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GEC INTEGRATED GRADE 9 PROJECT LEARNER’S WORKBOOK

PROJECT -BASED LEARNING | TECH, MATH & NS

Read to Lead

A Reading Nation is a Leading Nation GRADE 9 2024

2 | P a g e POSSIBLE SCENARIO S

NOTE: Below, you will find three different scenarios. Select ONE scenario that will be used for
the completion of the project.

SCENARIO 1:

Amy works in a small clothing shop, and she loves to read. She o ften gets so engrossed in her
book that she doesn't no tice when clients enter the store. Help Amy to build a small door alarm
that sounds a buzzer and indicates by means of a LED when clients enter.

SCENARIO 2:

Khotso some times looks a fter his sick grandmother in the a fternoons. When he plays soccer
with his friends outside the house, he cannot hear when she calls for him. Please help him to
design and build a device so he can hear and see when his grandmother is calling him when
she needs him. Present your solution to an audience. Explain your outputs using graphs and
calculated values.

REQUIREMENTS FOR THE DEVICE / PROTOTYPE / MODEL.

• The structure (house) should protect the components of the electronic circuit. • The electronic
components should be securely joined to the base board. • The batteries should be replaced
easily . • The cost of the electronic circuit of the device / prototype / model should not exceed R
50. • The size of the structure (house ) the electronic circuit should be 150 mm x 100 mm x 20
mm.

1.1 Identify the problem from the selected scenario .

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Worksheet 1 : NS & TECH NOLOGY - INFORMAL

Different electronic appliances are illustrated below. List the electronic components used in the
different appliances in the provided space.

ELECTRICAL COMPONENTS / APPLIANCES • Potentiometer • Thermistor • Switch •

Transistor • Capacitor • LED • Resistors • Buzzer , etc. • Thermistor • Switch • Transistor •
Capacitor • LED • Resistors , etc • LDR • Transistor • Capacitor • Bulbs • Resistors • Sensor –
motion detector • Etc • Switch • Transistor • Resistors • Motor • Etc.
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Worksheet 2 – NS & TECHNOLOGY

Look at the simple circuit d iagrams below . Identify whether it is in s eries or parallel? Please
label the items in every circuit. Also show in which direc tion electron flow takes place.

Circuit type: Parallel Circuit Circuit type: Series Circuit

Circuit type: Parallel Circuit

COMPONENT CIRCUIT DIAGRAM SYMBOL

Wire

Resistor

Circuit type: Series Circuit

COMPONENT CIRCUIT DIAGRAM SYMBOL

Cell

Battery

Light bulb Switch

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Worksheet 3 – TECHNOLOGY – FORMAL [INVESTAGATION SKILLS] [5]

Study the electronic components below. Identify the component, d raw the symbol write the
function of each component in the provided spaces. [5 X 3 = 15]

NAME OF COMPONENT SYMBOL FUNCTION 3.1.1 RESISTOR

• Resistors are electronic components that oppose the flow of current • Resistors also have
precise resistance values that don’t change much in different environmental conditions 3.1.2
SWITCH

• Switches allow a current to flow through it. • It prevents a current from flowing through them. •
It can change its path , so that current can be diverted.

3.1.3 LED • LEDs are often used to show if a circuit is working. • The LED will only allow
current to pass in one direction. 3.1.4 BUZZER • It vibrates to give off sound when current
passes through it – useful as an alarm

3.1.5 TRANSISTOR • A transistor works as a type of switch to turn current on and off. • It
amplif ies a current - output current is an enlarged version of the input current.

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Worksheet 5 : TECHNOLOGY – FORMAL [DESIGN SKILL] [20]

5.1 Write a design brief for the identified problem mention in the scenario. (3)

• Design and build / make  a small door alarm  that sounds a buzzer and indicates by means
of a LED when clients enter the shop. 

OR

• Design and build a device so Kgotso can hear and see when his grandmother is calling him
when she needs him. 

5.2 List THREE specifications from the scenario. (3)

• The structure (house) should protect the components of the electronic circuit. • The electronic
components should be securely joined to the base board. • The batteries should be replaced
easily.

