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Preface
ACKNOWLEDGEMENTS
I am greatly indebted to Prof C Potgieter for laying the foundation for
this study guide. I am grateful for his insights as presented in the
previous study guide.
I further want to acknowledge the use of Howard Bagshaw's graphics
pages from the Datafile for the book Design and Technology Key Stage
3, Cambridge University Press # 1993. The policy documents from the
Department of Education also acted as a source for the contents of this
study guide. Without these valuable contributions, our attempt to make
the practice of Technology Education relevant and worthwhile would
have been compromised.
DR TI PUDI
31 May 2006
1 FDETE1-A/1
STUDY UNIT 1
Introduction
This definition has been extended by the education authorities for the
purpose of introducing the new Technology learning area into schools
as part of Curriculum 2005:
Technology is the use of knowledge, skills, and resources to
meet human needs and wants, recognise and solve problems
by investigating, designing, developing and evaluating
products, processes and systems.
that society (McCade & Weymer 1996:41). The products, processes and
systems generated by technology have been with us since the beginning
of human existence.
Our early ancestors had particular needs and wants. With the limited
knowledge, skills and materials that they had at their disposal, they
designed tools, weapons and shelters to enhance their living condi-
tions. This design process was probably very much a hit or miss affair.
Today we have the advantage of being able to benefit from what has
already been achieved through the technological process and the
broadening of scientific and other knowledge. We have access to an
enormous range of information, knowledge and skills and a wide
variety of different materials. We also have access to a wide variety of
tools and facilities for using these resources to their best advantage.
These developments enable us to design technological products,
processes and systems in a more goal-directed way to satisfy particular
needs and wants.
The Technology learning area is compulsory for all learners from Grade
0 to Grade 9 (Department of Education 1997a:85). According to Bensen
and Bensen (1993:3), Technology Education could form the basis for
what they call ``know how'', and lay the foundation for the designers
and problem solvers of the future, no matter what particular
occupation they may want to qualify themselves in. Obviously the
development of critical thinking skills and creativity as early as the
foundation phase would be one of the main objectives in this regard
(Mahlke 1993:6). The Technology learning area could then be used as a
vehicle to teach skills in the different ways in which information can be
manipulated and processed. By creating a learning environment that
enhances motivation and positive attitudes (Starko 1995:119), Tech-
nology Education could lay the foundation for the development of
creativity.
Critical and creative thinking as a necessary part of the curriculum is
emphasised by the stipulations of Critical Outcome 1 for Curriculum
2005. The importance of critical and creative thinking in education is
emphasised in Pudi (2006).
STUDY UNIT 2
FIGURE 1
A systematic approach (from Potgieter 1992:76)
PROBLEM Analyse
SITUATION
Formative
Summative
Develop
. observe
. appraise
. try out
. evaluate
It is clear from the preceding tabulation that the planning step (step 3)
has been added to make six steps, as opposed to the five steps in the
design process in the RNCS document.
In figure 2 the structure of the technological process is depicted in
more detail. The technological process should be repeated as many
times as is necessary to ensure that the problem is solved or the need or
FIGURE 2
The technological/design process
PROBLEM/NEED/WANT
(Figure 8) (Figure 3)
PRESENT ANALYSE
!
(Figure 7) ! (Figure 4)
! !!
!
!
MAKE PLAN
(Figure 6) (Figure 5)
13 FDETE1-A/1
FIGURE 3
Analysis of the problem, need or want
Technological process:
Step
Problem analysis
No
Yes !
Adapt Investigate situation
!
?
!
!
Write a brief Identify actual problem
!
!
Analyse problem Gather information
!
2.3 EXAMPLES
2005 project. The company has however set the condition that the
learners themselves have to divide the sweets among them by making a
scale using simple available material (preferably also waste material).
Problem 5: Sundial
You, as the Technology teacher, have to design an interdisciplinary
task {Technology (design, make, evaluate); Science (shadows, day-
night cycle) and Mathematics (count, the time scale)} that the learners
have to make.
Write a brief:
This brief corresponds to problem 1 mentioned above.
Before you write a brief, all the sections of Step 1: Problem analysis of
the technological process should be completed. This information is then
used to write the brief the brief is a summary that is compiled from
the results of the different sections.
The format of the brief can be:
Write/compile a brief
. State the relevant background information with regard to the
situation.
. Give a general but clear outline of the actual problem, need or want.
