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Dominant Code:


LO 1

Technological Processes and Skills

The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.

We know this when the learner:

1.1 finds out about the background context (e.g. people, environment, nature of the need) when given a problem, need or opportunity and lists the advantages and disadvantages that a technological solution might bring to people;

1.2 finds out about existing products relevant to a problem, need or opportunity, and identifies some design aspects (e.g. who it is for, what it looks like, what it is for, what it is made of);

1.3 performs, where appropriate, scientific investigations about concepts relevant to a problem, need or opportunity using science process skills:

  • planning investigations;
  • conducting investigations;
  • processing and interpreting data;
  • evaluating and communicating findings;
  • writes or communicates, with assistance, a short and clear statement (design brief) related to a given problem, need or opportunity that demonstrates some understanding of the technological purposes of the solution;

1.5 suggests and records at least two alternative solutions to the problem, need or opportunity that link to the design brief and to given specifications and constraints (e.g. people, purpose, environment);

1.6 chooses one of these solutions, giving reasons for the choice, and develops the idea further;

1.7 outlines a plan that shows the steps for making, including drawing or sketches of main parts;

1.8 uses suitable tools and materials to make products by measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen material;

1.9 works neatly and safely, ensuring minimum waste of material;

1.10 evaluates, with assistance, the product according to the design brief and given specifications and constraints (e.g. people, purpose, environment), and suggests improvements and modifications if necessary;

1.11 evaluates the plan of action followed and suggests improvements and modifications if necessary;

1.12 produces labelled two-dimensional drawings enhanced with colour where appropriate.

LO 2

Technological Knowlede and Understanding

The learner will be able to understand and apply relevant technological knowledge ethically and responsibly.

We know this when the learner:

2.3 demonstrates knowledge and understanding of how to use energy sources to power mechanical systems in order to make a product move in some way.

LO 3

Technology, Society and the Environment

The learner will be able to demonstrate an understanding of the interrelationships between science, technology, society and the environment.

We know this when the learner:

3.1 recognises how products and technologies have been adapted from other times and cultures;

3.2 identifies possible positive and negative effects of scientific developments or technological products on the quality of people’s lives and/or the health environment.


Assignment 1


a – j: Answers are determined by the lengths of the line segments supplied by the illustrator.


  • a line drawn with a ruler and without curves
  • a straight line running parallel to the horizon
  • a straight line running perpendicular to a horizontal line
  • a straight oblique line
  • a line that runs in the shape of a curve

Assignment 2

(a) d; f; h

(b) 5

(c) e; j; b

(d) own discretion

(e) a curved line. With a piece of string/wool that you place on the curve and which you then measure with a ruler.

Assignment 3

Each learner could draw his/her own object

a 1Assignment 4

d 4

70 mm

b 25 e

3 c


A line that runs parallel to another line and which never crosses it

Assignment 5


  • angle
  • rectangle

Assignment 6

  1. acute
  2. right
  3. obtuse
  4. acute
  5. right
  6. obtuse

g) acute

Assignment 7

(a) own discretion, as long as it is a 90° angle

(b) own discretion,>than 0° and<than 90°

  • own discretion,>than 90° and<than 180°

Assignment 8

(a) square

(b) rectangle

(c) triangle

(d) circle

Assignment 9

(a) square and rectangle

(b) square

(c) rectangle

(d) square and rectangle

(e) triangle

(f) circle

(g) (a) 33 mm x 4 = 132 mm (± 130 mm)

(b) 2 x 48 mm + 2 x 21 mm

= 96 mm + 42 mm

= 138 mm (± 140 mm)

(c) 42 mm + 42 mm + 48 mm = 172 mm

(d) 120 mm

(h) 1. a square with each side 40mm

2. a square with each side 50mm

3. a rectangle with length 50mm and breadth 30mm


40 mm40 mm

30 mm

5. any circle is acceptable


An instrument with two arms with which one can draw circles.

Assignment 10


diameter should be 100 mm distance on compasses therefore 50 mm


distance on compasses 30 mm

Assignment 11

Result is determined according to sketch

Assignment 12

Evaluate how accurately learner has done this with reference to the following questions:

  • Was the size of the drawing determined?
  • Were the parts drawn as a group?
  • Were the correct measuring instruments used?
  • Were the circles and curves drawn in proportion?
  • Were the details completed?
  • Were unnecessary lines erased?

Assignment 13

The teacher can determine the mark by appraising the learner in terms of his/her own impressions of his/her work.

Questions & Answers

if theta =30degree so COS2 theta = 1- 10 square theta upon 1 + tan squared theta
Martin Reply
how to compute this 1. g(1-x) 2. f(x-2) 3. g (-x-/5) 4. f (x)- g (x)
Yanah Reply
what sup friend
not much For functions, there are two conditions for a function to be the inverse function:   1--- g(f(x)) = x for all x in the domain of f     2---f(g(x)) = x for all x in the domain of g Notice in both cases you will get back to the  element that you started with, namely, x.
sin theta=3/4.prove that sec square theta barabar 1 + tan square theta by cosec square theta minus cos square theta
Umesh Reply
acha se dhek ke bata sin theta ke value
sin theta ke ja gha sin square theta hoga
I want to know trigonometry but I can't understand it anyone who can help
Siyabonga Reply
which part of trig?
differentiation doubhts
Prove that 4sin50-3tan 50=1
Sudip Reply
f(x)= 1 x    f(x)=1x  is shifted down 4 units and to the right 3 units.
Sebit Reply
f (x) = −3x + 5 and g (x) = x − 5 /−3
what are real numbers
Marty Reply
I want to know partial fraction Decomposition.
Adama Reply
classes of function in mathematics
Yazidu Reply
divide y2_8y2+5y2/y2
Sumanth Reply
wish i knew calculus to understand what's going on 🙂
Dashawn Reply
@dashawn ... in simple terms, a derivative is the tangent line of the function. which gives the rate of change at that instant. to calculate. given f(x)==ax^n. then f'(x)=n*ax^n-1 . hope that help.
thanks bro
maybe when i start calculus in a few months i won't be that lost 😎
what's the derivative of 4x^6
Axmed Reply
Thanks for this helpfull app
Axmed Reply
richa Reply
classes of function
if sinx°=sin@, then @ is - ?
the value of tan15°•tan20°•tan70°•tan75° -
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
many many of nanotubes
what is the k.e before it land
what is the function of carbon nanotubes?
I'm interested in nanotube
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
what is system testing
what is the application of nanotechnology?
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
anybody can imagine what will be happen after 100 years from now in nano tech world
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
silver nanoparticles could handle the job?
not now but maybe in future only AgNP maybe any other nanomaterials
I'm interested in Nanotube
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Technology grade 5. OpenStax CNX. Sep 23, 2009 Download for free at http://cnx.org/content/col10979/1.2
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