5.3 List TWO constraints from the scenario. (2)

• The cost of the electronic circuit of the device / prototype / model should not exceed R50. •
The size of the structure (house) the electronic circuit should be 150 mm x 100 mm x 20 mm.

5.4 Draw a relevant circuit diagram to solve the identified problem from the selected scenario.

NOTE: MARKS ALLOCATED TO NS [5 MARKS]

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5.5 Draw a 3D freehand sketch of the structure (house) that will enclose the electronic circuit .

• Use labels and notes to explain your design. • Make sure your idea meets all the given
specifications and constraints. • USE A SCALE OF 1:10

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RUBRIC TO ASSESS THE CIRCUIT DIAGRAM & FREEHAND SKETCH

Level Criteria Marks 1 Learner did not complete drawing. No labelling and or notes were
provided. Learners need much help and motivation to draw properly/ wrong selection of material
for the labelling. Specifications not evident in labelling. 0 - 2 2 Learner s were able to complete
the drawing with some labelling and guiding notes although it is not very clear/ Drawing is
incomplete Selection of material and specifications is fairly well presented in the labelling. 3 - 6
3 The drawing is aesthetically pleasing and mostly covers the design specifications with correct
labelling and guiding notes that are properly structured . Good selection of material is evident .
7 - 9 4 Drawing looks excellent with relevant creativ ity. The labelling and guiding notes are well
explained and fully covers all specification . Very good structuring of selection of material and
specifications provided through the labelling. Excellent selection of materials 10 - 12

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Worksheet 6b: TECHNOLOGY: [INFORMAL ]

Use prior knowledge and complete the following questions:

1. Work out and write down the resistance of each of these resistors:

Violet Black Brown Gold Brown Violet Green Gold Yellow Red Blue Gold
A. B. C.

700  1700 000  → 1700k 42000 000  → 42M

2. If you don’t have coloured pencils or pens, write the colour of each band above it.

Violet Green Red Red Black Red Bown Black Red A. B. C.

7500Ω

2 kΩ

1.3 k Ω

3. Calculate the value of the voltage supply in the circuit below if the resistor has a value of 4 Ω
and the current through the resistor is 2,5 A.

V = I x R = 2.5A x 4  = 10 V Calculations

4. In the next circuit, calculate the resistance value of the resistor.

R=V I = 6V 2A = 3

Calculations

5. If two more cells are added to the circuit, will the current increase or decrease? Check your
prediction using the formula.

I = V R = 9V 3 = 3 A CURRENT INCREA SES

V I R Current Ampere Resistance Ohms  Voltage

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6. Calculate the battery voltage for the circuit below.

V = I x R = 0.5A x 12  = 6 V

Calculations

7.

V = I x R = 2.5A x 4  = 10 V Calculations
8. I = V R = 12V 3 = 4A . Calculations

9. Given V = 10 V and R = 1 kΩ, what will the value of the current be in a circuit? I = V R = 10V
NOTE: CONVERT k  to  1 000 = 0.01 A

10. Given V = 20 V and R = 5 kΩ, solve for the current. I = V R = 20V NOTE: CONVERT k 
to  5 000 = 0.004 A

11. A tumble dryer in a laundry service uses a 220 V power source. The coil of the heater
provides an average resistance of 12 Ω. What is the current flowing through the heating coils? I
= V R = 220V 12 = 18.33 A

12 | P a g e 12. A 9 V battery maintains a current of 3 A through a radio. What is the resistance

in the circuit?

R=V I = 9V 3A = 3 13. Explain the difference between an SPDT and a DPDT

switch.

Single -Pole, Double -Throw Switches (SPDT)

• Single -pole, double -throw switches control one circuit, but they make two contacts so that
they can control two devices .

• They turn on device 1 in one position and device 2 in the other position. There is no “off”
position for this switch .

• An example of an SPDT is a switch that turns on a red lamp in one position and a green lamp
in the other position.

Double -Pole, Double -Throw switches (DPDT )

• There are two input circuits , and for each input circuit , there are two possible output circuits.

• In the symbol on the right, the dotted line shows that the switches operate together. Figure 8 •
Consider an automatic car gate powered by an electric motor.

• To open the gate , the motor should turn in one direction .

