text:
SAASTE Technology/Modules/Processing Grade 8-9

Situation
Company TLTP is inviting you to submit a design and sample for a new material to be used in the manufacture of a variety of South African made products. The company is looking for innovative use of basic materials and processes for a material that meets with the following: The use of any recyclable paper (non-gloss)

The use of a suitable laminating and /or weaving technique that maximizes strength The use of a suitable bonding agent  that allows for initial and/or further forming and contributes to the strength of the material.

Activity 1
approx: 1 week (LO 1, 3) Basic raw materials have for centuries been processed to produce useable materials. Some of these materials were plant (flax, bamboo, reed), animal (hides, silk, hair) or mineral (sand, clay) in origin. Conduct a basic research into how "your forefathers"  "the San culture"  "the Egyptians", "Khoi"; processed plant materials. Present your research topic under the following headings:
 * The plant type that was processed (include pictures/drawings where possible)
 * The actual process that was carried out on the plant
 * What the final product was for the processed plant
 * What do you think the need was for this product
 * What effect do you think the use of this plant had on the environment

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

 * Assessment  RESEARCH*

Activity 2
approx: 2 weeks (LO 2, 1) Textile is a word commonly used to describe something made from fibres.

Fibres are the basic materials (building blocks) and can be natural (wool, rubber, cotton, wood, carbon) or synthetic (nylon, polyester-made from chemicals). These can be processed in different ways: they can be twisted together to produce yarn, can be pulped and rolled to produce sheets, they can be extruded (forced through a small hole) to produce thread. Fibres can be classified as primary materials. When they have been processed they can be called secondary materials.

Fibres

Secondary materials could be used in this state or could be further processed to produce fabrics.Fabrics are anything that is made by interlacing these secondary materials. There are many methods of interlacing, but this module will focus on a common method of interlacing called weaving. When we weave we use two sets of material. One is referred to as the warp and the other the weft. The warps are usually the initial structure of the fabric. The weft, which is the filler, usually runs at right angles (90 degrees) to the warp. They do not always have to be at right angles. It is the way in which the weft is interlaced that gives a fabric its working qualities.

In this module we indicate warp as shaded and weft as un-shaded.

Warp and Weft Warp and Weft

Study the basic weaves shown below:

Plain Twill Satin

The strength of Fabrics is influenced by the orientation of the fibers. A unidirectional material has the fibres laid parallel to one another (like laminating), a bi-directional material is one where the fibres are at an angle to one another, and random reinforcement is where the fibers are randomly placed (felting, matting).

Unidirectional Bidirectional Random

Practical task 1
Make one or more of the different types of interlacing (plain, twill, satin, diamond, random) using any one of the following: paper, thin cardboard, plastic, string, knitting wool etc.

Worksheet 1
Refer to worksheet 1 for the task

Place this worksheet task in your portfolio under the section: Investigate. You must also put the examples of the weaving that you made in this section.

 * assessment  TEST*
 * assessment  PRACTICAL

Activity 3
approx: 1 week (LO 1, 2) Materials technology is one of the fastest growing technologies in the world. It is because of new materials or new ways of making materials that their initial properties are improved. These new materials allow products to be better, stronger, smaller, lighter, resistant to the elements, etc. One of the ways to improve the properties is to use a bonding agent.

This activity is a practical activity in experimentation. It is a controlled experiment where certain variables are kept constant. We want to find out which bonding agent is best AND which interlacing is best. You will conduct the experiment, record the results in graph form, make your findings and finally offer an informed decision on which of the four test pieces is the strongest (in terms of bending).

Refer to worksheet 2 for the task

Recording of results - using a bar graph. An example of a bar graph is shown below.

Bar Graph In the bar graph alongside the X axis is the constant (days of the week)  the Y axis is the responding variable.

Place the graph in your portfolio under the section: Investigate.  If it is possible place the test pieces in a plastic sleeve or glue to a page in the portfolio as well.

Activity 4- approx: 1 week (LO 1)
Now that you have created your own material we are going to look at manufacturing something with it. In this module we will look at a basic concepts viz: forming (refer to the glossary for the meaning of forming)

Containers

 * First do a sketch of the shape you want to form a curve hollow, etc
 * Use any interlacing technique to create a piece of material. The size is up to you
 * Decide on what to use as a former or how you will do the forming
 * Use your bonding agent to complete the piece.

Technological Process (LO 1)
Identify a need or opportunity to use the knowledge and skill that you gained in this module to design and make something within the context of the brief from Company Kalamazoo. The material must be hard, scratch resistant and waterproof.

Investigate:
 * Write down the need or opportunity that you identified.
 * Write a design brief for what you will design and make.
 * Write two design specifications for the material that you will make
 * Write one product specification of the artifact that you will make.

Design: Show two alternative designs of the product you will make

 * Do a final drawing that shows the design of the material.
 * Show also the design of the product that you will make
 * These final drawings should include the following:

 * Measurements (dimensions) of the product
 * A 3D drawing of the product with notes/labels
 * A list of materials needed for the product
 * A set of steps you will follow to make the product (do this in the form of a flow chart)

Make: The material and then the product (you will be assessed on the material that you make

Evaluate: Evaluate the material that you have made. Test your material for the following properties: waterproof, hardness and scratch resistance.

 * assessment  TECHNOLOGICAL PROCESS

Glossary
Research  finding out (e.g. Reading up, questionnaire, experiment, survey, etc)

Forming  pushing, pulling stretching, etc a materila into a particular shape (all of the material is used nothing is cut away)  Investigate  finding out about specific things

Textile  something that is made of fibres or filaments

Flow chart  block diagram that shows set steps (can be words or pictures or both)n

Fibre  fine threads (can be natural or synthetic)

Interlacing  textiles made by using fibres that have been interlocked by weaving, knitting, crocheting, etc

Product specification  about the finished product (use, purpose, material, shape, colour, size, etc)

Weaving  a form of interlacing

Design specification about how it will be made (construction technique, manufacturing technique, finishing technique, etc)

Yarn  fibres / filaments twisted together

Fabric  interlacing yarns or filaments

Laminating  making materials by layering separate pieces

Processing  series of actions towards a specific end

Processes  Actual things that we do to materials (form, shape, extract, reduce, etc)

Graph  a drawing (graphical) representation of data / information

You will need
 * A4 sheet of paper
 * A pair of scissors
 * Any two bonding agents (e.g. wood glue, varnish, resin, wall paper glue, or silicone)
 * Two R5-00 coins (as mass pieces) or something of similar mass.

You are required to do the following:

1. Use the paper and cut it into strips of 10 mm wide. 2. Choose a method of interlacing (twill, plain, satin, etc) and create two pieces (set 1) of fabric - (40 mm X 100 mm) 3. Choose a different method of interlacing and create two more pieces (set 2) of the same size. 4. Apply a bonding agent to one piece from each set. 5. Apply a different bonding agent to the other pieces in each set. (allow time to dry) - (note that you will have to apply at least 3 or 4 coats )

Now test each piece for strength.

6. Place each test piece between two wooden blocks of 44 mm in height. 7. Place the two coins on top of each test piece and determine the bending distance of each piece. 8. Fill in the table below and use it to record the results.

9. Use your results to draw a bar graph. 10. Which of the four pieces is the strongest? ............................................

11. Come up with an experiment to test your material for the following: (a) Waterproof (b) Scratch resistance

NB! Place this worksheet task in your portfolio under the section: INVESTIGATE.

