NATIONAL CURRICULUM STATEMENT GRADES 10-12 (GENERAL) ppt

CHAPTER 2: MECHANICAL TECHNOLOGY 9CHAPTER 3: LEARNING OUTCOMES, ASSESSMENT STANDARDS, CONTENT 14 AND CONTEXTS Learning Outcome 1: Interrelationship between Mechanical Technology, Society

MECHANICAL TECHNOLOGY

MECHANICAL TECHNOLOGY

HOW TO USE THIS BOOK

This document is a policy document divided into four chapters It is important for the reader to read and integrateinformation from the different sections in the document The content of each chapter is described below

■ Chapter 1 - Introducing the National Curriculum Statement

This chapter describes the principles and the design features of the National Curriculum StatementGrades 10 – 12 (General) It provides an introduction to the curriculum for the reader

■ Chapter 2 - Introducing the Subject

This chapter describes the definition, purpose, scope, career links and Learning Outcomes of the

subject It provides an orientation to the Subject Statement

■ Chapter 3 - Learning Outcomes, Assessment Standards, Content and Contexts

This chapter contains the Assessment Standards for each Learning Outcome, as well as content andcontexts for the subject The Assessment Standards are arranged to assist the reader to see the intendedprogression from Grade 10 to Grade12 The Assessment Standards are consequently laid out in double-page spreads At the end of the chapter is the proposed content and contexts to teach, learn and attainAssessment Standards

■ Chapter 4 – Assessment

This chapter deals with the generic approach to assessment being suggested by the National CurriculumStatement At the end of the chapter is a table of subject-specific competence descriptions Codes,scales and competence descriptions are provided for each grade The competence descriptions arearranged to demonstrate progression from Grade 10 to Grade 12

■ Symbols

The following symbols are used to identify Learning Outcomes, Assessment Standards, grades, codes,scales, competence description, and content and contexts

= Assessment Standard = Competence Description

c

S

C d

C

Human rights, inclusivity, environmental and social justice 4

CHAPTER 2: MECHANICAL TECHNOLOGY 9

CHAPTER 3: LEARNING OUTCOMES, ASSESSMENT STANDARDS, CONTENT 14 AND CONTEXTS

Learning Outcome 1: Interrelationship between Mechanical Technology, Society and the

CONTENT AND CONTEXTS FOR THE ATTAINMENT OF ASSESSMENT STANDARDS 26

PROMOTION 46

AIDS Acquired Immune Deficiency Syndrome

CASS Continuous Assessment

FET Further Education and Training

GET General Education and Training

HIV Human Immunodeficiency Virus

IKS Indigenous Knowledge Systems

NCS National Curriculum Statement

NOSA National Occupational Safety Association

NQF National Qualifications Framework

OBE Outcomes-Based Education

OHS Occupational Health and Safety

RPL Recognition of Prior Learning

SAQA South African Qualifications Authority

STD Sexually Transmitted Disease

CHAPTER 1 INTRODUCING THE NATIONAL CURRICULUM STATEMENT

The adoption of the Constitution of the Republic of South Africa (Act 108 of 1996) provided a basis for curriculumtransformation and development in South Africa The Preamble states that the aims of the Constitution are to:

■ heal the divisions of the past and establish a society based on democratic values, social justice and

fundamental human rights;

■ improve the quality of life of all citizens and free the potential of each person;

■ lay the foundations for a democratic and open society in which government is based on the will of thepeople and every citizen is equally protected by law; and

■ build a united and democratic South Africa able to take its rightful place as a sovereign state in the family

PRINCIPLES

The National Curriculum Statement Grades 10 – 12 (General) is based on the following principles:

■ social transformation;

■ outcomes-based education;

■ high knowledge and high skills;

■ integration and applied competence;

■ progression;

■ articulation and portability;

■ human rights, inclusivity, environmental and social justice;

■ valuing indigenous knowledge systems; and

■ credibility, quality and efficiency

Social transformation

The Constitution of the Republic of South Africa forms the basis for social transformation in our post-apartheidsociety The imperative to transform South African society by making use of various transformative tools stemsfrom a need to address the legacy of apartheid in all areas of human activity and in education in particular.Social transformation in education is aimed at ensuring that the educational imbalances of the past are

redressed, and that equal educational opportunities are provided for all sections of our population If socialtransformation is to be achieved, all South Africans have to be educationally affirmed through the recognition

of their potential and the removal of artificial barriers to the attainment of qualifications

