You have already become acquainted with technology and the process that we follow to solve problems. This module aims to equip you to accept a challenge involving structures. You will be guided through the process so that you can compile your own portfolio when you face the challenge at the end of the chapter. You will also be doing focus tasks to improve your ability to communicate graphically, which will help you when you have to produce sketches and do a presentation to introduce your work.
Keep the portfolio in mind:
Technology projects frequently involve solving some kind of problem. There are particular steps that have to be followed in such an instance. These steps involve the technological process. This process does not comprise a set of rules to be followed, but has guidelines, or steps, that help you to solve the problem logically and meaningfully.
The portfolio is the “story” of how you plan to go about solving the problem. It could consist of a text, pictures, sketches, formal drawings, questionnaires, photographs, etc. It should sum up each step of the project from beginning to end. Your educator will show you an example of such a portfolio.
Activity 1
Structures
Just about everything surrounding us is a structure of some kind, or forms part of a structure. You might think of buildings, cranes, bridges, etc. We easily forget that nature also provides many structures. Just think of a spider’s web, for instance, your skull, or the carapace of a tortoise. Structures are divided into two main groups:
Natural structures and man-made structures
People manufacture structures in workshops and factories. All products manufactured by people have structure, even the containers in which products are packaged.
Functions of structures:
Structures have the following functions:
Support, e.g. a chair
Protection, e.g. the carapace of a tortoise
Bridging a gap, e.g. a bridge
Structures are divided further into
framing structures and
casing/capsular structures. The function and the shape of a structure determine whether it is classed as a frame or casing/capsule. A pair of glasses has a framing structure, while your home has a casing/capsular structure. Both are manufactured by people.
Assignment 1
This assignment requires that you identify and describe the structures of a house.
Create a table like the following:
ITEM
CASING/FRAME
FUNCTION
E.g. roof trusses
Frame
Strengthens and supports
Complete the task according to the following guidelines:
Identify the structures of the house. You could also identify common items inside the house, e.g. tables and chairs.
Classify these items as frames or capsules/casings.
Indicate the function of each item.
LO 2.1
Assessment
LO 2
TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING The learner will be able to understand and apply relevant technological knowledge ethically and responsibly.
This is demonstrated when the learner:
structures:2.1 demonstrate knowledge and understanding of frame structures:
the use and application of basic structural components (columns, beams, arches, buttresses, struts, stays, guys, ties);
reinforcing techniques for frame structures (triangulation, webs and fillets, orientation and cross-sectional area and members);
how frame structures can be made strong (e.g. relationship between the size and the shape of the base, the centre of gravity and stability;
processing:2.2 demonstrates a knowledge and understanding of how materials can be processed to change or improve their properties by adapting them to suit particular purposes:
to withstand forces (tension, compression, bending, torsion, shear);
to increase strengths or life-span;
how specific properties suitable for packaging can be achieved.
Memorandum
ACTIVITY 1
The leaf : Encourage the learners to mention further examples of natural structures and to record these in the vacant space surrounding the leaf. The same is applicable to the crane and the examples used to illustrate particular functions .
Assignment 1
Consider letting each learner build a cardboard model of a house in advance.
Allow a fair amount of time for discussion of the learners' tables so that a maximum number of structures can eventually be listed. The list of examples provided below is incomplete.