Worksheet 2
Name:.............................

Grade:...............

1. Draw a flow chart to show how any two of the following are processed from its primary state to a secondary state and then to a useable material. You must choose one from each set.

Set 1  cotton plant, sheep, sisal (plant) Set 2 - tree, sand (silica-glass), chemicals (plastic)

Flowchart one Flowchart two 2. In the drawings below add labels to show which are the warps & which are the wefts.

3. Do a freehand sketch to show any two of the following methods of producing a fabric; Felting, twill weaves, satin weave, plain weave.

NB! Place this worksheet task in your portfolio under the section: INVESTIGATE.

TEST 1
Name:.............................

Grade:.........

1. In the drawing below add in labels to show which are the warps and which are the wefts. (2)

2. The drawing below shows the warps in a piece of material. Use a pencil to draw in the wefts so that the material shows a twill weave. Shade either the warp of weft to make the drawing clear (2)

3. The strength of a textile is influenced by the way the fibres are arranged. Three ways of arranging the fibres are shown below. Choose from the given words to indicate each type. RANDOM  BIDIRECTIONAL  UNIDIRECTIONA(3)L

4. Refer to the graph shown below and answer the questions: (5)

4.1 Which player scored the most points in 10 minutes in game 1?

4.2 Which player scored the fewest points in 10 minutes in game 1?

4.3 How many more points did the highest scorer make than the lowest scorer in game 2?

4.4 If you were to choose a player for your team which player would you choose. Give a reason for your choice.

5. Draw a flow diagram to show how any primary material is processed until it is made into a product. Show only 3 stages of processing in your diagram. (3) Total: 15

Educators Guide
The focus of this module is on outcomes 1, 2 & 3

The core of this module is to:
 * Create an understanding of the term processing
 * Create an understanding of materials
 * Create an understanding of interlacing as one way to produce a material
 * Create an awareness that different cultures have created materials for specific purposes
 * Provide authentic (real) experiences of the creation of a material outside of mere reproduction of existing ones.
 * Expose learners and educators to various aspects that make up research and how this falls within investigations
 * Provide opportunities to develop technological literacy by creating an understanding and awareness of technological terminology
 * Creating opportunity for learners to acquire relevant knowledge and apply this to a real situation.

This module requires that educators "teach" the module.  It also requires that learners "actively do things" so that learning takes place. The entire module could be completed in 4 to 5 weeks (approx 4 periods in a 5 day cycle)

The module is designed to take a logical approach by first setting the scene or context (in this case the need from the company for a material with specific properties). We want learners to see the connection to technology today and to the past and we do this by addressing outcome 3. We then address outcomes 2 & 1 by finding out things by research, investigations, experiments, etc to construct knowledge relevant to the context /situation  and then in line with the definition of technology we ask the learners to apply the knowledge and skills to address the situation (outcome 1). When this module is done we pick out those activities we want to assess for certain forms of assessment.

Introduce activity 1 by using anything in the classroom to begin the conversation: This could be a non threatening way to start this module is to have an oral discussion. This also draws on their prior learning.

You could ask what the tiles on the floor, the glass of the window, the desk, the roof sheet, the clothes they are wearing, the paper in the class, the ink in the pen, etc are made of.  All of these things made of materials that have been processed in some way. Ask what they think the raw material was and how they thing it was processed. Notice we want their ideas on these questions and not necessarily a technical or pure scientific correct answer. When this is done tell them about their first task that will be discussed in the next period In the next period introduce activity 1  Explain that it is a research task and that they have to go and find out how another culture in the past created products from basic materials. They should write this up  It should not be longer than one page  discourage photocopies of books This is an assessment activity

In activity 2 we have started with knowledge  The idea is for you to go through this with the learners (teaching and explain as you go along)  For the knowledge we have supplied a worksheet which summarizes the essential things that need to be known. Later as a form of assessment we give a test. The practical activity is to get them to make the connection between the theory and the practice  We suggest that paper be used so that the final task is easier to do. This is an assessment activity for two things (practical  the small weave that they make & the test of knowledge: notice the way in which we set out the test  it is less theoretical)

In activity 3 we focus on an investigation in the form of an experiment  the idea is to get learners into the skills of performing authentic test and recording findings and then making decisions based on their findings  What is good about this activity is that it has a direct bearing on the final task (that is, it is not just something to do in the class, but what they find out here can and should influence their decisions on the final product). As this is the first of our modules we are giving the steps of the experiment. The idea is to make the test pieces, use the diagram as a guide to test them and recording the findings in a graph. There is a lot of learning in this activity  one is that they learn the value of fair testing, two they learn how to work with graphs, three they learning about conducting relevant research. Note the following: they must use many layers of the bonding agent (one or two is not going to be enough)  They must note exactly how many layers they apply to each side  All test pieces must have the same number of layers or the results will be false.

When doing the graph the following is important: The constants always go on the "X" axis  In our case it will be each test piece. The responding variables always go on the "Y" axis  In our case it will be the measurement of the amount of sagging with the mass pieces on it. The example in the module is of the constants on the X axis which is the days of the week (this is constant)  the Y axis the responding variable which shows the number of learners that were absent on particular days.

In activity 4 we introduce the concept of forming (forming is twisting, pushing, etc a material out of shape without removing any of the material, i.e. no cutting or filing, etc). The simplest way to form the interlaced material is to place it over or into a former. Formers can be things like plastic bottles, bowls, balloons, pipes, etc.  After the bonding agent is applied and it dries the material will keep its shape.

For the technological process we have set out lead questions or statements to help the learners complete the task. They can decide on any situation to address (e.g. a pencil holder, a sweet tray, a protective cover for something, a holder for something, etc)
 * They must write a design brief
 * They must write 2 design specifications of the material (type of interlacing, type of bonding agent, number of layers of bonding agent, etc)
 * They must write 1 product specification (shape, size, use, purpose, etc)
 * The designing has two parts to it  one is of the material and the other is of the product
 * Ensure that learners understand what is required  The module tell them exactly what is required.

Other aspects of the task are in the module.

Enjoy the module with your learners

Author/s: Deon Khan (Mentor-Osman Sadeck)


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SAASTE Technology/Modules/Mechanical Systems Grade 9

Mechanical Systems
Help the guard stay out of the rain

Forms of assessment:
scenario
 * Technological process
 * Test
 * Practical

Specific Outcome:

 * Understand and apply the technological process to solve problems and to satisfy needs and wants.
 * Apply a range of technological knowledge and skills ethically and responsibly.

Resources required:

 * Ruler, pencil, strips of cardboard, drawing pins or thumb-tacks.

You will be assessed on the following:

 * Your knowledge and understanding of Systems and Control (Levers)
 * Your ability to identify problems, needs and wants.
 * Your ability to consider a range of possible solutions.
 * Your ability to make informed choices.
 * Your ability to develop a design brief. * Your ability to communicate.

What is a mechanism?
It is a device that has the ability to do Mechanical work. The machine will change (convert) or pass on (transmit) energy. Machines are made from a number of working parts called MECHANISMS. All mechanisms are based on what ancient philosophers called the big five machines. The five simple machines form the basis of all other machines developed throughout history.

Machines cannot do work on their own. They need energy and someone or something to operate them. Some machines are controlled by computers. (e.g. automatic washing machine). The energy, which is used by the machine, is called the INPUT. The result of this energy input is called OUTPUT.