Outcomes-based education

Outcomes-based education (OBE) forms the foundation for the curriculum in South Africa It strives to enableall learners to reach their maximum learning potential by setting the Learning Outcomes to be achieved by theend of the education process OBE encourages a learner-centred and activity-based approach to education TheNational Curriculum Statement builds its Learning Outcomes for Grades 10 – 12 on the Critical and

Developmental Outcomes that were inspired by the Constitution and developed through a democratic

process

The Critical Outcomes require learners to be able to:

■ identify and solve problems and make decisions using critical and creative thinking;

■ work effectively with others as members of a team, group, organisation and community;

■ organise and manage themselves and their activities responsibly and effectively;

■ collect, analyse, organise and critically evaluate information;

■ communicate effectively using visual, symbolic and/or language skills in various modes;

■ use science and technology effectively and critically showing responsibility towards the environment andthe health of others; and

■ demonstrate an understanding of the world as a set of related systems by recognising that problem solvingcontexts do not exist in isolation

The Developmental Outcomes require learners to be able to:

■ reflect on and explore a variety of strategies to learn more effectively;

■ participate as responsible citizens in the life of local, national and global communities;

■ be culturally and aesthetically sensitive across a range of social contexts;

■ explore education and career opportunities; and

■ develop entrepreneurial opportunities

High knowledge and high skills

The National Curriculum Statement Grades 10 – 12 (General) aims to develop a high level of knowledge andskills in learners It sets up high expectations of what all South African learners can achieve Social justicerequires the empowerment of those sections of the population previously disempowered by the lack of

knowledge and skills The National Curriculum Statement specifies the minimum standards of knowledge andskills to be achieved at each grade and sets high, achievable standards in all subjects

Integration and applied competence

Integration is achieved within and across subjects and fields of learning The integration of knowledge and skillsacross subjects and terrains of practice is crucial for achieving applied competence as defined in the NationalQualifications Framework Applied competence aims at integrating three discrete competences – namely, practical,foundational and reflective competences In adopting integration and applied competence, the National CurriculumStatement Grades 10 – 12 (General) seeks to promote an integrated learning of theory, practice and reflection

Progression

Progression refers to the process of developing more advanced and complex knowledge and skills The SubjectStatements show progression from one grade to another Each Learning Outcome is followed by an explicitstatement of what level of performance is expected for the outcome Assessment Standards are arranged in aformat that shows an increased level of expected performance per grade The content and context of each gradewill also show progression from simple to complex

Articulation and portability

Articulation refers to the relationship between qualifications in different National Qualifications Framework levels orbands in ways that promote access from one qualification to another This is especially important for qualificationsfalling within the same learning pathway Given that the Further Education and Training band is nested between theGeneral Education and Training and the Higher Education bands, it is vital that the Further Education and TrainingCertificate (General) articulates with the General Education and Training Certificate and with qualifications in similarlearning pathways of Higher Education In order to achieve this articulation, the development of each Subject

Statement included a close scrutiny of the exit level expectations in the General Education and Training LearningAreas, and of the learning assumed to be in place at the entrance levels of cognate disciplines in Higher Education.Portability refers to the extent to which parts of a qualification (subjects or unit standards) are transferable toanother qualification in a different learning pathway of the same National Qualifications Framework band Forpurposes of enhancing the portability of subjects obtained in Grades 10 – 12, various mechanisms have beenexplored, for example, regarding a subject as a 20-credit unit standard Subjects contained in the NationalCurriculum Statement Grades 10 – 12 (General) compare with appropriate unit standards registered on the

Human rights, inclusivity, environmental and social justice

The National Curriculum Statement Grades 10 – 12 (General) seeks to promote human rights, inclusitivity,environmental and social justice All newly-developed Subject Statements are infused with the principles andpractices of social and environmental justice and human rights as defined in the Constitution of the Republic ofSouth Africa In particular, the National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues

of diversity such as poverty, inequality, race, gender, language, age, disability and other factors

The National Curriculum Statement Grades 10 – 12 (General) adopts an inclusive approach by specifyingminimum requirements for all learners It acknowledges that all learners should be able to develop to their fullpotential provided they receive the necessary support The intellectual, social, emotional, spiritual and physicalneeds of learners will be addressed through the design and development of appropriate Learning Programmesand through the use of appropriate assessment instruments

