Technical Sciences PAT GR 11 2017 Eng

Downloaded from hlayiso.com TECHNICAL SCIENCES GUIDELINES FOR PRACTICAL ASSESSMENT TASKS GRADE 11 2017 These guidelines consist of 13 pages and 2 rubrics. Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 2 DBE/PAT 2017 NSC – Grade 11 TABLE OF CONTENTS Page 1. INTRODUCTION 3 2. LEARNER GUIDELINES 3 3. EVIDENCE OF MODERATION 4 4. MARK ALLOCATION 4 5. DECLARATION OF AUTHENTICITY 5 EXPERIMENT 1: DETERMINE THE DIFFERNECE BETWEEN PITCH AND LOUDNESS USING AN OSSILLISCOPE 6 EXPERIMENT 2: DETERMINE THE RESISTANCE OF AN UNKNOWN RESISTOR 10 PROJECT: DESIGN A DEVICE THAT MAY BE USED AS A DOOR ALARM 12 RUBRICS: ANNEXURE A: RUBRIC FOR ASSESSMENT OF DESIGN PORTFOLIO ANNEXURE B: RUBRIC FOR ASSESSMENT OF FINAL PRODUCT Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 3 DBE/PAT 2017 NSC – Grade 11 1. INTRODUCTION A practical assessment task (PAT) is COMPULSORY for all candidates offering Technical Sciences in Grade 11. It counts 25% (100 marks) of the final promotion mark. The Grade 11 PAT is implemented across the first and third terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows learners to be assessed regularly during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, such as tests or examinations. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are promoted at the end of the school year. The Technical Sciences PAT in Grade 11 consists of two experiments and a project. The experiments and the project should be administered under supervised conditions. Moderation of the PAT components may take place on site and can include learners redoing the PAT components in the presence of the moderator. 2. LEARNER GUIDELINES 2.1 This PAT consists of TWO experiments and ONE project. 2.2 Compilation of the PAT should start in Term 1, monitored through Terms 2 and 3 and completed in Term 3. 2.3 In the event where learners have to use some equipment from home, the equipment needs to be brought to school so that it can be used under supervised conditions. 2.4 The PAT counts 25% of your final promotion mark for Grade 11. (Experiment 1 = 25; Experiment 2 = 25; Project = 100: TOTAL = 150) 2.5 All work in this PAT must be your own. Group work will NOT be allowed. 2.6 Show ALL calculations clearly and include units. Round off your answers to TWO decimal places. Use correct SI units. Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 4 DBE/PAT 2017 NSC – Grade 11 3. EVIDENCE OF MODERATION Learner's name: School: EVIDENCE OF MODERATION MODERATION SIGNATURE DATE SIGNATURE DATE School-based MARK ALLOCATION PAT MAXIMUM LEARNER'S MODERATED MODERATED MODERATED COMPONENTS MARK MARK MARK MARK MARK (TEACHER) (SCHOOL) (DISTRICT) (PROVINCE) Experiment 1 25 Experiment 2 25 Project 100 TOTAL 150 Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 5 DBE/PAT 2017 NSC – Grade 11 5. DECLARATION OF AUTHENTICITY NAME OF THE SCHOOL: ……………………………………………………….. NAME OF LEARNER: …………………………………………..………………... (FULL NAME(S) AND SURNAME) CLASS: ……….………………………………………………. NAME OF TEACHER: ……………………………………………………………. SCHOOL STAMP I hereby declare that the project submitted for assessment is my own, original work and has not been previously submitted for moderation. ___________________________________ ____________ SIGNATURE OF CANDIDATE DATE As far as I know, the above declaration by the candidate is true and I accept that the work offered is his or her own. ___________________________________ ____________ SIGNATURE OF TEACHER DATE Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 6 DBE/PAT 2017 NSC – Grade 11 EXPERIMENT 1: DETERMINE THE DIFFERENCE BETWEEN PITCH AND LOUDNESS USING AN OSCILLOSCOPE 25 AIM: To determine the difference between pitch and loudness using an oscilloscope. APPARATUS: Oscilloscope Function/Signal generator/Microphone Loudspeaker BNC cables NOTE: Check the type of oscilloscope and the type of function generator you are using. There are two types: digital and analogue. SAFETY PRECAUTIONS: Before making any connection on the oscilloscope, make sure that all controls are in their normal positions. That is: • All push button switches are in an OUT position. • All slide switches are in the u positions. • All rotating controls are centred. • All central TIME/DIV, VOLT/DIV and HOLD OFF controls are in the calibrated, or CAL position. Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 7 DBE/PAT 2017 NSC – Grade 11 METHOD: 1. Switching on the oscilloscope Set the VOLT/DIV control to 1 V/DIV and the TIME/DIV control to 0, 2 s/DIV. 2. Turn on the digital oscilloscope. 3. Use the BNC cables to connect the output of the generator to channel (CH1) of the oscilloscope and the 'aux' (or 'sync' or 'TTL') output to channel (CH2). 4. Switching on the function generator Turn on the function generator. NOTE: The digital function generator takes a few seconds to complete the internal tests, but the analogue generator will be ready right away. 5. Adjust the output level of the generator to produce a variable signal on the oscilloscope screen. Adjust TIME/DIV and VOLT/DIV to obtain a clear display and investigate the effects of pressing the waveform shape button. The rotating FREQUENCY control and the RANGE switch are used together to determine the frequency of the output signal. Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 8 DBE/PAT 2017 NSC – Grade 11 NOTE: Depending on the type of generator, this is how it may be done. 6. When using an analogue generator To set the frequency: • Use the waveform or function switch to select the sine waveform type. • Use the frequency-adjust knob and multiplier button/switch to select the frequency. To set the amplitude: • Set the amplitude knob (Ampl or Attenuator at about 12 o' clock (with any attenuator switches set at 0 dB). OR When using a digital generator To set the frequency: • Use the ∆, ▼ button under the FUNCTION menu to highlight the sine function symbol. • Press the FREQ button and the key in '1' followed by the 'kHz/Vrms' unit buttons. To set the amplitude: • Press the AMPL button followed by '2' and the 'kHz/Vrms' unit button. 7. Set the controls of the function generator to produce a sine wave of about 400–1 000 Hz (1 kHz). 8. Set the amplitude of the signal/function generator output to 1 or 2 volts. 9. Connect the output of the signal/function generator to the oscilloscope. Ensure that the two grounds are connected together. 10. Connect the signal/function generator to the loudspeaker. 11. Increase the frequency on the generator by a factor of two while keeping the amplitude constant. Then observe and draw the pattern of the waves on the oscilloscope. Also listen to the pitch and the loudness of the sound from the speakers, and record your observations. 12. Repeat step 11 TWICE. Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 9 DBE/PAT 2017 NSC – Grade 11 13. Increase the amplitude on the generator by a factor of two whilst keeping the frequency at the original reading. Then observe and draw the pattern of the waves on the oscilloscope. Also listen to the pitch and the loudness of the sound from the speakers, and record your observations 14. Repeat step 13 TWICE. RESULTS: FREQUENCY PATTERNS OBSERVED PITCH Marks ON THE SCREEN (2) (Low, High, Very high) (1) 3 3 3 AMPLITUDE PATTERNS OBSERVED LOUDNESS Marks ON THE SCREEN (2) (Loud, Louder, Loudest) (1) 3 3 3 CONCLUSION: What conclusion can you draw between your observation of the wave pattern and the: 1.1 Pitch (2) 1.2 Loudness (2) QUESTIONS: 1.3 List THREE practical applications of the pitch of sound in technology. (3) [25] Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 10 DBE/PAT 2017 NSC – Grade 11 EXPERIMENT 2: DETERMINING THE RESISTANCE OF AN UNKNOWN RESISTOR 25 AIM: To determine the resistance of an unknown resistor. APPARATUS: Battery (two or three 1,5 V batteries)/a variable power supply/DC power source Ammeter/Multimeter Voltmeter/Multimeter An unknown resistor (Nichrome wire) Rheostat Switch Connecting wires Graph paper SAFETY PRECAUTIONS: The switch must be open between readings to prevent the unknown resistor from heating up. The rheostat should be set to its maximum resistance to obtain the minimum current strength through the circuit. METHOD: 1. Connect the battery/power source, ammeter, the unknown resistor, the switch and the rheostat in series using connecting wires. Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 11 DBE/PAT 2017 NSC – Grade 11 2. Connect the voltmeter across the unknown resistor. 