Three major mechanisms include: 1. LEVERS - A rod that pivots around a point.

2. GEARS - (Wheel & Axle) A wheel with teeth.

3. PULLEY - (Wheel & Axle) A wheel with a groove.

Understanding levers:
A lever can therefore be described as a mechanism designed to lift loads or create (or transfer) movement. It uses a stiff rod that pivots (turns) about a point. The point is called the FULCRUM.

The following symbols, represents the different elements in a lever system.

Three classes of levers are identified, which are determined by the placement of the FULCRUM (pivot) relative to the EFFORT and the LOAD.

The load is at one end and the effort at the other, with the fulcrum situated somewhere in between. Eg. scissors

The load is placed between the effort and the fulcrum. Eg. Wheelbarrow

The fulcrum is at one end, the load at the other and the effort somewhere in between the two. Eg. Tweezers

Results: Which example provided the greatest output?

Conclusion: What effect does the position of the fulcrum have on the output distance?

Which one of the three examples is the best demonstration of distance multiplication?

Mechanisms are used to make work easier. (e.g. input motion less than the output motion). This is called a Mechanical Advantage. There are two types of Mechanical Advantage e.g. Distance Multiplication and Force Multiplication. The mechanical advantage of a lever can be calculated. The greater the mechanical advantage, the easier it is to lift an object.

The formula used to calculate mechanical advantage is: MA =load/effort

Study the following example and complete the calculations:

Always convert mass into force, 50 kg x 10 m/s² = 500 N

An effort of 20 N is needed to lift a load of 50 kg with a wheelbarrow. What is the mechanical advantage created by the wheelbarrow?

Mechanical advantage is: MA =load/effort

MA=______

TEST 1
Grade 9.....B..........

Name .snethemba.....................

1. What is the fulcrum of a lever system?
 * ............................................................................................................/3
 * ............................................................................................................/3

2. Which symbol is used to indicate the fulcrum? ...................... /1

3. How does the effort differ from the load in a lever system? /3

4. Using the picture below, identify the position of the FULCRUM, LOAD. /2

5. Name the class of levers represented in Figures 1, 2 and 3. /6

6. Calculate the mechanical advantage you would get by using the lever in load /5 Formula: MA =load/effort

TOTAL [20]

Activity 2 LINKAGES / LINKED LEVERS
LINKAGE: A mechanism made by connecting levers together.

Linkages are designed to:
 * change the direction of a force or motion,
 * allow two parts to move at once,
 * make objects move identical to each other

The following graphic symbols can be useful in understanding how a linkage system works.

The following drawings indicate different combinations of levers in a linkage system: Fill in I for input and O for output

 * complete the practical activity on the next page.

PRACTICAL ACTIVITY
This activity must be done in groups. (2/3 students)

MAKE, LOOK AND DRAW WORKSHEET.
Use the mechanisms kits provided by your teacher and construct all the linkage systems as illustrated on the previous page. Discuss in your group the input and output direction of motion. Complete the table below.

Introduction to PULLEYS
A pulley is a wheel with a groove, e.g.

 * Use your mechanisms kit to build the above examples.
 * Draw exactly what you have done.
 * Use a block diagram to indicate the Input and Output direction.
 * Provide 2 examples of where pulleys are used in the building industry.

Introduction to GEARS
A gear is a wheel with teeth, e.g.

Use the mechanisms kit and build at least 3 examples of gears (you could use more than 2 gears in a gear system).
 * Draw exactly what you have done.
 * Use a block diagram to indicate the Input and Output directions in each of your examples.
 * Provide 2 or 3 examples of gears in used in children's toys.

PROJECT PORTFOLIO
work in groups of 3

SITUATION
You are employed as an engineer at a city office block, which has boom gates on entering and leaving. You have noticed that at peak time on rainy days the security guards have to stand in the rain to lift and lower the boom gates. Use one or a combination of the 3 simple mechanical systems to lift and lower the boom gate, which can be operated from inside the security office.

 * Discuss the words you do not understand.
 * Circle the most important words.

1. Write in your own words what you think the problem is. Try and do it in two sentences

2. Write down a design brief, a few specifications and two constraints for the problem identified in the last sentence of the paragraph.

3. In your group, think of possible solutions that will solve the problem identified in the situation above. Draw freehand sketches of two different ideas.

4. From the two solutions you identified and sketched (drew), select the one you believe to be the best solution. Give one reason for your choice.

5. Produce a two-dimensional working drawing for presentation. The working drawing should include the dimensions and the kind of materials that must be used in arriving at the solution.

6. Produce a model. You will be assessed on the effectiveness of the mechanisms used in your model.

7. Prepare a formal presentation to sell your idea to the class. Your presentation should explain to the class how the mechanism that you have designed in Activity 3 works.

HINTS

 * The product can be 2 dimensional on an A4 card.
 * Divide the card in half (one half for in the booth and the other half outside)
 * Corrugated cardboard is a versatile and cheap resource
 * One-sided corrugated cardboard can be used for gear teeth and on racks.
 * Hot melt glue guns are very effective (glues strongly and quickly)
 * Paper fasteners are quick and easy to use (e.g. fixed and loose pivots)

Glossary
Note: Related terms are grouped and therefore do not appear in alphabetical order.

LEVER : A rigid bar having load, fulcrum and effort used for mechanical advantage

LINKAGES / LINKED LEVERS : Two or more levers linked to form a system of levers

INPUT : The action that starts a system. (e.g. force, switch etc)

OUTPUT : The product that results from the action of a system (e.g movement light glowing etc)

MECHANICAL ADVANTAGE : Mechanical advantage is used in machines to make work easier. Types: change of force, distance & speed

FORCE MULTIPLICATION : Occurs where the output force of a mechanism is greater than the input force.

DISTANCE MULTIPLICATION : Occurs where the output distance of a mechanism is greater than the input distance of that mechanism.

GEAR : A mechanism for transferring and changing movement, force & speed

GEAR TRAIN : Two or more gears connected in a system

DRIVER : The gear that provides the input in a gear system

DRIVEN : The output gear on a gear system

IDLER GEAR : A gear normally placed between the driver and driven so that they turn in the same direction.

BEVEL GEAR : Changes the plain (angle) of movement in gear systems (e.g. windmill turns in vertical plain and the shaft for pumping water turns in a horizontal plain i.e. a change of 900 in direction of movement.)

WORM GEAR : this is a normal gear (worm wheel) that meshes with a worm screw.

WORM SCREW : A cylinder like gear with a screw thread (The worm screw engages / meshes with the worm gear)

RACK AND PINION : A rigid bar with teeth that will engage / mesh with the teeth of a pinion (gear wheel)

MESH : The engagement of gear teeth. (The gears mesh when they are in contact with each other.)

WHEEL : Any circular thing that turns on an axle

AXLE : The shaft that supports the wheel and the movement of that wheel.

CRANK : An axle (e.g. projecting from a wheel) that is bent. (The crank is turned to make the shaft / move.)

CAM : It is a wheel that is not circular. Used to change the direction of movement of something (the follower) that lies against it. (e.g. The oval cam spins while the follower moves up and down &shy reciprocating movement)

PULLEY : A wheel with a groove in the rim for ropes used to lift weights or apply a force.