• To close the gate , the motor should turn in the opposite direction . • How can the direction in
which the motor turns be changed?

➔ The way to do this is to change the direction of the current through the electric motor.

➔ Double -pole, double -throw switches can be used to reverse the direction of current through
a circuit, so they are useful in applications such as automatic car gates .

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14. Describe the function of a diode in your own words.

• Diodes are electronic devices that are used to control the flow of current in electrical circuits.

• A diode allows the current to flow in one direction only .

• Diodes are control devices.

• A diode is a component with two terminals that can be connected in a circuit

• A silicone diode is mostly used.

• It is a semiconductor consisting of ‘p -type’ and ‘n -type, junctions.

• All diodes are polar , so they must be inserted the correct way in a circuit, with the negative
pole of the diode to the negative pole of the battery.

15. List at least four places where LEDs are used. Don’t use the examples already given.

• KETTLES • TVs • CD players • Microwaves • Remotes of cars, etc.

16. How can you make sure that a diode is connected correctly?

➔ The cathode (NEGATIVE) s ide and ➔ The anode (POSITIVE) side.

➔ If the anode is connected to a higher voltage than the cathode, the current will flow from the
anode to the cathode. This is called “ forward bias ”.

17. Draw the circuit symbols for a diode and for a LED.

Diode

LED

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Worksheet 7: TECHNOLOGY – GROUP WORK [INFORMAL]

7.1 Use the criteria in the table below to analyse and evaluate the individual designs according
to the requirements mentioned in the scenario. Use the tool to select the best solution, suggest
improvements for the final idea. [INFORMAL]

We have decided on __________________________________’s design as the best solution to

the identified problem.

REASONS for our choice:

NAMES OF MEMBERS ASPECTS TO EVALUATE Refer To Specifications & Constraints

mentioned in the scenario SUGGESTIONS IN WHICH THE DESIGN CAN BE MODIFIED TO
IMPROVE IT 1. ______________ _______ _ • Size: • Stability of structure: • Are the electronic
components securely joined to the base board? • Will the batteries be easily replaced? 2.
____________ ________ __ • Size: • Stability of structure: • Are the electronic components
securely joined to the base board? • Will the batteries be easily replaced? 3. ______________
________ • Size: • Stability of structure: • Are the electronic components securely joined to the
base board? • Will the batteries be easily replaced? 4. ______________ ________ • Size: •
Stability of structure: • Are the electronic components securely joined to the base board? • Will
the batteries be easily replaced? 5. ______________ ________ • Size: • Stability of structure: •
Are the electronic components securely joined to the base board? • Will the batteries be easily
replaced?

15 | P a g e DESIGN SKILLS: 3D ASSEMBLY DRAWING IN EXPLODED VIEW

INDIVIDUAL WORK & INFORMAL

1. Exploded view drawings are often seen in manuals where a device is taken apart so that all
the parts are displayed individually.

2. It is called an exploded view, because it looks as if a small explosion took place in the middle
of the object and the parts are flying away.

3. An exploded view drawing shows us how the different parts of an object fit together .

4. It helps if you have drawn an isometric drawing of your object before producing an exploded
view of the object.

5. When you make an exploded view diagram , you will draw each individual component or part
of the object and separate them (project them) along diagonal grid plane lines on the grid
paper.

6. Once the drawings of the individual parts have been drawn separately on the isometric grid
paper, you can add connection lines between the parts of illustrate how the various parts are to
be assembled.

7. Figure 5 are examples of an exploded view .

8. Exploded view drawings are also called assembly drawings as they show how the different
parts are joined together when assembling an object . This means that assembly instructions
can be kept to a minimum.

16 | P a g e 9. ASSEMBLY DRAWINGS can be done in two ways: 9.1 An inline exploded view ,
where the parts are removed and placed in a LINE showing how the different parts are fitted
together in a sequence.