3. Close the switch. Take the ammeter and voltmeter readings. 4. Adjust the rheostat to CHANGE THE CURRENT in the resistance wire, to obtain a new set of voltmeter and ammeter readings. 5. Repeat step 4 to obtain FOUR other sets of voltmeter and ammeter readings. RESULTS: RHEOSTAT AMMETER READING (A) VOLTMETER READING (V) MARKS SETTING (1 mark for each (1 mark for each correct reading) correct reading) 1. 2 2. 2 3. 2 4. 2 5. 2 INTERPRETATION AND CONCLUSION: 1. Use the readings obtained to plot the graph. (5) 2. Use the graph to calculate the gradient. (4) 3. What does the gradient of the graph represent? (2) 4. What is the value of the unknown resistor? (1) 5. Is the unknown resistor an ohmic conductor or a non-ohmic conductor? Give a reason(s) for your answer. (3) [25] Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 12 DBE/PAT 2017 NSC – Grade 11 PROJECT The project consists of a design portfolio, working drawings and a product. INSTRUCTIONS: Develop and design an electric door alarm that can detect any entry into a house or room with a door entrance. The following should be part of the design portfolio: • Cover page • Table of contents • Declaration of authenticity • Problem statement/Situation • Design brief • Research/Investigation • Evaluation of the product • Bibliography/List of reference • Evidence of research, e.g. Internet research, books, magazines, et cetera Copyright reserved Please turn over

Downloaded from hlayiso.com Technical Sciences 13 DBE/PAT 2017 NSC – Grade 11 Provide evidence that you have gathered information to manufacture the device. The flow chart below may help you to complete the project and the portfolio. Situation/Scenario Analyse the situation Carry out research Write a general design brief according to the problem statement and research Work out possible solutions Select preferred solution Write the specifications Prepare working drawing and plan ahead Gather material Construct the product Test and evaluate the design NOTE: Use the attached rubric to ensure all requirements are met and appropriate steps were followed. Copyright reserved

Downloaded from hlayiso.com Technical Sciences DBE/PAT 2017 NSC – Grade 11 ANNEXURE A: RUBRIC FOR ASSESSMENT OF DESIGN PORTFOLIO CRITERIA 80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29% MARK 20 16–20 14–15 12–13 10–11 8–9 6–7 1–5 Exceeded the Required Adequate Necessary Limited information Lack of essential Only name and required information information from information from from list below, information, not register class information, extremely neat: list below, neatly list below, neatly neatly presented: very neatly untidily presented. extremely neat: • Name of learner presented: presented: • Name of learner presented. • Name of learner • Name of school • Name of learner • Name of learner • Name of school • Name of school • Register class • Name of school • Name of school • Register class Presentation • Register class • Year • Register class, • Register class • Year • Year • Appropriate • Year • Year • Appropriate • Appropriate cover illustration • Appropriate • Appropriate cover illustration 20 cover illustration • Appropriate title cover illustration cover illustration • Appropriate title • Appropriate title • Table of • Appropriate title • Appropriate title • Table of • Table of contents • Table of • Table of contents contents • All sections contents contents • All sections • All sections • Page numbers • All sections • All sections • Page numbers • Page numbers • Page numbers • Page numbers The design brief is The design brief is The design brief is The design brief The design brief The simple design The design brief is Development of a extremely well- very well- well-formulated defines the need or defines the needs brief makes little vague and lists no formulated and formulated and and defines the opportunity and or opportunity and reference to the specifications or defines the need defines the need or need or provides a list of provides limited need or problem. constraints. design brief or opportunity. opportunity. opportunity. specifications and specifications. 20 It lists detailed It lists detailed It lists detailed constraints. specifications and specifications and specifications and constraints. constraints. constraints. 