HYDRAULIC SYSTEM : A closed system that works with fluid pressure

MASTER CYLINDER : The input cylinder in a hydraulic system

SLAVE CYLINDER : The output cylinder in a hydraulic system

An example of the type of graphic expected from learners in a linkage mechanism (Inputs and outputs must be clearly indicated. The convention for fixed and loose pivots must be followed)

Author/s: Alison Fowkes & Deon Khan (Editor &shy Johnny Freese)

The authors acknowledge: Osman Sadeck — for the use of the data sheet from: www.wcape.school.za/sadeck/ NdoE — for Adaptation to the Grade 9: CTA (Technology) - 2003

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
SAASTE Technology/Modules/Structures Grade 5

GLOSSARY:
together in a specific manner
 * Structure: consists of materials which are joined
 * Frame structure: made up of individual pieces of material &shy it forms a framework
 * Shell structure: protects things from the outside.
 * Solid / mass structure: consists mainly of matter.
 * Natural structure: exists in nature.
 * Constructed structure: is built by people

The environment we live in consists of structures .Structures are made of materials that are suitable for a certain function.

Structures which exist in nature are known as natural structures and those built by people are known as constructed structures.

There are 3 basic types of structures:
 * Shell structures: protect something.
 * Frame structures: form a frame work.
 * Solid / mass structures: consist mostly of matter

Structures either:
 * Perform a supportive role (bear loads e.g. pillars, constructed beams, crutches, towers), span gaps (e.g. bridge), protect contents (e.g. helmet, eggshell), contain or hold things (e.g. box), provide stability (foundations).

Sometimes structures tend to collapse or fail to do their job because of failure of the materials: i.e. wrong material being used for a particular job, or because they have been designed incorrectly, or because they have been manufactured badly.

Activity 1:
-(approx.: 1 week (L.O. 2)

Look at the pictures and identify the type of structure it represents.

ACTIVITY 2 : Research task
- (approx. 1week (L.O 1, 3) Collect at least 2 different samples of the following materials.
 * Paper
 * Plastic
 * Cardboard

1. Find out 3 properties of each material- (such as hard/soft, waterproof, strong/weak, etc)

2. Give 2 uses of each material

3. How or what did people in the past who did not have paper to write on do for writing material?

ASSESSMENT: RESEARCH

ACTIVITY 3: PRACTICAL TASK
- (approx. 1week (L.O.1) Choose from the list of material supplied and make one of the following of the structures named below. Structures: windmill, hill, box

Materials: plasticine (clay), paper, cardboard, plastic straw. (Additional materials for joining: glue /pin)

ASSESSMENT: PRACTICAL

TEST: Match the word in COLUMN A with the correct sentence in COLUMN B

TOTAL: [5X2] ASSESSSMENT: TEST

ACTIVITY 3: TECHNOLOGICAL PROCESS
- approx. 2 weeks (L.O.1)

SITUATION
Your school is hosting its annual concert. It is expected of the Gr.5 learners to design and make some of the props for the concert using suitable materials

Use your knowledge and skills that you have gained and design and make the props .The material must be suitable for the particular structure that you will be making.

Investigate: Find out what props are needed. Then say what you will make

(Design brief): I will make a:

Design: Show 2 different designs of the product you have chosen to make.

Choose a final design and your design must include labels.

Material list Name the materials you will use.

Tool List (I will use the following tools.....) Circle the tools and add in others that you will use.

needle scissors saw glue gun cutting board ruler craft knife

Flow diagram: Complete the guided passage on how you are going to make your item.

STEP .1

 * First I.........................................

STEP. 2
 * Then I................................................

STEP.3
 * Afterwards I .........................................................

STEP .4

 * Then I................................................

STEP .5
 * Finally I.............................................................


text:
SAASTE Technology/Modules/Structures Grade 8

SITUATION:
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
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
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 use of Technology == People now use technology, but why. People would have fast and easy technical things like:•Mobile cellphone

•Microwave

And other technical things.In grade 8 we learn that frame structures have many sides.


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Ada Programming/Libraries/Ada.Numerics

is a unit of the Predefined Language Environment since Ada 95.

Specification
Ada.Numerics (Numerics); Argument_Error : ; Pi : := 3.14159_26535_89793_23846_26433_83279_50288_41971_69399_37511;   π  :  := Pi; e :  := 2.71828_18284_59045_23536_02874_71352_66249_77572_47093_69996; Ada.Numerics;

 * π :

Wikibook

 * Ada Programming
 * Ada Programming/Libraries

title: Ada Programming/Libraries/Ada.Numerics


text:
Blender 3D: Noob to Pro/Quickie Texture

Textures are laid on top of materials to give them complicated colors and other effects. An object is covered with a material, which might contain several textures: An image texture of stone, a texture to make the stone look bumpy, and a texture to make the stone deform in different ways.

A texture may be an image or a computed function. What the texture does and how it is mapped onto your object is set in the material buttons. Some commonly used texture types are shown on the page Using Textures.

This tutorial uses the file from the Quickie Material tutorial. If you didn't do it before, go back and do it now.

Step 1: Adding Texture to the Material

 * In a Properties window, switch to Texture [[File:Blender255TextureContextButton.png]] context.
 * A default texture, Tex, should already be available and set to Type: None.
 * If not, click one of the Texture Slots (the ones with chequered icons) and click the New button.
 * Set the Type to Clouds.
 * The Texture Preview panel will now reflect this change. However, said change will not be reflected in the 3D view window.
 * You can do a quick render (F12) to see the change. However, you'll have to re-render every time you change a setting to see its effect.
 * Otherwise you can click the Material button in the Texture Preview panel to see the changes to the material. (Click Both to see them side-by-side.)
 * A better, albeit more resource intensive option would be to change the Display Mode to Rendered. (Shift+Z in the 3D view window or Selecting the Display mode from the 3D view Header.Rendered View.png

Step 2: Refining the Texture

 * Once you use one of the ways to preview your work, you'll see Green and Magenta mixed in resembling a polished granite texture.
 * This is the default colour for any generated texture. Now all you have to do is change it to black.
 * But before that scroll down to the Mapping panel and make sure that Coordinates is set to Generated, Global or Object (for best results).
 * Scroll down to the Influence panel, and click on the colour swatch and drag the reticule in the bar to the right all the way down.
 * Now the texture should look more or less like green graniteBlender278aRendered1.png

Step 1: Adding a second Texture to the Material

 * In a Properties window, switch to Texture Blender255TextureContextButton.png context.
 * The Cloud texture you just created will be listed in a slot.
 * To create an additional texture click a second texture slot and then click New button.
 * Change the texture Type to Stucci.
 * Now if you preview this texture you'll only notice a bit of magenta mixed in with the previous texture.

Step 2: Making the texture a Bump-Map
The render result should look like the one on the right.
 * Scroll down to the Mapping panel and make sure the Coordinates is set to Generated, Global or Object for best results.
 * Scroll down to Influence panel uncheck Color and check Normal under Geometry, then set it to 4.
 * If required, set the Method under Bump Mapping to a higher Quality.

Now mess around with the various settings we discussed, Particularly the settings in Clouds/Stucci, Mapping and Influence panels. Also try the whole tutorial (Quickie Material & Quickie Texture) with a sphere and other shapes.

Some Closing words
The downside of bump-mapping, as you may have noticed, is that it only provides an illusion of depth/bumpiness. The edges will still be straight as in the render. For curved surfaces the outline will still look spotless while the centre looks deformed, plus shadows will still render smooth compromising the illusion. An alternative technique is displacement-mapping which actually deforms the mesh as per a texture to produce depth in the mesh, with the downside of creating a higher poly mesh.