Valuing indigenous knowledge systems

In the 1960s, the theory of multiple-intelligences forced educationists to recognise that there were many ways

of processing information to make sense of the world, and that, if one were to define intelligence anew, onewould have to take these different approaches into account Up until then the Western world had only valuedlogical, mathematical and specific linguistic abilities, and rated people as ‘intelligent’ only if they were adept inthese ways Now people recognise the wide diversity of knowledge systems through which people make sense

of and attach meaning to the world in which they live Indigenous knowledge systems in the South Africancontext refer to a body of knowledge embedded in African philosophical thinking and social practices that haveevolved over thousands of years The National Curriculum Statement Grades 10 – 12 (General) has infusedindigenous knowledge systems into the Subject Statements It acknowledges the rich history and heritage ofthis country as important contributors to nurturing the values contained in the Constitution As many differentperspectives as possible have been included to assist problem solving in all fields

Credibility, quality and efficiency

The National Curriculum Statement Grades 10 – 12 (General) aims to achieve credibility through pursuing atransformational agenda and through providing an education that is comparable in quality, breadth and depth tothose of other countries Quality assurance is to be regulated by the requirements of the South African

Qualifications Authority Act (Act 58 of 1995), the Education and Training Quality Assurance Regulations, andthe General and Further Education and Training Quality Assurance Act (Act 58 of 2001)

THE KIND OF LEARNER THAT IS ENVISAGED

Of vital importance to our development as people are the values that give meaning to our personal spiritual and

intellectual journeys The Manifesto on Values, Education and Democracy (Department of Education,

2001:9-10) states the following about education and values:

Values and morality give meaning to our individual and social relationships They are the common currencies that help make life more meaningful than might otherwise have been An education system does not exist to simply serve a market, important as that may be for economic growth and material prosperity Its primary purpose must be to enrich the individual and, by extension, the broader society.

The kind of learner that is envisaged is one who will be imbued with the values and act in the interests of asociety based on respect for democracy, equality, human dignity and social justice as promoted in the

Constitution

The learner emerging from the Further Education and Training band must also demonstrate achievement of theCritical and Developmental Outcomes listed earlier in this document Subjects in the Fundamental LearningComponent collectively promote the achievement of the Critical and Developmental Outcomes, while specificsubjects in the Core and Elective Components individually promote the achievement of particular Critical andDevelopmental Outcomes

In addition to the above, learners emerging from the Further Education and Training band must:

■ have access to, and succeed in, lifelong education and training of good quality;

■ demonstrate an ability to think logically and analytically, as well as holistically and laterally; and

■ be able to transfer skills from familiar to unfamiliar situations

THE KIND OF TEACHER THAT IS ENVISAGED

All teachers and other educators are key contributors to the transformation of education in South Africa TheNational Curriculum Statement Grades 10 – 12 (General) visualises teachers who are qualified, competent,dedicated and caring They will be able to fulfil the various roles outlined in the Norms and Standards forEducators These include being mediators of learning, interpreters and designers of Learning Programmes andmaterials, leaders, administrators and managers, scholars, researchers and lifelong learners, community

members, citizens and pastors, assessors, and subject specialists

STRUCTURE AND DESIGN FEATURES

Structure of the National Curriculum Statement

The National Curriculum Statement Grades 10 – 12 (General) consists of an Overview Document, the

Qualifications and Assessment Policy Framework, and the Subject Statements

The subjects in the National Curriculum Statement Grades 10 – 12 (General) are categorised into Learning Fields

What is a Learning Field?

A Learning Field is a category that serves as a home for cognate subjects, and that facilitates the formulation ofrules of combination for the Further Education and Training Certificate (General) The demarcations of theLearning Fields for Grades 10 – 12 took cognisance of articulation with the General Education and Trainingand Higher Education bands, as well as with classification schemes in other countries

Although the development of the National Curriculum Statement Grades 10 – 12 (General) has taken thetwelve National Qualifications Framework organising fields as its point of departure, it should be emphasisedthat those organising fields are not necessarily Learning Fields or ‘knowledge’ fields, but rather are linked tooccupational categories

The following subject groupings were demarcated into Learning Fields to help with learner subject

combinations:

■ Languages (Fundamentals);

■ Arts and Culture;

■ Business, Commerce, Management and Service Studies;

■ Manufacturing, Engineering and Technology;

■ Human and Social Sciences and Languages; and

■ Physical, Mathematical, Computer, Life and Agricultural Sciences

What is a subject?