20 16–20 14–15 12–13 10–11 8–9 6–7 1–5 Shows evidence of Uses a wide range Uses of a range of Uses adequate Uses relevant Uses less than Collects very little Investigation and a variety of of appropriate information sources to collect research to adequate sources relevant investigation information sources which relevant address the and collects less information. strategies used to sources to develop shows information to problem or need than adequate obtain all relevant innovative design understanding of assist with design identified in the information. analyses information information to options. the problem or ideas. design brief. 20 assist in need. developing innovative design ideas. Copyright reserved

Downloaded from hlayiso.com Technical Sciences DBE/PAT 2017 NSC – Grade 11 20 16–20 14–15 12–13 10–11 8–9 6–7 1–5 MARK Generates an Generates an Shows a HIGH Shows an Shows an Shows a POOR Shows a VERY OUTSTANDING EXCELLENT level of evidence to ADEQUATE level ACCEPTABLE level of evidence to POOR level of variety of variety of generate a variety of evidence to level of evidence to generate a variety evidence to alternative and alternative and of alternative and generate a variety generate a variety of alternative and generate Generation of design ideas innovative ideas innovative ideas innovative of alternative and of alternative and innovative alternative and with different with limited approaches to innovative innovative approaches to innovative 10 approaches to approaches to address the approaches to approaches to address the approaches to address the address the problem or need. address the address the problem or need. address the problem or need. problem or need. problem or need. problem or need. problem or need. OUTSTANDING EXCELLENT A HIGH level of An ADEQUATE An ACCEPTABLE A POOR level of NO justification of justification of the justification of the justification of the level of justification level of justification justification of the the preferred preferred option preferred option preferred option of the preferred of the preferred preferred option option with clear with clear links to with clear links to with clear links to option with clear option with clear with clear links to links to the design the design brief. the design brief. the design brief. links to the design links to the design the design brief. brief. Does not 10 brief. brief. consider links for the research. 10 8–10 7–8 6–7 5–6 4–5 3–4 1–3 Develops a very Develops a very Develops an Reasons well for The solution lacks The solution lacks The solution lacks interesting solution interesting solution interesting solution choice of solution. creativity with creativity with detail, making Communication of and communicates and communicated and effectively Uses good overall limited inappropriate interpretation it exceptionally well it very well using communicates it communication communication communication difficult. using appropriate appropriate effectively using techniques. techniques used. techniques used. Scant attention is ideas techniques and techniques and appropriate given to 10 methods. Uses methods. techniques. communication modelling ideas to techniques. test and explore design thinking. 10 8–10 7–8 6–7 5–6 4–5 3–4 1–3 MARK Shows an Shows an Shows an Shows an Shows a POOR Shows a VERY Shows NO ability OUTSTANDING EXCELLENT ADEQUATE ACCEPTABLE ability to evaluate POOR ability to to evaluate the ability to evaluate ability to evaluate ability to evaluate ability to evaluate the product evaluate the product against Evaluation of product or the product the product the product the product against the design product against the design brief. 5 against the design against the design against the design against the design brief. the design brief. brief. brief. brief. brief. Shows an Shows an Shows an Shows an Shows POOR Shows VERY Shows NO sense artefact OUTSTANDING EXCELLENT ADEQUATE ACCEPTABLE procedures, POOR of understanding procedures, procedures, procedures, procedures, techniques and procedures, to procedures, techniques and techniques and techniques and techniques and processes. techniques and techniques and processes and processes and processes. processes. processes processes 5 indicates possible indicates some improvements. possible improvements. Copyright reserved