With bump-mapping in general, you will get a greater effect on smoothly curved surfaces with high specularity as compared to flat surfaces with low specularity.

title: Blender 3D: Noob to Pro/Quickie Texture


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Talk:UK Constitution and Government/Judiciary

I reverted this, at first I thought it was vandalism but it appears to be some kind of translation. Just thought I'd mention it here in case there was a good reason for the edit (I can't think of one though). -- mattrix 15:55, 25 Jan 2005 (UTC)

Brexit
Is the EU court section still accurate after Brexit? Zellfaze (discuss • contribs) 16:36, 17 October 2016 (UTC)


text:
User talk:Manpurse

Hi, i am the adminstrator of The Wrong Way to Learn Spanish. I wanted to personally thank you for contributing to the project. Oh, and I am a rhythm action fan myself. In fact, lol, I own www.rhythmaction.com. Moonlightembrace 18:25, 25 Jan 2005 (UTC)

title: User talk:Manpurse


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SPM/Installation on Linux

Linux 32 bit is a supported platform up to SPM8. You might have to recompile SPM MEX files (*.mexglx) if those provided with the SPM distribution do not appear to be compatible with your system. The Troubleshooting section of the Linux 64 bit installation page might also contain some useful information.

SPM12
SPM12 is not officially supported on Linux 32 bit, as this platform is about to be phased out (see MATLAB Platform Roadmap). This means that precompiled MEX files (*.mexglx) are not included in the SPM distribution.

Installation
Download spm8.zip and its updates spm8_updates_rxxxx.zip in your home directory then type the following in a Terminal: cd /home/login unzip spm8.zip unzip -o spm8_updates_rxxxx.zip -d spm8 Start MATLAB and add SPM into your path, either using File > Set Path > Add Folder... or typing addpath /home/login/spm8 in MATLAB's workspace.

Compilation
In a Terminal, from the src folder of your SPM8 installation, type: cd /home/login/spm8/src make distclean make && make install make toolbox-distclean make toolbox && make toolbox-install make external-distclean make external && make external-install

Installation
Download spm5.zip and its updated MEX files SPM5_Matlab7.1_LINUX32_MEX.zip in your home directory then type the following in a Terminal: cd /home/login unzip spm5.zip unzip -o SPM5_Matlab7.1_LINUX32_MEX.zip -d spm5 Start MATLAB and add SPM into your path, either using File > Set Path > Add Folder... or typing addpath /home/login/spm5 in MATLAB's workspace.

Compilation
In a Terminal, from the src folder of your SPM5 installation, type: cd /home/login/spm5/src make distclean make && make install

Installation
Download spm2.tar.gz and its updated MEX files SPM2_LINUX32_MEX.tar.gz in your home directory then type the following in a Terminal: cd /home/login tar xvfz spm2.tar.gz tar xvfz SPM2_LINUX32_MEX.tar.gz -C spm2 Start MATLAB and add SPM into your path, either using File > Set Path > Add Folder... or typing addpath /Users/login/spm2 in MATLAB's workspace.

Compilation
In a Terminal, type: cd /home/login/spm2 make Linux

title: SPM/Installation on Linux


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Gambas/Assignments

Equal or not equal
In gambas the = sign is used differently than it is in mathematics. It is used to assign a value to a variable.

When the equal sign shows up in the code, you should always think of it as:
 * It is assigned
 * A place in computer memory is reserved for the variable
 * Fill the memory with this value

Then you will not run into illogical conclusions.

The following code is correct in Gambas. Try it out. What is the result?

Translated to natural language this says:

Assign 5 to the variable a Multiply 4 with the old variable a and assign it to the new variable a.

Maybe the first person who started assignment in computers came from Arabia. Perhaps this is why we have to read the line from the right to left.

By the way: the result is 20.

How does this work in a little program: You need one command button to get the program going. The result is shown in the terminal window. A math teacher would not like these equations, but in Gambas (or in basic in general) it is correct. Of course, you could make things clearer by using two different variables. The line is not an assignment. It is a declaration of a variable as a datatype. In this case a is of the datatype integer.

Theory of the assignment
The following code shows you in general the method of assignment: Variable = Expression Assigns the value of an expression to one of the following elements. :
 * A local variable.
 * A function parameter.
 * A global (class) variable.
 * An array slot.
 * An object public variable.
 * An object property.

Example

title: Gambas/Assignments


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Gambas/First

Back to Gambas

For the first steps see:

 * http://gambaswiki.org/wiki/howto/getstarted

Creating your first gambas application
See the Hello World tutorial for information on how to create your first Gambas application.

title: Gambas/First


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Gambas/Toolbox

Back to Gambas

List
The gambas toolbox contains all the controls you can drop on a Gambas form. http://commons.wikimedia.org/wiki/File:Gambas_toolbox3.png

In the beginning you should get used to some of the tools. They are important and the other ones are a lot easier, when you have learned to use these few in the beginning.
 * Try the textbox and textarea.
 * Try the commandbutton.
 * Try the drawingArea
 * Try the timer.

 * Label
 * Image
 * TextLabel
 * ProgressBar
 * Button
 * CheckBox
 * RadioButton
 * ToggleButton
 * TextBox
 * ComboBox
 * TextArea
 * ListBox
 * ListView
 * TreeView
 * IconView
 * GridView
 * ColumnView
 * Frame
 * Panel
 * TabStrip
 * ScrollView
 * DrawingArea
 * Timer
 * GambasEditor
 * LCDNumber
 * Dial
 * SpinBox
 * ScrollBar
 * Slider
 * TableView
 * Splitter
 * Workspace

The first one in the row, the Selection Tool, is rather useless. It isn't actually a control. The selection tool simply gives you the plain pointer back, with which you can select and operate on forms and their controls.

title: Gambas/Toolbox


text: User talk:65.31.149.84

title: User talk:65.31.149.84


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Gambas/VB

Back to Gambas

See
The actual Gambas wiki (2006) http://gambasdoc.org/help/doc/diffvb

The old wiki, now static http://www.binara.net/gambas-wiki/static/Gambas/DifferencesFromVB.html

title: Gambas/VB


text:
Gambas/Commands

Back to Gambas

See

The actual life wiki (2006) http://gambasdoc.org/help/lang

The static wiki (old) http://www.binara.net/gambas-wiki/static/Gambas/IndexByName.html

title: Gambas/Commands


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Gambas/FAQ

Back to Gambas

See http://sourceforge.net/mailarchive/forum.php?forum=gambas-user

Hotkeys
If you want to use some hotkeys for a project, you might code something like this: Public sub Form_KeyPress If key.code = ... then Something happens

Unfortunately this only works, if the form has no buttons and other controls. If the form has other controls and one of the controls has the focus, then it does not work.

There is no interface in the QT component to globally intercept key events yet, but there is a trick: If you have a menu in your form, its keyboard shortcuts are globally managed. So you can add an hidden menu to your form to solve your problem.

KDE panel applet ?
Is it possible to write a KDE panel applet with Gambas? No, currently it is not possible to do that. KDE panel applets are implemented as shared libraries with specific interfaces.

Listview
How can I add a listview item after an existing one, when there is an item missing:

Wrong: Listview.add("Key","Name",,"Key2") -- Error: Comma missing.