9.2 A 3-D exploded view , where the parts seem to fly apart in different directions.

17 | P a g e ➔ MAKE AN EXPLODED VIEW 3D DRAWING TO DEMONSTRATE ASSEMBLY

1. Make a 3D isometric drawing of the planned final product on grid paper. 2. Use the isometric
drawing to make an exploded view of the product . You may use the isometric grid paper to help
you space the parts and keep the proportions and angles correct. 3. Label the different parts of
the drawing
Exploded View of a CD Case

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Figure 11 INDIVIDUAL WORK a. Copy the box shown in Figure 11 onto isometric grid paper.

a) Trace the different surfaces and mark the centre of each surface.

b) Mark the exploded view guidelines and copy each surface in exploded view.

c) Compare your drawing with the drawing in figure 12.

Figure 12

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7.3 Use the isome tric grid to make an exploded view of the device / prototype / model to show
how the model fits together. Label the different parts of the drawing. USE A SCALE OF 1 :10

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Worksheet 10: TECHNOLOGY: BUILD THE DEVICE / PROTOTYPE / MODEL [FORMAL] [35]
• Use the identified materials to build the device / prototype/working model. • The device must
showcase a viable solution to the problem. It should be to scale and neat and show intelligent
use of available materials. • Use safe working practices to build the device/prototype/ working
model.

RUBRIC: MAKE

Level Criteria Marks 1

• Learners could not complete the device / prototype / model. • Specifications and constraints
were not taken into consideration . • Learners need a lot of help and motivation . • The device /
prototype / model does not work at all, and the components were not connected. • The device /
prototype / model was not made to scale . • Safe working practices were not followed while
learners attempt to make the device / prototype / working model. 1 - 7 2

• Learners were able to complete the device / prototype / model . • Some specifications and
constraints were adhered to. • All learners in the group at tempt ed to put in effort to complete
the model . • The device / prototype / model was partially made to scale . • Evidence of some
safe working practices were illustrated while learners attempted to make the device / prototype /
working model. • Model appears acceptable and the components, buzzer/ LED are functioning .
8 - 17 3

• Learners were able to build a creative device / prototype / model . • All specifications and
constraints were adhered to. • The model was neat, the components, buzzer / LED are
functioning. • All learners in the group at tempt ed to put in effort to complete the model . •
Evidence of good safe working practices were illustrated while learners attempted to make the
device / prototype / working model.

18 - 27 4

• Learners were able to build a very creative device / prototype / model . • All specifications and
constraints were adhered to. • The model was accurately built to scale, the components,
buzzer / LED are functioning. • All learners in the group at tempt ed to put in effort to complete
the model . • Evidence of excellent safety and working practices were illustrated while learners
attempted to make the device / prototype / working model. 28 - 35

22 | P a g e Present your solution to the class in a 5-minute presentation.

Your team must :

1. Describe the design process you followed to arrive at a solution.

2. Each team member must present an aspect of the project .

3. Decide prior to the presentation which aspect each member will present.

4. Your team must compile the following information and present it to the rest of the class :

➢ 3D isometric projections, 1st angle orthographic drawings, exploded view (showing

assembly).

➢ Conclude the presentation with a display of the device and a demonstration of your sensor
circuit.

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Worksheet 11 : TECHNOLOGY / NS / MATHS

Give this worksheet to the panel when you present your idea for feedback.

ITEM FEEDBACK (HOW WE CAN IMPROVE) PERSON GIVING FEEDBACK

General circuit design

Design of housing/box

Output values calculaons

Graphs to demonstrate outputs and calculaons

Any other improvements?

Competencies assessment Thinking | Connection | Character

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Worksheet 12 : TECHNOLOGY / NS / MATHS

What changes have you decided to make aer feedback? Write your decision to change or beer
your product down below and give a good reason.

Competencies assessment: Collaboration Thinking | Connection | Character

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Worksheet 13 : TECHNOLOGY / NS / MATHS

It is always necessary to stand back and reflect on what you have done or experienced. Please
answer the ques ons below:

1. What did you learn doing this project… 1.1 About electronics?

1.2 About your personal abili es?

1.3 About the actual reason for subjects such as Tech, NS and Math?

2. What did you find difficult about the project?

3. What did you find easy about the project?

4. Will you be able to do this on your own (e.g. at home) some day?

5. Why? Why not?

6. If you could make any other electronic device, what would it be?

Competencies assessment: Communication and critical thinking Thinking | Connection |

Character