. Describe the problem, need or want in terms of its components.
17 FDETE1-A/1
. Explain the effect that each component has on the actual problem,
need or want.
. List the relevant specifications, parameters and constraints which
may influence decisions about possible solutions.
STEP 2: DESIGN
(A) Generate different ideas/alternatives:
Generate at least three different ideas/alternatives
(The three ideas should be drawn free-hand)
For the problem requiring a scale for weighing sweets, the following
three ideas/alternatives can be generated:
FIGURE 4
Design and develop alternative solutions/ideas
Idea 1 Idea 2 Idea 3
FIGURE 5
Planning for the realisation of the preferred solution
Technological process:
Step: Planning
Adopt
Adapt !
Good Write a specification
!
?
!
!
Production schedule Working drawings
!
Remember!
Keep the sketches, drawings, diagrams and instructions in your
working drawings
FIGURE 5 (a)
An example of a production schedule in table form
Describe the task Materials Tools Who will the Start Finish
needed needed do task
1
2
3
4
5
6
7
FIGURE 6
Making/manufacturing a prototype of the preferred solution
Technological process:
Step: Making
Adopt
Adapt !
Good Planning for making
!
?
!
!
Precision work Shaping materials
!
!
Finishing surfaces Assembling and joining
!
Specifications
The portfolio file should be designed to show that you have achieved
the outcomes and attempted all the different kinds of activities as
specified in the study guide.
The portfolio file should be designed to show that you have mastered
all the steps in the technological process.
The portfolio file could include your assignments because they are
compiled from the activities in the study guide.
The portfolio file should include a contents page and clear divisions
between the different categories of contents.
The rest is left up to you be innovative and imaginative.
27 FDETE1-A/1
You could for instance use a different page for each of the steps and
include the prototype that you made in step 4. Use your imagination
but see to it that the completed portfolio of the project would enable a
group of learners to follow your arguments and duplicate the project on
their own.
Project 5: Structures
Consult the sheets 89 Paper straws: fixed joints and 90 Paper straws:
moving joints in Making projects and Structures in study unit 5.
Design and make any familiar structure such as a bridge or a house that
will be a demonstration of the different methods that can be used to
strengthen the structure.
Your design should be at such a level that you could expect learners in
a school situation to duplicate the project. Remember to follow all the
steps in the technological process and record them in a portfolio.
NB: Improvisation
From the above-mentioned projects it should be clear that the emphasis
is on using existing and available materials (especially waste materials)
and that your learners should be able to duplicate the designs and make
the products. Improvisation is the name of the game let us keep the
Technology learning area a fun learning area.
All these decisions need to be taken against the background of the brief,
the design document, the specification and the working drawings. The
following are some of the aspects that should be included as criteria
when developing evaluating procedures:
. Appropriateness How well does the design meet the requirements
with regard to the problem, need or want as set out in the original
brief? Is the design appropriate for the intended society?
. Functionality Does the design meet its operational criteria? Is it
overdesigned? Is it underdesigned?
. Aesthetics Does it look good? Do factors such as shape, colour,
texture, proportion and pattern combine to create an acceptable
image or style?
. Ergonomics Does the design incorporate the physiological, socio-
logical and psychological considerations that are necessary for a
comfortable human-product interface?
. Energy usage and recyclability Does the design make economical
use of energy resources? Does the design make use of recycled
materials where appropriate?
. Ecologically friendly Have the necessary precautions been taken
to ensure that the solution does not pose any threat to the
environment in general or to any endangered environment or
species?
. Safety Is the solution safe to use? Does this apply to all situations
where the particular product, process or system may be used?
. Cost Have the costs of the design regarding production time,
production equipment, repair and maintenance been balanced
against requirements with regard to product quality and the needs
of the market for which it is intended?
. Comparison with existing products, processes or systems Does
the design compare favourably with existing products, processes or
systems in the market place?
. Durability Does the length of time for which the product, process
or system can perform its designed function correspond with its
intended term of usage?
. Obsolescence Does the intended life cycle (introduction, growth,
maturity, decline) of the design correspond to the expectations and
needs of the customers and other similar designs? Will it be easy to
replace the product, process or system with a new one?
31 FDETE1-A/1
FIGURE 7
Evaluating the implementation of the prototype
Technological process:
Step: Evaluating
Adopt
Adopt !
Good Evaluation procedure
!!
?
!