You have to pass NULL as picture argument. You cannot "jump" arguments when you call a function in Gambas.

Listview.add("Key","Name",NULL,"Key2")

Does Gambas support structured data types?
In some versions of basic, it is possible to create structured data types using by using type definitions as follows:

' This will not work in Gambas TYPE rhubarbstructure foo AS STRING * 32 bar AS INTEGER END TYPE

PUBLIC rhubarb AS rhubarbstructure

Currently, Gambas does not support the TYPE keyword. Instead, you can use the STRUCT or STRUCT[] keywords.

Additionally, it is possible to use class definitions for the same effect.

Making the application startup from a main routine
In gambas, to make an application startup from a main routine:

 * Create a new module called MMain
 * In the MMain module, create a public sub called Main as follows:

PUBLIC SUB Main ' This is the start of the program END

 * Right click the MMain module, then select Startup class from the context menu

Obtaining the command line parameters
PUBLIC SUB main ' This reads and displays the command line parameters DIM l AS Integer DIM numparms AS Integer DIM parm AS String numparms = Application.Args.Count FOR l = 0 TO numparms - 1 parm = Application.Args[l] PRINT l; " : "; parm NEXT END SUB

Overview
In gambas, the trick to determining the maximum window size that will fit on the screen is to create a form that is maximized and then query its dimensions from within a Form_Resize event. Note that the form can be invisible during this process, and typically we would use the main modal window (FMain in this example).

Creating the form
From with the project create a form (FMain) with the following properties set:

FMain.Maximized = True FMain.Visible = False   ' The form can be invisible

From within the project view, rightclick the FMain form and select Edit class from the contextmenu. This will display a form class file (FMain.class) as follows:

PUBLIC SUB _new

END

PUBLIC SUB Form_Open

END

We can now add a Form_Resize event to the class file with the necessary code to obtain the screen dimensions as follows:

PUBLIC SUB Form_Resize PRINT "The maximum window size that can be used is "; FMain.Width; " x "; FMain.Height END

title: Gambas/FAQ


text:
Template:Shortcut

 Shortcut:

title: Template:Shortcut


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Wikibooks:Shortcuts

Shortcuts are available for quick access to a page. For example, if the shortcut for Requests for deletion is "WB:RFD", you can access the page by typing "WB:RFD" in the search box from any page and pressing "Go" (or enter on your keyboard). The URL http://en.wikibooks.org/wiki/WB:RFD also works.

About shortcuts
We have shortcuts for the following pages:
 * 1) Shortcuts to pages in the Wikibooks namespace. These shortcuts always start with "WB:".
 * 2) Shortcuts to Wikijunior pages.  These shortcuts always start with "WJ:".
 * 3) Shortcuts to pages in the Cookbook namespace.  These shortcuts always start with "COOK:".
 * 4) Shortcuts to subject pages.  These shortcuts always start with "SUB:".
 * 5) Shortcuts to categories.  These shortcuts always start with "CAT:". Be careful about using category redirects. They work as expected as links, but not if you try to use them as a way to categorize pages.

Wikibooks shortcuts
The following is a list of shortcuts in use in the Wikibooks namespace. This is not a canonical list.

Category shortcuts
The following is a list of shortcuts in use in the Category namespace. This is not a canonical list.

Interwiki shortcuts
If you work on multiple Wikimedia projects, you can also use interwiki shortcuts. For example, wikt:WT:ELE and commons:COM:CT work, even as http://en.wikibooks.org/wiki/wikt:WT:ELE and http://en.wikibooks.org/wiki/commons:COM:CT in your browser.

Find a list of shortcuts at other projects:
 * Commons
 * Wikinews
 * Wikiquote
 * Wikisource
 * Wikipedia
 * Wiktionary

ja:Wikibooks:ショートカット pl:Wikibooks:Skróty pt:Wikibooks:Lista de atalhos fa:ویکی‌کتاب:میان‌بر tr:Vikikitap:Kısayollar az:Vikikitab:Qısayol ru:Викиучебник:ВУ

title: Wikibooks:Shortcuts


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History of Elven Writing Systems/Appendix

Vowels-Ómatehtar
It is well known that the vowels were originally displayed as diacritics. In Rúmilian writing these have been attested, and it is shown how they modify the letter t. The sounds æ and weak ə were probably employed only in English.

Note that if the signs were placed on the left of the letter, they would be pronounced at, et etc.

Concerning the Modes using tengwar, the vowels were displayed with signs that are identical to all of the attested systems (with minor varieties). We can think that they were identical to the first ones that Fëanor made. The attested Quenya tehtar are shown here over the letter Tinco, and how they would be read in Quenya:

And Sindarin:

Sindarin had the ancient umlaut œ that later became e (as in Arnœdiad), but it is attested nowhere. Long vowels were placed on long carriers, but the signs for o, u and e could also be doubled. In Quenya, the sign of a could be simplified as a circumflex or even ommited, as it was a very frequent sound. Tolkien says in some modes, the signs for e and i swapped values, which is seen in the Ring Inscription, but it's not clear if this swapping occurred in Elvish modes. This was also the case with the signs for o and u in the Ring Inscription, because in Orcish, the sound o was rare.

We don't know how dipthongs were written in Sarati and Valinorean Tengwar, but in later Quenya they are written in a peculiar way: The tehta is placed over the following element. Some of them are attested in Namárie, the others formed by analogy. The six diphthongs of Quenya are:

And of Sindarin (tehta mode):

And both full modes:

Au and oe have been attested nowhere and are guessed. Oe shouldn't be confused with the ancient umlaut œ. Au is written -aw finally (as in baw, lhaw) by Tolkien. Final -w in other combinations like têw, aew, lhiw is a semivowel and doesn't form a diphthong.

Go to:

 * ../Third Age/


text:
Talk:DirectX/Managed DirectX

BLA!

Need some info !!!

title: Talk:DirectX/Managed DirectX


text:
World History/Changes in Eurasia - Mongol Conquest and Aftermath

Mongol Conquest
As Europe lived through its High Middle Ages, the largest empire the world had yet seen emerged in Asia. In the early 1200's, a chief called Chingis Khan (formerly spelled "Ghengis," from the Persian) unified the Mongols with other nomadic steppe tribes. The unified Mongols were called the Golden Horde. Chingis (meaning "oceanic;" before his coronation his name was Temujin) had numerous skillfull generals, the most noted of them being Subutei Bagatur and Jebe Bagatur (no relation, Bagatur in Mongolian simply means 'brave'. The names of all Mongol generals and leaders have multiple spellings).

Russian Conquest
In the year 1240, the Mongols invaded the Slavic people of Russia. The Mongols imposed taxes on the kings but let the kings rule. In the year 1480, Ivan the Great ended Mongolian dominance after the Standoff on the Ugra river.

Asian Conquest
By 1260, the armies of Mongol Empire had swept with overwhelming force out of the Asian steppes, utterly destroyed ancient and powerful kingdoms in the Middle East, and reached as far west as Egypt and Poland before halting their advance. During the same period, Mongol assaults on China wore down the Sung dynasty and let them establish the Da Yuan ("Great Beginning") dynasty. The Mongols' military tactics, based on the swift and ferocious use of mounted cavalry, crushed even the strongest European and Islamic forces that took the field against them. They also learned primitive cannon and firearm technologies and brought them to the West.