Historically, a subject has been defined as a specific body of academic knowledge This understanding of asubject laid emphasis on knowledge at the expense of skills, values and attitudes Subjects were viewed bysome as static and unchanging, with rigid boundaries Very often, subjects mainly emphasised Western

contributions to knowledge

In an outcomes-based curriculum like the National Curriculum Statement Grades 10 – 12 (General), subjectboundaries are blurred Knowledge integrates theory, skills and values Subjects are viewed as dynamic, alwaysresponding to new and diverse knowledge, including knowledge that traditionally has been excluded from theformal curriculum

A subject in an outcomes-based curriculum is broadly defined by Learning Outcomes, and not only by its body

of content In the South African context, the Learning Outcomes should, by design, lead to the achievement ofthe Critical and Developmental Outcomes Learning Outcomes are defined in broad terms and are flexible,making allowances for the inclusion of local inputs

What is a Learning Outcome?

A Learning Outcome is a statement of an intended result of learning and teaching It describes knowledge,skills and values that learners should acquire by the end of the Further Education and Training band

What is an Assessment Standard?

Assessment Standards are criteria that collectively describe what a learner should know and be able to

demonstrate at a specific grade They embody the knowledge, skills and values required to achieve the

Learning Outcomes Assessment Standards within each Learning Outcome collectively show how conceptualprogression occurs from grade to grade

Contents of Subject Statements

Each Subject Statement consists of four chapters and a glossary:

■ Chapter 1, Introducing the National Curriculum Statement: This generic chapter introduces the National

Curriculum Statement Grades 10 – 12 (General)

■ Chapter 2, Introducing the Subject: This chapter introduces the key features of the subject It consists of a

definition of the subject, its purpose, scope, educational and career links, and Learning Outcomes

■ Chapter 3, Learning Outcomes, Assessment Standards, Content and Contexts: This chapter contains

Learning Outcomes with their associated Assessment Standards, as well as content and contexts for

attaining the Assessment Standards

■ Chapter 4, Assessment: This chapter outlines principles for assessment and makes suggestions for recording

and reporting on assessment It also lists subject-specific competence descriptions

■ Glossary: Where appropriate, a list of selected general and subject-specific terms are briefly defined.

LEARNING PROGRAMME GUIDELINES

A Learning Programme specifies the scope of learning and assessment for the three grades in the FurtherEducation and Training band It is the plan that ensures that learners achieve the Learning Outcomes as

prescribed by the Assessment Standards for a particular grade The Learning Programme Guidelines assistteachers and other Learning Programme developers to plan and design quality learning, teaching and

assessment programmes

CHAPTER 2 MECHANICAL TECHNOLOGY

Mechanical Technology plays an increasingly important role in the lives of all South Africans, due to its

influence on the scientific and technological developments which underpin its importance in our country’seconomic growth and the social well-being of our communities It underpins many of the technologies takenfor granted, from the water we drink to the vehicles we use for the movement of manufactured goods,

processed food and materials, and so on

The subject Mechanical Technology will expose learners to knowledge, skills and values relevant to

manufacturing processes It takes cognisance of and relates to the Critical and Developmental Outcomesoutlined in Chapter 1, by teaching learners to:

■ understand the social contribution of Mechanical Technology with regard to the promotion of a culture ofhuman rights, economic growth, entrepreneurship, sustainability, and as a tool for change, improving thequality of life and providing solutions that are responsive to individual and community needs;

■ identify and solve problems in a Mechanical Technology environment using critical and creative thinking,

in order, among others, to develop the creative potential of learners;

■ communicate effectively using verbal, written, visual, graphical and electronic communication and

mathematical skills as applied to Mechanical Technology;

■ organise and manage activities responsibly, and effectively collect, analyse, organise, critically evaluate andpresent information;

■ use science and technology effectively and creatively, showing responsibility towards the environment andthe rights and health of others, with particular reference to managing the impact of Mechanical Technology

on natural resources, cultural values and socio-economic development; and

■ demonstrate an understanding of the ethical considerations, values and attitudes which relate to MechanicalTechnology

Learners are prepared for various career pathways and additional education and training opportunities by:

■ applying knowledge and skills in Mechanical Technology;

■ developing entrepreneurial skills;

■ exploring education and career opportunities, thus becoming lifelong learners; and