Continuous
Feedback
Loop
!
Formative evaluation
!
Evaluation report Summative evaluation
!
FIGURE 7 (a)
An example of a chec klist
Cost 2 2 2
Durability 2 3 2
Functions 2 3 1
Dependability 3 1 2
TOTAL 9 9 7
Evaluating Activity
. Compile a check list of criteria for the evaluation of the portfolio file
you have made in Making activity (6).
. Design an evaluation procedure and evaluate the portfolio file that
you have made by using your check list of criteria and writing an
evaluation report.
. Keep your check list and the evaluation report in a portfolio
As you know, there are many different presentation techniques that can
be used to communicate information for educational, business or
entertainment purposes. These include overhead transparencies,
photographs, video programmes, pamphlets, brochures, posters,
drawings and diagrams. They all, however, have to be designed
properly in order to ensure effective communication (Bagshaw
1991:23).
FIGURE 8
Present information for report and/or marketing purposes
Technological process:
Step: Presenting/
communicating
Information
Adopt
Adapt !
Good Analyse target group
!
?
!
!
Evaluate presentation Set objectives
!
!
Design/produce media Select content
!
!
Select media Visualise content
!
STUDY UNIT 3
Technological resources
3.1 ENERGY
We are surrounded by many different forms of energy. Light, heat,
electricity, magnetism and sound are some of the forms of energy that
we find around us. It is obvious that a rock falling off a cliff is different
from the same rock lying on the ground below. The rock when it is
falling can dislodge other rocks and cause a landslide. A glowing light
bulb is also different from the same bulb when the electricity is
switched off. The glowing light bulb emits light and heat. The
difference between these situations is caused by energy.
Energy can be defined as the ability to do work. In a physical sense,
work is done when a force is applied to an object and it is moved
through a particular distance.
The falling rock possesses energy because it has the ability to do work.
It can exert a force on another rock and move it through a distance.
The electric current flowing through the light bulb causes the particles
in the element to move faster and through larger distances. Again, work
is done. In the process energy in the form of electricity is transformed
into movement energy, which in turn is transformed into light and heat
energy that is emitted from the light bulb (Garret 1995:273; Kent &
Ward 1983:4).
Remember
From the outcomes formulated for this study unit and from the
rationale for Technology Education indicated in study unit 1 it should
be obvious that Technology Education involves a substantial amount of
scientific knowledge and skills.
To make Technology Education relevant, you should always present it
at a level that your particular learners can relate to. It is important,
therefore, that the scientific knowledge and skills involved in the
examples and problems that you use should correspond to what they
are encountering or have encountered in their other learning areas.
This is particularly important with regard to the Natural Sciences
learning area and the Mathematical Sciences learning area.
Chemical energy
When certain chemicals are mixed together to form the fuel for
fireworks or rockets, they have potential chemical energy. When the
fireworks explode or the rockets take off, the potential energy is
changed into kinetic energy. These explosions can do work against the
force of gravity; for example, by throwing pieces of material into the
air. A single chemical or a mixture of chemicals with the ability to do
work is said to have chemical energy. Typical examples are petrol and
diesel, which are the fuels that are used as energy sources to power
motor vehicles. Paraffin is also a source of chemical energy. The
chemical energy in paraffin is converted into heat energy when it is
burnt in a primus stove.
Food energy
Food energy is also a form of chemical energy. Through the process of
photosynthesis, plants absorb energy from sunlight and store it as
chemical energy in certain chemicals such as glucose. When we eat
these plants our bodies use the stored energy to flex and contract our
muscles, for instance, and thus do work. Plant-eating animals use the
energy created by photosynthesis to maintain their life processes.
Other animals then eat the plant-eating animals. In this way they gain
access to the energy stored in the chemicals that the plant-eaters
formed from the chemicals in plants. In this way energy is used to
enable living things to move around and thus do work.
Electrical energy
Electrical energy is one of the most versatile kinds of energy in the
modern technological world. Electrical energy stored in batteries is
used for a variety of purposes such as providing the energy to power a
radio-cassette player or turn the starter motor of a car.
The electricity which one buys from Eskom supplies the energy to
operate many labour-saving appliances such as electrical lights, stoves
and refrigerators. Electric current is used to turn motors and drive the
machinery of appliances such as power drills, vacuum cleaners and
automatic dishwashers.
