SAASTE Technology/Modules/Structures Grade 8

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SAASTE Technology
Key Concepts
Grade 4 - Grade 5 - Grade 6 - Grade 7 - Grade 8 - Grade 9
Processing Grade 8/9 - Mechanical Systems Grade 9 - Structures Grade 5 - Structures Grade 8
Conductors & Insulators - Electronic Circuits - AND & OR Gates - Circuit/Systems Diagram - Hydraulics - Hydraulics & Pneumatics - Technological Products - Preservation-1 - Identifying Materials - Properties of Materials - Preservation-2 - Electroplating - Conditioning-Strengthening/Waterproofing-1 - Conditioning-Strengthening\Waterproofing-2 - Shaping - Forming - Forces - Types of Structures - Mechanisms Worksheet

Frame Structures[edit | edit source]

SITUATION:[edit | edit source]

You have received a Hi-Fi / play station. It is a very expensive piece of equipment and needs to be kept safe. You will need to use the knowledge and skills of this module to address this situation. Your solution must be a frame structures that includes at least three structural elements you have learnt. (E.g. columns, beams, arches, buttress, struts, stays, guys and ties)

Structures have FIVE BASIC FORCES that acts on it. Structural elements are used to strengthen structures that are subjected to various forces that act on it

Activity 1: Research Task[edit | edit source]

Look at pamphlets, magazines, furniture stores and various structures to get information.

  • Cut out or Draw pictures showing how structures are strengthen by various structural elements.
  • Identify and Show at least 2 structural elements in each picture / drawing.
  • Make an A4 poster of these structural elements with labels and present it to the class.

Place this research task in your portfolio under the section: Investigate.

Assessment: RESEARCH

Activity 2: Investigating rigidity[edit | edit source]

Investigate whether the following shapes are rigid or non-rigid.

Use the following as a guide in your investigation.

  • Use sticky tape and strips of cardboard to make the shapes shown above.
  • Use a small amount of force to check whether the shape is rigid or not.
  • Make the non-rigid shape rigid with extra strip/s of cardboard.
  • Record your results on the table below:

Draw on shape how each shape was made

  • What can you deduce from this investigation?
  • Find pictures or draw sketches that demonstrate this type of strengthening in the real world.
  • Paste it on an A4 page and put it together with the above activity under INVESTIGATE.

===Activity 3: Practical task=== - Group work (4 learners per group)

Collect the following materials at home or at school.

  • Cardboard
  • Egg containers
  • Straws
  • Corks
  • Plastic bottles, lids, plastic containers
  • Nails
  • Polystyrene
  • Glue
  • String
  • Wood
  • Wool
  • Skewers
  • Wire
  • Sucker Ə

Design and make any article using at least 3 of the above materials and include at least 3 structural elements in the one design.

  • Identify a problem, need or opportunity and write a brief
  • State 2 specifications for the product.
  • State the tools and materials list
  • Evaluate the product against the specifications and whether the structure is stable/ rigid when a force is applied to it.
  • Suggest one improvement to the product.
  • You must also comment on the impact of your product on the environment.

The Technological Process[edit | edit source]

Identify the need or opportunity in the situation at the start of the module. Use the knowledge and skills that you have gained in this module to design the product within the context of the given situation.

Your project should include the following: (This could be used as a checklist to help you track the technological process.)

  • opposite beams
  • Need or opportunity
  • Design brief
  • Specifications
  • Initial Ideas
  • Evaluation of initial ideas
  • Complete Working drawings (point out stability by showing how the center of gravity is caterer for in the design)
  • Scale model
  • Your evaluation of the product (with suggestions for improvements) (evaluation must be based on criteria linked to the specifications)
  • Evaluation sheets for the product (own and peer)


Name: .......................................................

Total: 15

Authors: Regmore Daniels & Averil Nolly Contributions by Osman Sadeck Original Graphics by: Regmore Daniels & Kent Daniels - Sharna Mullins, Robyn Buckton, Tasneem Salie (Grade 9's, Grassdale High School) Editor: Osman Sadeck