Despite two attempted ambitious amphibious invasions, Mongol attempts to invade Japan failed.

Aftermath of the Conquest
The Mongol Empire would become the largest empire at its peak, stretching from China as far as Russia. Mongol rule in these areas integrated them from the rest of the world, and stimulated trade between Europe and Asia. This would have profound effects that would continue many centuries after the disintegration of the empire (which was caused by the need for different styles or government in different areas, and war between Chingis' successors), including stimulating Europeans to explore the world looking for Asia's riches.


text:
Soviet History

In 1917, the Russian Empire was losing a war against both Germany and Austria-Hungary. The population was starting to resent the Czar/Tsar, and wanted a different leader so the war would end. Vladimir Lenin, returning from exile in Switzerland, led the Communist Party of Russia to power in the October Revolution.

Chapters

 * /Before The Creation of the Soviet Union/
 * /Russian Civil War/
 * /Leadership of Vladimir Lenin/
 * /Leadership of Stalin, 1925-1938/
 * /Pre-War Soviet-German Relations/
 * /Great Patriotic War 1941-1945/
 * /Rebuilding After The War 1945-1953/
 * /Soviet Union becomes a Superpower/
 * /Nikita Khrushchev 1953-1965/
 * /Leonid Brezhnev 1965-1983/
 * /Yuri Andropov 1983-1984/
 * /Konstantin Chernenko-1984-1985/
 * /Mikhail Gorbachev 1985-1990/
 * /The Collapse of the Soviet Union/

title: Soviet History


text:
Cascading Style Sheets/Applying CSS to HTML and XHTML

CSS can be applied to HTML or XHTML using three methods: linked, embedded, and inline. In the linked method, the CSS is stored in a separate file, instead of directly in the HTML page. In the embedded method, CSS is stored as part of the HTML page, in the header section. In the inline method, CSS is stored directly in the style attributes of the HTML tags, as.

The neatest method is probably the linked one, but the other ones are convenient and quick in the phases of prototyping a web page. The embedded and inline methods do not require having a separate file. The inline method saves you the trouble of considering what CSS classes your document should have. For a larger site, in which many web pages share the same styling, and in which the styling should be customizable by the user, the linked method is the only viable option.

The methods are treated in detail in the following sections.

Linking
With linked CSS, CSS rules are stored in a separate file. To refer to that file from the HTML page, add the  element (and its closing element within XHTML) to the   element, as shown in the following example, which assumes that the stylesheet is stored in the file named "style.css".

The  element in the example has three attributes. The first,, tells the browser the type of the target of the link. The second,, tells the browser what type of stylesheet it is. And the third,, tells the browser under which URL to find the stylesheet. In the example, the URL is relative, but it can also be absolute.

The "style.css" with a single rule contains only the following text:

This tells the browser that the text in the paragraph element should be rendered as bold.

Example rendering:

The source code for the complete HTML document is thus as follows:

Embedding
Dynamically generated webpages may need to use embedded CSS, but this should be kept to a minimum. Even in dynamic pages, any CSS that is common to multiple pages should generally be moved to a linked stylesheet.

Embedded CSS is CSS that is located in the header of the HTML document that requires styling. For example we would like the text in this HTML document to appear bold.

The CSS may be placed in the document's header section:

The CSS is contained in a  element. Setting the element's  attribute to   tells the browser that the  enclosed sheetstyle is written in CSS and should be used to format the page. If the attribute  is missing or set to an unrecognized value, the CSS will not be applied to the page.

The bit of CSS in this example tells the browser to make all the text found in any paragraph elements bold. The text on the page would look like this:

Here is the complete document including the CSS.

Remember, you should use linked stylesheets in preference to embedded stylesheets whenever possible. That will allow easy replacement of the general style information without having to keep track of styles within the various HTML files.

Inlining
Inline CSS is specified directly in the opening tag of the element you want it to apply to. It is entered into the  attribute within HTML or XHTML 1.1.

For example

is rendered as:

As mentioned, you should in general prefer linked CSS to embedded CSS, and both are preferred over inline CSS.

Cascading Style Sheets/Inline CSS


text:
Cascading Style Sheets/Selectors

In CSS, a selector is the part of a rule that comes before the first "{", such as "p" in the rule " ". A selector specifies to which elements a rule should apply, by naming the type of the element, such as "div", the class of the element, or the id of the element. Selectors can only be used in linked and embedded CSS, not in inlined one.

The following table provides an overview of selectors. The sections that follow discuss each type of selector in detail.

Type
These selectors match elements based on the name of their element type. The example above is using a type selector to make every instance of  have bold text. You can use the type selector with any element. Here are a few examples:

Class
The class selector works with (X)HTML documents. It does not work with general XML documents unless the User Agent (web browser or other document reader) can determine which attribute is the class attribute for elements in the document. In (X)HTML documents  is defined to be the class attribute.

HTML permits the  attribute for all elements that are valid in the body section of an HTML document, including the   element itself. This allows the web designer to distinguish between elements of the same type used in different contexts. For example, the designer could differentiate between HTML elements and HTML attributes in a technical document on HTML. attribute of the The class selector allows you to apply CSS rules based on the class of an element.

The first way is to make a global class, which can be added to any element. You do that like this: That will make any element that has the class of important be bold and red.

Sample HTML: Example rendering:

The second way is to attach it to a type selector. The rule is only applied to elements of the given type which are of the specified class.

CSS rule:

Sample HTML:

Example rendering (look right):

An element may belong to more than one class, e.g.

Example rendering:

Class names should describe the purpose of the class, e.g. important, not the effect of the class, e.g. red. If you name classes by effect and then change your mind about the appearance you want you can end up with rules like:

If necessary multiple class selectors can be used to select only elements that belong to all the specified classes, e.g.

Example rendering:

Internet Explorer 6 bug
Multiple class selectors as shown in the previous example do not work in Internet Explorer version 6. It treats the selector as though only the last class selector was present, e.g.  is treated as equivalent to.

Previous example rendered in Internet Explorer 6:

The complete HTML document and CSS stylesheet to test this bug are given below.

classBug.css:

classBug.htm:

ID
The ID selector works with (X)HTML documents. It does not work with general XML documents unless the User Agent (web browser or other document reader) can determine which attribute is the ID attribute for elements in the document. In (X)HTML documents  is defined to be the ID attribute.

The ID selector is used to select a single item on a page. It matches the  attribute of an element. Two elements on the same page must not have the same  attribute.

However, several different webpages within the same site might reuse an. It is commonly used for the major divisions of a page, e.g. mainContent, navigationBar. It is often used in conjunction with descendant selectors, e.g. to style all list items in the navigation bar whilst not affecting lists in the main content.

CSS rule:

Sample HTML: Example rendering:

Universal
These selectors apply a style to all the items on the page. For example to make all the text on the page green use the rule:

Pseudo-Classes
Pseudo-classes and pseudo-elements allow elements to be formatted on the basis of information other than the position of the element in the document tree. Pseudo-class and pseudo-element selectors are prefixed by a colon,, in CSS1 and CSS2.1. In CSS3 pseudo-elements are prefixed by.

CSS level 1 defines three pseudo-classes: These can only be applied to the anchor elements.
 * : unvisited links
 * : visited links
 * : active links

CSS level 2.1 introduces several additional pseudo-classes, including. can be used to create rollover effects without resorting to Javascript. CSS2.1 also allows  to apply to any element that can be active, e.g. a button.