Electromagnetic energy
Electromagnetic energy results whenever electric charges move or
when electric or magnetic fields increase or decrease over time. The
motion of these charges and fields causes disturbances which are
called electromagnetic waves, which travel away from the site of the
original electrical or magnetic motion.
38
Heat energy
Heat energy is a very common form of energy. Heat energy is derived
from the motion or kinetic energy of the individual molecules of a
substance. The faster the average motion of the molecules, the higher
the temperature of the system. When more and more heat is applied to
water, the molecules start moving faster and faster. Eventually the
water boils and changes into steam, which is a gas. The steam takes up
much more space than the liquid water does. If the steam is trapped in
a sealed container, it builds up very high pressures. The pressurised
steam can then be released to exert a force and drive turbines that
generate electricity for large cities.
Nuclear energy
The particles in the nuclei of some atoms have the ability to rearrange
themselves spontaneously, and certain particles may even be emitted.
This process is called radioactivity, and some of the energy which is
stored in the atoms is emitted during the process.
In the nuclear reactions used in atom bombs and in fission reactors,
free neutrons bombard uranium atoms. When a neutron hits a uranium
nucleus, the nucleus splits into two smaller nuclei, releasing a great
deal of energy. A chain reaction can begin, causing an explosion. During
the chain reaction, some of the neutrons of the uranium nucleus fly off
and hit other nuclei, causing them to split in two as well, releasing
more energy and more neutrons to continue the process.
In the atom bomb the reaction is allowed to continue uncontrolled,
which results in a very powerful explosion. In fission (or nuclear)
reactors the process is controlled by inserting metal rods in the middle
of the uranium to capture some of the neutrons and slow down the
reaction. In nuclear reactors the energy that is released is used to
generate electricity.
39 FDETE1-A/1
gradually swings lower and lower until it finally stops. The reason for
this is that with every movement friction causes some of the energy of
the swing to be transformed into heat energy which is lost to the air
molecules surrounding the swing. This process continues until all the
energy that is lost is equal to the original energy of the swing.
It is important to realise that it is not possible to create energy from
nothing. The total amount of energy in the universe stays constant. All
we can do is transform energy from one form into another and
transport energy from one position to another.
into chemical energy in the battery. When the battery is then used to,
say, power the lights in a farmhouse, the chemical energy is
transformed into electrical energy which in turn is transformed into
light and heat energy.
When energy is transformed or transported, it is rarely possible to
prevent some energy from being lost to the atmosphere through friction
and heat loss. Heat energy stored in the water in a geyser can be
transported using galvanised pipes. To prevent a large amount of heat
energy from being lost to the atmosphere from the pipes, insulating
rags can be wound around them.
When electrical energy is distributed along electrical wire, some of the
energy is lost because of the resistance of the electrical wire. To
conserve as much electrical energy as possible, copper wire is used
because it has a low resistance. The diameter of the wire also
influences the resistance of the wire. Thin wire has greater resistance
than thick wire. Electricity has a particular advantage because it can be
distributed efficiently over large distances by using either insulated
underground cables or overhead transmission lines made of copper
wire.
3.2 MATERIALS
Throughout history people have been using different kinds of materials
to make artefacts and articles to solve problems and satisfy needs and
wants. In the distant past people used naturally occurring materials
such as bone, wood, stone, clay, vegetation and animal hide. At a later
stage, they discovered how to use metals, glass, textiles, concrete and
ceramics.
As technology developed, more and more sophisticated materials were
invented such as stainless steel and aluminium alloys, plastics,
polymers, carbon fibre, Kevlar and Teflon. When designing, one of
the most important aspects to consider is the selection of the most
appropriate materials to use to solve a particular problem or satisfy a
need or a want. When selecting materials, one needs to know the types
and sources of materials that are available. One also needs to know
what their general properties are and how they can be shaped, joined,
assembled and have their surfaces finished off.
Textiles, wood, metals, plastics and inorganic materials such as glass,
clay and concrete are some of the most commonly used materials. In
the paragraphs that follow the properties of some of these materials are
discussed in more detail (Garret 1995:196).
Textiles
Textiles are fabrics that are knitted, woven or bonded from natural or
synthetic fibres. Usually the fibres are spun into yarns or threads that
are knitted or woven together, but fibres are also converted directly
into a felt or bonded fibre fabric by compressing the fibres or using
adhesives, coatings or other types of backings. Knitted fabrics can
usually be stretched considerably and are very flexible. Woven fabrics
are stronger but are less stretchable and flexible while bonded fabrics
are even stronger and much less flexible. Knitted fabrics are made by
linking rows of yarn or thread together with interconnecting loops.