Technical Sciences Downloaded from hlayiso.com DBE/PAT 2017 NSC – Grade 11 ANNEXURE B: RUBRIC FOR ASSESSMENT OF FINAL PRODUCT CRITERIA 80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29% MARK 20 16–20 14–15 12–13 10–11 8–9 6–7 1–5 Demonstrates Reviews design of Reviews design of Applies Applies Applies POOR NO commitment continual review of the making the making ADEQUATE ADEQUATE knowledge to shown in the the making process. process with very knowledge to knowledge to review design of planning of the process. few challenges. review design of review design of the making design. the making the making process and seeks process with few process, BUT assistance from 5 challenges. seeks assistance teacher MORE from teacher to OFTEN. proceed with the Planning design. OUTSTANDING Demonstrate Shows GOOD Shows Shows LITTLE Shows VERY No attempt made capability to adapt EXCELLENT resourcefulness ADEQUATE evidence of LITTLE evidence to overcome and modify the resourcefulness and adapt resourcefulness adopting of alternative ways problems design when and adapt capability to adapt and adapt alternative ways of of proceeding difficulties arise. capability in and modify the capability to adapt proceeding when when difficulty is 10 making design when and modify the difficulty is experienced. modifications to difficulties arise. design when experienced. ensure a high difficulties arise quality product. OUTSTANDING EXCELLENT time GOOD time ADEQUATE time ACCEPTABLE POOR time NO regard for time time management. management. management. management. time management. management. management. 5 It shows an It shows an It shows a HIGH It shows an It shows an It shows POOR NO evidence of OUTSTANDING EXCELLENT level level of innovation ADEQUATE level ACCEPTABLE innovation for the innovation in the Creativity/ level of innovation of innovation that that is appropriate of innovation for level of innovation identified solution to the that is appropriate is appropriate to to the design brief. the identified for the identified need/problem. identified Innovation to the design brief. the deign brief. need/problem. need/problem. need/problem. 10 Copyright reserved

Technical Sciences Downloaded from hlayiso.com DBE/PAT 2017 NSC – Grade 11 40 32–40 28–31 24–27 20–23 16–19 12–15 1–11 MARK Demonstrates an Demonstrates an Demonstrates a Demonstrates an Demonstrates an Demonstrates Demonstrates a OUTSTANDING level EXCELLENT level HIGH level of ADEQUATE level ACCEPTABLE POOR regard for LACK of skill/ Manufacturing competency (assembling) of skill/competence in of skill/competence skill/competence in of skill/competence level of skill/ accuracy and competence in the the correct and safe in the correct and the correct and in the correct and competence in the safety in the use of use of appropriate use of a wide range of safe use of a wide safe use of a safe use of correct and safe materials, tools, materials, tools, materials, tools, range of materials, range of materials, appropriate use of appropriate equipment and equipment and equipment and tools, equipment tools, equipment materials, tools, materials, tools, instruments under instruments under 30 instruments under and instruments and instruments equipment and equipment and teacher teacher teacher supervision. under teacher under teacher instruments under instruments under supervision. supervision. supervision. supervision. teacher teacher . supervision. supervision. Adhere to ALL safety Adhere to MOST Pays HIGH level of Pays an Pays LITTLE Pays VERYLITTLE Pays NO attention precautions with of the safety attention to safety ADEQUATE level attention to safety attention to safety to safety with NO EXTENSIVE precautions with precautions with of attention to precautions with precautions with understanding of understanding of the EXCELLENT HIGH level of safety precautions POOR VERY POOR the rules and rules and regulations understanding of understanding of with understanding of understanding of regulations. the rules and the rules and SATISFACTORY the rules and the rules and 10 regulations. regulations understanding of regulations. regulations the rules and regulations. Copyright reserved