■ learning to be sensitive to the rights of others including those living with and affected by HIV/AIDS andpeople with disabilities

SCOPE

Mechanical Technology gives learners the opportunity to:

■ carry out practical projects, simulations of systems, tasks and real-life projects using a variety of processesand skills;

■ learn by solving mechanical problems in methodical and creative ways;

■ learn by dealing directly with inclusivity, human rights, social and environmental issues in their theoreticaland practical tasks;

■ use and engage with subject-related knowledge in a purposeful way;

■ use a variety of life skills when working on projects in an authentic context (e.g decision making, criticaland creative thinking, co-operation, needs identification); and

■ develop more positive attitudes and perceptions towards mechanically-based careers

The following generic concepts are embedded in Mechanical Technology:

■ safety and first aid (including HIV/AIDS awareness);

■ effective communication techniques;

■ application of customer relations;

■ use of computers;

■ materials, their properties and uses;

■ fasteners;

■ measuring instruments;

■ hand and workshop skills;

■ tools and equipment;

■ application of manufacturing processes; and

■ application of scientific principles

EDUCATIONAL AND CAREER LINKS

The study of Mechanical Technology builds on the systems, controls, structures and processes found in theTechnology Learning Area Statement for the General Education and Training band It serves to further developlearners’ knowledge and understanding of levers, pulleys, gears and mechanisms Learners are also exposed to

the use and application of mechanical advantage, designs and structures as applied in design to promote safetyand efficiency A study of Mechanical Technology provides many career opportunities for people with a range

of disabilities, allowing them to be economically active

The Subject Statement is designed to provide learners with a sound academic base that integrates technicaland practical competencies It provides a sound foundation for further studies in the Mechanical Engineeringfield at Higher Education institutions, as well as a number of related trades and learnerships in the

alternative Further Education and Training sectors Typical examples of employment, although not exhaustive,are:

■ automotive mechanic;

■ automotive bodywork repairer and spray painter;

■ earth-moving equipment mechanic;

■ farm implements mechanic;

■ air conditioning and refrigeration technician;

■ learnerships in the aerospace and metal engineering industry (e.g boilermakers, machinists and fitters); and

This Learning Outcome acknowledges the interrelationship between Mechanical Technology and the

environment It provides an understanding of the impact of Mechanical Technology on society and the

environment, its advantages and disadvantages, and how it can be utilised to improve the quality of life of theindividual and communities

This Learning Outcome will be achieved when learners develop and use:

■ knowledge of how Mechanical Technology, society and the environment interact with one another;

■ appropriate information to provide solutions to problems related to Mechanical Technology; and

■ knowledge of concepts used in Mechanical Technology in relation to processes, structures, systems andcontrols

Learning Outcome 2: Knowledge and Understanding

The learner is able to demonstrate an understanding and the ability to apply relevant mechanical technology knowledge ethically, responsibly and effectively.

This Learning Outcome helps learners to make informed decisions and enables them to have a broader

understanding of how Mechanical Technology relates to their everyday lives

Learning Outcome 3: Processes and Skills

The learner is able to demonstrate the ability to apply mechanical technology processes and skills using appropriate information in a variety of contexts.

This Learning Outcome captures the application of processes and skills to solve problems in the MechanicalTechnology field Mechanical problems are identified through investigation and solutions are designed Repairsand manufacturing methods are implemented and evaluated

CHAPTER 3

LEARNING OUTCOMES, ASSESSMENT STANDARDS, CONTENT

AND CONTEXTS

Learning Outcome 1

Interrelationship between Mechanical

Technology, Society and the

Environment

The learner is able to demonstrate an

understanding of the interrelationship between

mechanical technology, society and the

environment.

Grade 10

■ Identify and prevent hazardous conditions bytaking precautions to avoid injuries andaccidents

■ Describe the impact of unsafe workingprocedures and the importance of industrialhousekeeping on the working environment,society and the economy

■ Describe precautions to be taken in order toprevent fires and explosions

■ Apply personal hygiene and safety measures

■ Understand basic first aid and AIDS awarenessmeasures

■ Recognise human rights and the individual’sresponsibility with reference to the impact ofmechanisation on the environment and the rights

Assessment Standards

We know this when the learner is able to:

Grade 11 Grade 12

■ Demonstrate an understanding of the safety and

manufacturing regulations as promulgated in the

Occupational Health and Safety Act

■ Critically evaluate the impact of unsafe working

procedures and the importance of industrial

housekeeping on the working environment,

society and the economy

■ Classify fires and their prevention

■ Apply hygiene and safety measures in terms of

the working environment

■ Understand basic first aid and AIDS awareness

measures

■ Apply mechanisation in a responsible manner,

respecting human rights and environmental

justice

■ Apply self in a responsible manner

■ Explain the role of others and their impact on

the immediate working environment

■ Apply the Occupational Health and Safety Actand its amendments with special reference to thesections on machining and workplace practices

■ Develop working procedures that are inharmony with the working environment, societyand the economy

■ Describe and utilise methods of firefighting

■ Apply hygiene and safety measures in terms ofthe larger ecosystem

■ Understand basic first aid and AIDS awarenessmeasures

■ Respect human rights and understand the impact

of applied mechanisation and automation on theenvironment and society

■ Apply Mechanical Technology processes andtechniques ethically

■ Understand the potential of skills within a teamand demonstrate initiative in an ethical manner

Learning Outcome 1

Continued

IInterrelationship between Mechanical

Technology, Society and the

Environment

The learner is able to demonstrate an

understanding of the interrelationship between

mechanical technology, society and the

environment.

Grade 10

■ Recognise and identify the impact of technology

on society, the environment and the economy

■ Demonstrate an awareness of transmittablediseases in the workplace

■ Demonstrate an understanding of the effect ofbiases on society, the environment and theeconomy

■ Communicate effectively using a variety ofmedia and means of communication

■ Understand entrepreneurial principles toimprove the economy and increase employment

Assessment Standards

We know this when the learner is able to:

Grade 11 Grade 12

■ Assess and evaluate the impact of technology on

society, the environment and the economy

■ Apply safety measures to prevent HIV/AIDS

and other infectious diseases in self and others

■ Conduct all work and projects in an inclusive

manner, taking into consideration measures of

reasonable accommodation

■ Prepare written reports with supporting visual

media

■ Apply entrepreneurial principles to stimulate the

economy and employment

■ Develop strategies to minimise any negativeimpact of technology on society, the

environment and the economy

■ Demonstrate an understanding of the impact ofHIV/AIDS on society, the environment and theeconomy

■ Develop strategies to eradicate biases

■ Present information and communicatepredictions and solutions

■ Investigate entrepreneurial opportunities in localand global markets

Learning Outcome 2

Knowledge and Understanding

The learner is able to demonstrate an

understanding and the ability to apply relevant

mechanical technology knowledge ethically,

responsibly and effectively.

■ Understand and explain the components of acomputer work station

■ Describe the properties of engineeringmaterials

■ Describe the effects of thermal energy onengineering materials

■ Distinguish between the different types of forcesfound in steel structures

■ Read and apply dimensions and load-carryingcapacities from engineering catalogues

■ Explain the principles and functions of basicworkshop tools and equipment

■ Explain vernier scales as applied usingmeasuring instruments

■ Explain the functions of components applicable

to different mechanical systems

■ Describe the meaning of different symbols used

■ Demonstrate an understanding of software that

can be used in this subject

■ Classify engineering materials according to their

uses and nature

■ Apply the effects of thermal energy to

engineering materials

■ Understand the effect of moments and torques

in structural engineering components

■ Apply design principles to steel structures

■ Explain the principles and functions of

purpose-made tooling and equipment correctly

■ Interpret data readings from specialised

■ Critically analyse heat treatment processes andtheir effects on engineering materials

■ Apply the concepts of stress, strain and themodulus of elasticity

■ Explain the principles and functions ofadvanced engineering equipment

■ Explain the principles and functioning ofadvanced measuring equipment

■ Explain the effects of malfunctions in differentsystems

■ Contextualise the usage of symbols inengineering

■ Interpret terminology in the context ofMechanical Technology

Learning Outcome 2

Continued

Knowledge and Understanding

The learner is able to demonstrate an

understanding and the ability to apply relevant

mechanical technology knowledge ethically,

responsibly and effectively.