These interconnecting loops straighten and extend when stretched.
Knitted fabrics are used for clothing, hosiery and stretchable shade
cloth. Woven fabrics, on the other hand, are formed by interlacing
fibres at right angles to give a strong and stable structure. Woven
fabrics are used where strength is important for clothing, bags, canvas
and sailcloth. Bonded fabrics are used for filters, hats, dust cloths,
protective clothing and carpets (Glover 1993:73).
Wood
Wood can be used in its natural form or it can be processed into
different wood products such as plywood, chipboard, blockboard,
hardboard, cardboard and paper. In its natural form, wood is usually
used as solid timber. Hardwoods are used for outdoor constructions
and durable furniture. Softwoods are used for general internal
constructions and furniture, where they are not directly exposed to
extreme weather conditions. Plywood is made by gluing together thin
sheets of wood with the grains at right angles to give extra strength. It
is used for toys, interior doors, the bottoms of drawers and the sides of
cupboards. To make blockwood, strips of evenly planed wood are glued
together and then covered with a very thin layer (veneer) of wood to
enhance its appearance. Blockwood is strong and is used extensively
for doors and furniture. Chipboard is made by mixing flakes or chips of
wood (wood cuttings waste material) with glue and compressing the
mixture into flat boards. Chipboard is cheap, not very strong and
rather brittle, which makes it difficult to shape and join. It is used for
kitchen cabinets and other furniture and is often covered with a veneer
to improve its appearance. Hardboard is made by compressing glued
pulped wood fibres together into thin sheets. Hardboard sheets are
used as a cheap covering for large flat areas such as the backs of
cupboards
(Glover 1993:67; Keyser 1997:373).
Metals
Metals are found in the earth's surface as ore which needs to be refined
into pure metals. There are mainly two types of metals, namely ferrous
metals that consist mainly of iron and nonferrous metals which do not
44
contain iron. Because of their relatively low cost, ferrous metals are
widely used, in spite of the fact that they corrode or rust easily and
thus need to be protected by a covering such as paint.
Ferrous metals include cast iron. Because it is so hard and brittle, it is
difficult to shape or machine this metal. Car engines, bench vices and
lathes are made of cast iron by casting the molten metal into moulds to
produce the finished product. Carbon steel is the most commonly used
ferrous metal; its properties change according to the amount of carbon
that is added to the iron when it is melted.
Low carbon steel contains approximately 0.25% of carbon, giving it the
relatively soft and workable properties of mild steel. It is used for
applications such as sheet metal for automobile body parts and tin
cans. It is also used for machinable parts such as nuts and bolts and for
structural sections such as flat iron bars, round iron bars, angle iron
bars, U-beams, H-beams and I-beams.
High carbon steel contains approximately 1% of carbon, giving it the
relatively hard, strong and ductile properties of tool steel. It can be
hardened by using heat treatment, and it is therefore used to make
tools and dies. Stainless steel is a very hard steel which is made
corrosion resistant by adding chromium. It is used for marine fittings,
kitchen sinks and cutlery.
The most commonly used nonferrous metals are aluminium, copper and
brass. There are many other nonferrous metals such as lead, tin, zinc
and duralumin alloy. Aluminium is a soft, easily workable and
lightweight metal. It is corrosion resistant, and because it is a good
conductor of heat it is used for cooking pans, boats, door frames,
window frames, cooking foil and food packaging. Copper is a good
conductor of heat and electricity. It is tough, can be shaped easily and
is used for hot water pipes and cylinders, electrical wires or cables and
for waterproof flashing on roofs. Brass is an alloy of copper (65%) and
zinc (35%) that is harder than both copper and zinc. It is corrosion
resistant, is easily worked and joined, and conducts heat and
electricity well. It is usually used for castings for boats, light fittings
and door fittings (Glover 1993:69; Keyser 1997:203; Rollason
1965:140).
Plastics
There are two main categories of plastics. Thermoplastics are usually
pliable and can be softened and reshaped using heat. Thermosetting
plastics are more rigid, set hard when made and cannot be reshaped
when heated.
