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Suggestion for the teacher: Learners can approach the project in groups of three. One learner designs and makes the front view (lid), one learner designs and makes the electric circuit of the game, and the third learner designs and makes the container in which the electric circuit is placed.
Learner 1:
Sketch the front view (2D-drawing) of the electronic game.
(Use sketches of parts, cut out and paste).
Learner 2:
Sketch the layout of the electric circuit. Also apply the necessary captions/comments.
Sketch a circuit diagram. Use the correct symbols and supply a key to explain each symbol.
| Yes | No | |
| 1. Resistor is in serie with light. | ||
| 2. Two wires run from buzzer directly to connector/s. | ||
| 3. Two wires run from light bulb directly to connectors. | ||
| 4. A wire from the buzzer and light each go through one hole of the connector. | ||
| 5. The other two wires from the buzzer and light go through one opening of the connector. | ||
| 6. One wire from the connector goes to the battery and then to the front. | ||
| 7. The other piece of wire goes directly to the outside. | ||
| 8. Both of the outside wires have poles fitted to it. | ||
| 9. Length and width of insulation board are given. | ||
| 10. Five other dimensions are shown. | ||
| 11. Red wire runs from battery to buzzer and light. | ||
| 12. Black wire runs from buzzer and light to battery. | ||
| 13. Key is complete and correct. | ||
| 14. Circuit diagram is complete and correct. |
Learner 3:
Design:
Sketch and planning of container for electric circuit in isometric. Indicate the tessellation pattern and use an isometric grid.
Design the net of the container/box on A3 graph paper.
| Learning Outcomes(LOs) |
| LO 1 |
| TECHNOLOGICAL PROCESSES AND SKILLSThe learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| investigates : |
| 1.1 investigates the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a local context; |
| 1.2 examines existing products relevant to a problem, situation or need. |
| 1.3 investigates by performing simple practical tests relating to aspects of the technological knowledge areas (Structures, Processing, and Systems and Control); |
| 1.4 during investigations, plans a strategy for collecting data and information. |
| design : |
| 1.5 writes or communicates a short and clear statement or a design brief for the development of a product or system related to a given problem, need or opportunity; |
| 1.6 lists product and design specifications and constraints for a solution to a given problem, need or opportunity. |
| 1.7 generates at least two alternative solutions and annotates the ideas; |
| 1.8 chooses possible solutions, gives sensible reasons for choice, and develops a chosen idea using graphics or modelling techniques; |
| make : |
| 1.9 develops a plan. |
| 1.10 chooses and uses appropriate tools and materials to make products by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing different materials with some accuracy; |
| evaluates : |
| 1.12 evaluates the product or system based on criteria linked directly to the design brief and some of the specifications and constraints, and suggests improvements or modifications; |
| 1.13 evaluates the efficiency of the plan of action followed and suggests improving future plans. |
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