■ Explain the use of different types of joints

■ Describe the different jointing applications

■ Explain the use of mechanisms

■ Explain the different types of energy

■ Explain mechanical systems

■ Understand the operation of control systems

Grade 10

Assessment Standards

We know this when the learner is able to:

■ Compare the application of materials used in

jointing

■ Compare the types and formats of jointing

■ Explain the use of linkages

■ Explain power systems

■ Explain the causes of deterioration in

mechanical systems

■ Identify causes of malfunction

■ Compare the correct and incorrect application ofjointing materials

■ Analyse the incorrect application of jointingmaterials

■ Explain the purpose and use of linkages inmechanical systems

■ Use formulae applied to power systems

■ Identify the most suitable processes in repairingcomponents

■ Select appropriate corrective actions

Learning Outcome 3

Processes and Skills

The learner is able to demonstrate the ability to

apply mechanical technology processes and skills

using appropriate information in a variety of

■ Identify pneumatic and hydraulic symbols

■ Read and interpret basic engineering drawings,sketches, diagrams and work instructions

■ Apply simple marking off techniques

■ Demonstrate an understanding of cutting toolgeometry

Grade 10

Assessment Standards

We know this when the learner is able to:

■ Select materials suitable for the required

application

■ Apply the effects of thermal energy on

engineering materials

■ Select appropriate lubrication systems and apply

strategies to prevent leakage

■ Use simple formulae to calculate various

components in structures

■ Select measuring instruments and take accurate

measurements of parts and components

■ Use hand tools and equipment correctly

■ Use power tools and equipment correctly

■ Design and draw simple pneumatic and

hydraulic circuits

■ Read, interpret and use manufacturer’s

specifications

■ Use basic trigonometric ratios applied to

marking off techniques

■ Sharpen cutting tools accurately and correctly

■ Apply measures to effect changes to properties

of materials to enhance their suitability

■ Apply strategies using lubrication systems toneutralise the adverse effects of forces

■ Use complex formulae to calculate variouscomponents in structures

■ Use calculations to determine accuratemeasurements using precision engineeringequipment

■ Maintain all types of hand tools andequipment

■ Maintain power tools and equipment

■ Design and draw logic diagrams for pneumaticsystems

■ Use manufacturer’s specifications, and compile,analyse and present reports

■ Apply mathematical principles in setting outand marking off procedures and techniques

■ Identify the correct application of coolants andcutting fluids

Learning Outcome 3

Continued

Processes and Skills

The learner is able to demonstrate the ability to

apply mechanical technology processes and skills

using appropriate information in a variety of

contexts.

■ Identify different types of joints

■ Demonstrate an understanding of the correctpreparation of materials to be joined

■ Identify, remove and install components ofmechanical systems

■ Demonstrate an understanding of theunderpinning principles of systems

■ Make minor adjustments

Grade 10

Assessment Standards

We know this when the learner is able to:

■ Select the correct applications of joints

■ Use mechanical and electrical methods to join

materials

■ Dismantle, assess and evaluate the deterioration

of components

■ Apply fault finding procedures

■ Make major adjustments

■ Demonstrate an understanding of the safetyrequirements of pressure vessels according tothe Occupational Health and Safety Act

■ Repair and assemble components and effectapplicable adjustments

■ Diagnose and repair systems

■ Identify and replace components

■ Understanding the Occupational Health andSafety Act

■ Description of the impact of accidents

■ Description of the principles of prevention

■ Understanding of personal hygiene and theobjectives of the National Occupational SafetyAssociation (NOSA)

■ Understanding basic first aid

■ Understanding human rights and respectingothers in the context of mechanisation

CONTENT AND CONTEXTS FOR THE ATTAINMENT OF

C

Grade 10

Learning Outcome 1

Interrelationship between Mechanical

Technology, Society and the

Environment

The learner is able to demonstrate an understanding

of the interrelationship between mechanical

technology, society and the environment.

Proposed content

■ Analysis of the Occupational Health and Safety

Act and regulations

■ Evaluation of the impact of accidents

■ Analysis of the principles of prevention

■ Application of the principles of the National

Occupational Safety Association (NOSA) for

■ Understanding human rights and basicconditions of employment, including workethics.

■ Understanding the principles of teamwork

■ Understanding environmental engineering

■ Identification of health hazards and HIV/AIDS

■ Understanding human rights inclusivity andindigenous knowledge systems issues

■ Effective communication using a variety ofmedia

■ Understanding the principles of entrepreneurialactivity

Grade 10

Learning Outcome 1

Continued

Interrelationship between Mechanical

Technology, Society and the

Environment

The learner is able to demonstrate an understanding

of the interrelationship between mechanical

technology, society and the environment.

Proposed content