A wide variety of thermoplastic products with different properties is
available on the market, and a few of these products are discussed
here. Acrylic or Perspex is hard and brittle and is used for signs,
lighting fixtures and glazing in safety-sensitive areas. Polystyrene is
stiff, light, hard and brittle and is used for food containers, food
45 FDETE1-A/1
utensils, toys and film. Expanded polystyrene is very light, can float, is
a good heat and sound insulator but is mechanically weak. It is mostly
used for packaging, insulation boards and the bodies of surfboards.
Rigid PVC (polyvinylchloride) is stiff, hard, tough, light, has good
chemical resistance and is a good electrical insulator. It is used for
guttering, electrical conduits, shoe soles and even window frames.
Plasticised PVC is soft, flexible and a good electrical insulator, and is
used for water hoses, imitation leather, wire insulation and floor
coverings. Nylon (polyamide) is hard, tough, wear resistant and has a
high melting point, making it suitable for gears, bearings, electrical
equipment, curtain rails and fabrics.
Polyester resins are examples of thermosetting plastics. Polyester resin
is stiff, brittle, has high strength, bonds easily to other surfaces and
wears well. It is used widely for boats, baths, surfboard coverings and
luggage boxes, and is reinforced by using glass fibre matting. Epoxy
resins are high in strength, bond well with other surfaces, do not
conduct electricity, are wear and heat resistant and are widely used as
adhesives or when reinforced to form strong containers and structures.
Melamine formaldehyde is hard, strong, nonpoisonous, heat resistant,
wear resistant, stain resistant and is widely used for kitchen and other
worktops, laminations and kitchen utensils (Glover 1993:71; Keyser
1974:323).
Concrete
Concrete is a mixture of sand, stone, cement and water which hardens
or sets over a period of time as it dries out. Concrete can be formed into
different shapes to make rigid structures such as building blocks,
foundations, floors and, when reinforced, beams, lintels and large
building structures (Keyser 1997:295).
. Consult the section ``Materials'' in study unit 5 and find the table
titled: Properties of materials. You will see that the table is only
partially completed.
. Have a look around your school and in the vicinity of your school,
and identify the most commonly available materials. Do not forget to
include the waste materials that are found at the school, in the homes
of the learners, at local businesses and industries and on nearby
farms. Use the examples in the table as guidelines to find appropriate
materials.
. Consult a library, the teachers of technical learning areas, the local
hardware store and so on and complete the table. Remember to
include those materials that are cheap and commonly available in
your particular area, or even waste material such as wood and metal
46
3.2.3 Selection
There are many factors which should be considered when selecting the
appropriate materials for a particular project. When selecting
materials questions should be asked about:
. the function of the intended project
. the required properties of the finished product
. how the materials and components are to be joined and assembled
. how the surfaces of the final product need to be finished
. what the appearance and texture of the finished product needs to be
. what safety requirements need to be adhered to
. what the constraints are with regard to cost and availability of
materials
. what impact the production process, the final product and the
47 FDETE1-A/1
materials used will have on the environment and the society where it
is to be produced, used and disposed of
3.3 TOOLS
The story of the development of tools is a record of the constant effort
of people to use technology to solve problems and satisfy needs or
wants. People started by using their hands as tools to grasp and move
objects, for instance wood and stone. They made further strides in tool
development when they became dissatisfied with using natural objects
as tools. By chipping, scraping, and smoothing natural objects, people
designed tools to do particular tasks. This enabled them to do more
work and to do it better, and this resulted in the appearance of crude
hammers, chisels, drills, saws, axes, picks and knives. With these tools
people built houses and made more advanced tools. With the discovery
of metals such as copper and iron, which replaced wood and stone as
the tool-making materials, tools lasted longer and were stronger. Today
a wide variety of tools is available, ranging from hand tools to
sophisticated machine tools. It is not possible to describe all the
different types of tools that are available today and their uses, and we
therefore list only the most commonly used measuring and layout or
marking tools (Barker 1995:15).
Measuring tools: steel ruler, folding carpenter's ruler, cloth tape ruler,
retractable metal tape ruler, spring divider, inside calliper, outside
calliper, Vernier calliper, protractor, centre square etc.
Layout and marking tools: compass, trammel points, French curve,
flexible curve, sliding T-bevel, punch marking gauge, metal scriber,
centre punch, awl, pantograph, chalk line, combination square,
framing square, carpenter's level and plumb bob.
