)

4.3

Or any other suitable process. (6)

4.4 4.4.1 1224=1 2The speed ratio is 1:2 (3)

4.4.2 4812= 4 1 The speed ratio is 4:1 (3)

4.4.3 Gear B will rotate twice. (1)

4.4.4 Gear B will turn clockwise. (1)

4.4.5 Gear C will also turn anti-clockwise. (1)

4.5 4.5.1 Chemical to heat/sound/kinetic. (2)

4.5.2 Electrical to heat/kinetic/sound. (2)

4.5.3 Chemical to heat/light. (2)

4.6 Transfer energy. Translate motion from one type to another. Change the direction and the plane of motion.


Process Example Product Hygienic precautionCombination Mixing baking

ingredients.Cake Washing your hands, etc

Reduction Cutting vegetables.

Salad Clean utensils

Drying Hanging strips of meat.

Biltong Cover with a net

Examinations and Assessment Guidelines: TECH4Provide mechanical advantage. Transfer point of application of the force from the input to the output. (4)

4.7 Size, material type, aesthetics, target group, costs , effectiveness,

efficiency, suitability, skills needed.Any other relevant answer. (5)

TOTAL SECTION B: 40

SECTION C

QUESTION 5

(8)

5.2.1 Paint brush- for stroking paint onto the wall. Paint roller - for rolling paint onto the wall. Ladder - to be able to reach upper levels of the wall. Nose and mouth mask- to protect against inhaling paint chemicals. (6)

5.2.2 The ladder must be stable.Cover mouth and nose to prevent inhaling paint chemicals. Ensure that there are no open flames nearby. (2)

5.35.3.1 Air pollution , water pollution , deforestation, sound pollution, transport

accidents, job losses for the unskilled, etc (2)

5.3.2 Reduce gasoline driven engines. Recycle /purify waste. (4)

5.4

(5)

5.5 Beam, cantilever, cable stay, suspension (3)

TOTAL SECTION C: 30

TOTAL: 100

10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES


Type of Structure Function Draw an ExampleFrame 5.1.1 Support 5.1.2 Any correct drawing of a

frame structure. 5.1.3 Shell Protection 5.1.4 Any correct drawing of a

shell structure. 5.1.5 Solid 5.1.6 Support

Raw materials Processed materialsLeather Wood

Plastic Cotton Paper


The Department of Higher Education and Training views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:

Validity Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions are clear, consistent and unambiguousAssessment criteria are strictly adhered toMarking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations are moderated internally.Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location)Assessment is accessible to all candidatesCovers different cognitive levelsNature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.

Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment: It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment: It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment: It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken.Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment,Self-assessment,

Tests, Drawings,Paintings, Graphs,

Assessment grids,Rubrics,

Baseline,Diagnostic,


Examinations and Assessment Guidelines: TECH4Peer-assessment andGroup-assessment.

Physical activities, Projects,Demonstrations,Poems, Dramas, Role-plays, Stories,Songs/music,Oral presentations,Written presentations,Worksheets,Questionnaires,Cassettes, Posters,

Memoranda andObservation sheets.

Formative,Summative andSystemic.

In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.


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