Technology Grade 9 Mini Pat Term 1 Memorandum _top_ -

Identifying limitations (e.g., time, budget, tool availability).

Subjecting the model to physical tests (e.g., applying a specific weight or load). Critique: Reflecting on what worked well and what failed.

A short, clear statement explaining the problem and how the student intends to solve it.

If the memo says "labels", you must write "strut" (handles compression) or "tie" (handles tension) on your drawing. technology grade 9 mini pat term 1 memorandum

Now you choose your best idea and develop it into a formal plan. .

The model stands independently, does not wobble, and uses triangulation effectively.

While specific marks can vary slightly depending on provincial directives or specific textbook curricula, the general weighting for a Grade 9 Term 1 Mini-PAT follows this structural distribution: Activity Component Typical Mark Weighting Identifying limitations (e

A: The memorandum expects that there will be changes and adjustments during the making process. The key is to document these changes in your evaluation, explaining why you made them and how they improved your model.

In the South African CAPS curriculum, the is a critical component that evaluates a student's ability to apply theoretical knowledge to a real-world engineering problem.

The memorandum helps teachers deduct marks for: A short, clear statement explaining the problem and

Forces pushing structural members together. ( 1 Mark )

| Section | Topic | Marks | |---------|-------|-------| | A | Investigation & Design Brief | 20 | | B | Design sketches & choice | 30 | | C | Model making | 15 | | D | Evaluation | 5 | | | | 70 |

Documenting specific design changes that would improve efficiency or safety. Phase 5: Communicate

For additional support and resources, students and teachers can refer to the following:

Understanding materials (cardboard, wood, string) and structural components (triangles, joints).