Most other tools can be classified as follows: hammers and mallets;
hatchets and nail pullers; drills, drill guides, drill stands and drill
accessories; screwdrivers; pliers; spanners and wrenches; vices;
clamps; knives, snips and scrapers; handsaws; jigsaws and reciprocat-
ing saws; scroll saws; band saws; circular saws; table saws; radial arm
saws; hand planes; spokeshaves and drawknives; power planers and
jointers; routers; mechanical fasteners; chisels, gouges and lathes; files
and rasps; sanding tools; wall covering tools; painting tools; soldering
tools; sheet-metal tools; metal bending and cutting tools; concrete
working tools; masonry tools and bricklaying tools. When you or your
learners are using tools, you need to be prepared for accidents, and you
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3.4 SAFETY
In the technological world we live in, one of the challenges is to be able
to use technological developments safely without damaging our health
in any way. Safety measures are those efforts and precautions that we
take to lessen or to eliminate the hazardous conditions that cause
accidents. Safety can be learnt, and it is possible to predict and take
steps to prevent the majority of accidents. Most accidents are caused
by a lack of knowledge, carelessness, neglect or a lack of appropriate
skills.
To work safely in a technological environment one needs to be educated
about different types of technological activities and to learn about any
hazards associated with a particular activity. If you are informed,
prepared and confident, and able to use your common sense, you know
what steps to take to lessen or avoid hazards and, if you are careful,
you can avoid most accidents. These principles should not be applied
only to the housekeeping, organisation and management of the
technological environment but also in everyday life. This involves
appropriate behaviour, dress and procedures when using technological
products, especially tools, equipment and materials. Most accidents
are caused by the users' ignorance and carelessness and not by the
products themselves. Some of the products that are most commonly
involved in accidents are: sports and recreational equipment; home
furnishings and fixtures; personal-use items; space heating, cooling
and ventilating appliances; home construction materials; stairs, ramps,
landings and floors (causing injury during falls); bicycles and bicycle
accessories; cutlery and tools. Defects in products that cause accidents
may involve faulty materials, manufacturing, and packaging. Tools,
machines, chemicals, electricity, radiation and poorly designed work-
places are all potential causes of accidents. There are a number of
safety guidelines that we should follow in the workshop. Workshop
furniture, materials, tools and equipment should be arranged in such a
way that nobody is endangered when fetching them or working with
them. The safety procedures, operating instructions, emergency stop
buttons, First Aid cabinets, ventilation system and protective clothing
should be clearly marked and displayed. The workplace should always
be kept tidy, and material, tools and equipment not in use should
always be returned to their respective storage places.
Safe working behaviour rules for the workplace should be adhered to.
Safe walking areas should be marked clearly, no running should be
allowed, and people should not be distracted in any way when they are
using power tools. Loose clothes and hair should be tucked away safely
before entering the workplace. The necessary protective clothing for all
situations should always be available. This should include protection
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for the body, head, eyes, ears, face, hands, feet and the respiratory
system. The guidelines recommended by NOSA which we mentioned
earlier are a good starting point to ensure workshop safety (Glover
1995:70).
3.5 SYSTEMS
3.5.1 Types of systems
In general, when we say that someone has a system for doing
something, we mean that he or she has an organised plan or a method.
More specifically, systems can be said to be sets of related activities,
objects or parts which work together as a whole to perform particular
functions. In our technological world there are many different types of
systems. There are, for instance, mechanical systems such as wind-
pumps which use wind energy and a system of mechanical parts that
work together to perform the function of pumping water from a well.
There are electronic systems such as the alarm systems used by shop
owners to alert them when intruders enter their premises. There are
economic systems such as the banking system or the stock exchange
system. There are production systems where raw materials are
processed into the food products we can buy off the shelves in a shop.
The computer which was used to create this tutorial matter is an
example of an information technology system. The word processing,
database, spreadsheet and graphic programs used on a computer are
examples of information processing systems. Management systems are
found in companies where people need to be organised to perform a
variety of tasks and to assign responsibilities. Telecommunication
systems include telephone systems and satellite communication
systems. In all these systems a particular resource (people, material,
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FIGURE 9
Graphical representation of systems
!
! Material Manage Artefacts
Money Organise
Tools Finance
Time Market
FEEDBACK
PROBLEM SOLVED?
NEED/WANT SATISFIED?
CHANGE?
!
ADAPT?
CONTROL
In figure 9 open loop systems are depicted by the process linked by the
dark arrows only and closed loop systems are depicted by the process
linked by both the dark and the shaded arrows. During the feedback
loop, control systems can come into play and change or adapt the input
or the process if necessary (Bagshaw 1991:111).
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Extra!
Consult the section ``Simple mechanisms'' in study unit 5 for a graphic
representation and explanation of the most common simple mechan-
isms and control systems.
feedback that is necessary for the control system to determine what the
next step in the process should be. Light sensors are, for instance, used
to trigger street lights to switch on in the evening and off in the
morning, depending on the amount of light that is detected.
There are also sensors that can detect heat, sound, movement,
pressure, magnetism, moisture etc. It is thus possible to monitor many
of the properties of a process by using different sensors.
Quality control systems rely heavily on sensors to be able to monitor
the quality of products on the production line as well as the quality of
completed products.
Many modern systems are controlled with the aid of microprocessors.
Certain of the functions of cars, microwave ovens, washing machines,
alarm systems, telephone systems and so on are controlled by
microprocessors. The feedback information received from different
sensors is used as the input for the microprocessor control system. The
information is processed by the microprocessor, and control signals
are then sent to output devices such as switches, solenoids, relays,
lights and buzzers. These output devices then influence the original
process in such a way that its output is changed (Bagshaw 1991:143).
the swing needs to support the moving weight of a child in the seat of
the swing without collapsing or falling over. Other examples of frame
structures are bicycle frames, chairs, tables, shelves, scaffolding,
metal gates and metal bridges.
Examples of shell structures are pots, cups, milk cartons, tins,
suitcases, motor vehicle bodies and aircraft fuselages.
Examples of solid structures include beams, lintels, dam walls and
reinforced concrete bridges. The basic structural components that are
used to build or make structures are tubes, platforms, columns, beams,
arches, buttresses, stays, guys, struts, ties, blocks, sheets and bricks.
Extra Activity
Consult the section ``Structures and the stability of structures'' in
study unit 5 for examples of:
. the different types of structures
. the effects when forces act on them
. the different methods that can be used to improve the stability and
strength of structures
3.7 PROCESSING
The activity of changing raw materials into refined materials, finished
products, by-products and waste is referred to as processing.
Processing can take many forms and usually involves the combination,
extraction, conversion and preservation of raw materials to form
usable products. Processing and manufacturing are very similar.
Examples of combining processes are blending, flavouring, assembling,
laminating, soldering, bolting, gluing, dyeing, electroplating and
riveting.
Examples of extraction processes are bleaching, dehydration, distilla-
tion, washing, cracking and splitting to remove substances.
Examples of preservation are sterilisation, dehydration, salting,
cooking, pasteurisation and refrigeration.
Examples of conversion are fermenting, alloying, hybridising, hammer-
ing, bending, moulding, pressing and casting.
Processing is used to change the nature of materials in ways that will
result in the desired products being produced. The processing of raw
materials usually results in the production of a variety of by-products
and waste products. The by-products should be used effectively and
the waste products should be disposed of in an environmentally safe
way.
Remember Activity
Remember to consult the section on ``Graphics'' in study unit 5 for
examples of how data can be represented graphically.
Using a check list like the one above can help to enhance a logical and
articulate product and system selection and evaluation procedure. In
general the following procedure can be developed:
. Determine why there is a need to select or evaluate a particular
product or system.
. Derive and prioritise the factors and constraints that may influence
the selection and evaluation of the particular product or system.
. Observe and test the characteristics and functions of a range of
similar products or systems by using a prioritised check list.
. Compile a selection or evaluation report.
(Bagshaw 1991:73)
STUDY UNIT 4
Teaching Technology
The developmental outcomes envisage learners who are also 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
. develop entrepreneurial opportunities
Basic principles
. Design down, deliver up
. Expanded opportunities
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STUDY UNIT 5
Extra resources
5.1 GRAPHICS
The following graphics pages are from the Datafile for the book Design
and technology Key Stage 3 Core Cambridge University Press. #
1993. Programme director: Howard Bagshaw.
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5.3 STRUCTURES
The following structures pages are from the Datafile for the book
Design and technology Key Stage 3 Core Cambridge University
Press. # 1993 Programme director: Howard Bagshaw
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5.5 MATERIALS
The following projects making pages are from the Datafile for the book
Design and technology Key Stage 3 Core Cambridge University
Press. # 1993 Programme director: Howard Bagshaw.
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Bibliography