The additional CSS 2.1 pseudo-classes are:
 * : matches any element that is the first child of its parent.
 * : matches the language of the element. The language may be set directly on the element or inherited from an ancestor element. A valid language code must appear in the parentheses, e.g.  for any variant of English or   for British English.
 * : applies whilst the user hovers over the element with the mouse.
 * : now allowed on any element capable of being 'active' – applies whilst the element is active.
 * : applies whilst the element has the keyboard focus.

Although CSS2.1 allows  on any element Internet Explorer only allows it on anchor elements.

Examples: An example of the  pseudo-class is given at the end of the descendant selector section.

Multiple pseudo-classes may be specified, e.g. to warn the user that they are hovering over a link they have already visited:

Care should be taken over the order of rules using pseudo-classes. For example, if you want visited links to be green except whilst the user hovers over them, when they should be yellow, the rules must be in the following order:

If the rules were reversed the cascade would mean that the visited color would take precedence over the hover color. Visited links would remain green even when the user hovered over them.

Pseudo-Elements
Pseudo-classes and pseudo-elements allow elements to be formatted on the basis of information other than the position of the element in the document tree. Pseudo-class and pseudo-element selectors are prefixed by a colon,, in CSS1 and CSS2.1. In CSS3 pseudo-elements are prefixed by.

CSS level 1 defines two pseudo-elements,  and , which select the first letter and line of the rendered element respectively. These can be used to apply typographic effects, e.g. to create a drop cap at the start of a paragraph.

Only one pseudo-element selector may be used and it must be the last part of the selector chain. The  selector may only be applied to block-level elements, inline-blocks, table captions and table cells.

CSS2.1 adds two more pseudo-elements,  and.

Starting in CSS3 pseudo-elements are prefixed with  rather than.

Simple selectors
The selectors described above (type, class, ID, universal, pseudo-class and pseudo-element) are all examples of simple selectors. The full syntax for a simple selector is:
 * a type selector or the universal selector
 * zero, one or more class, ID and pseudo-class selectors (CSS2.1 also allows attribute selectors)
 * zero or one pseudo-element selectors

The following are all examples of simple selectors:

As a shorthand notation the universal selector,, may be omitted if it is not the only component of the simple selector. For example,  is equivalent to   and   is equivalent to.

Combining simple selectors: Simple selectors can be combined to take the context of the element in to account. For example you might want to apply a rule only to list elements in the navigation bar.

Descendant
Descendant selectors allow you to apply style to elements that are nested within another specified element. For example, you could have every  element inside of every   element be bold. The  can be a child element of the   element, or a grandchild, or a great-grandchild, etc.

CSS rule:

Sample HTML:

Example rendering:

The next example changes the color of visited links in the navigation section. Visited links in other parts of the document would be unaffected.

CSS rule:

Sample HTML:

Example rendering:

An example using the  selector.

CSS rule:

Sample HTML:

Example rendering:

Two important points to note:
 * an element is still the first child if it is preceded by text, so the  element in the first paragraph and the   element in the second paragraph are the first children of their respective paragraphs.
 * a rule is only applied to an element if it matches all parts of the selector. The  element in the first paragraph is a second child, so it is not matched by the   selector.

Grouping selectors
Selectors can be grouped into comma separated lists. is equivalent to

An element may be selected by more than one rule: All headings will have a red background. Level 2–6 headings will have white text. Level 1 headings will have yellow text.

The order of the rules is significant. In the following example all headings would have white text. When more than one rule applies to an element the cascade is used to determine the resulting style applied to the element.

Later CSS versions
Additional selectors in CSS 2.1:
 * Child selectors
 * Adjacent sibling selectors
 * Attribute selectors
 * More pseudo-classes and pseudo-elements.

Additional selectors in CSS 3:
 * More sibling selectors
 * More attribute selectors
 * More pseudo-classes and pseudo-elements.

Le langage CSS/Les sélecteurs CSS/Selettori

title: Cascading Style Sheets/Selectors


text:
User talk:163.1.159.21

Thanks, whoever you are, for the edits to Ardvark the Aardvark. They're appreciated.

title: User talk:163.1.159.21


text:
World History/Napoleonic Europe and Reactionism

Overview
Unlike in America, the French Revolution (1789-99) did not go well, for either side of the revolution. It was a time of great political upheaval and radical change. At the time of the revolution France was still firmly under a class system consisting of three states or etats, the aristocracy, the clergy and everybody else. This system meant that farming was still run on feudal lines, peasants work the land but ceased to be given any amount of protection from their overlords. This lead to major unhappiness and eventually a republic, a constitutional monarchy and finally an Empire the likes Europe would not see in terms of conquering power until the Second World War.

Causes
Historians agree that a major cause of the revolution was economic. The struggle to match the economic power of other European power such as England caused massive famine and malnutrition due to rapid industrial expansion. Another major cause was the Seven Years War, which saw France booted out of both India and Quebec by the English. The French also supported the Americans in their revolution, pushing them further into bankruptcy. Despite the failing economy the nobility continued to consume high level goods, especially Marie-Antionette.(A commonly attributed unverified quote is "They can't afford bread? Let them eat cake!")  The final reason was the enlightenment fever. After watching other countries change into constitutional monarchies or republics, peasants felt resentment towards their own absolute monarchy. They were not alone. A large percentage of rural clergymen hated their aristocratic bishops, Protestant minorities yearned for freedom from persecution, and the enlightenment thinkers who so longed for a democratic state which they could call their own

Early Wars

France broke into revolution against the king, starting with the storming of the Bastille. The leaders of the rebellion quickly started to gain control of the government. That control was lost later


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SAASTE Technology/Activities/Conductors and Insulators

Electrical System

Grade 6

Conductors & Insulators

 * Build the circuit shown above.
 * Place the different objects / materials between points A and B (choose from objects available)
 * Note your observations in the table below.

 * Materials that allow the flow of current are called Conductors
 * Materials that do not allow the flow of current are called Insulators

Answer these questions:

1. What happened when the nail was used to bridge the gap?

2. What happened when the plastic pen was used to bridge the gap?

3. What type of materials is best suited for insulators?

4. Name three useful applications of insulators.

Author: Averil Nolly Acknowledgment of graphic: Osman Sadeck Editor: Osman Sadeck


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SAASTE Technology/Activities/Electronic Circuits

Electrical System

Grade 9

Electronics
You will need the following component / Parts

Resistors (all ¼ Watt 5% carbon)
 * R1 - 680 Ohm
 * R2 - 4,7 K Ohm
 * R3 - 2,7 M Ohm (for activity 4)

Semiconductor
 * Q1 - BC337 (or equivalent)
 * LED 1- 5mm
 * LED 2 - 5mm infra red detector
 * LED (for activity 4)

A Resistor Colour Code Chart is available on the last page of this document.

Connect / build the circuit shown in the diagram below:

Note: The fly lead is simply a short length (approx. 10cm) of conductive wire (with both ends stripped of insulation)

Activity 1:
Attach the loose end of the fly lead to the negative (-) side of the battery and observe the output.

Now remove the fly lead and attach to the positive (+) side of the output and observe the output.

Activity 2:
Disconnect the fly lead from the battery. Touch the end of the fly lead with your bare fingers.

What do you observe?

Activity 3:
Connect another fly lead as shown in the circuit diagram below:

Insert both fly leads into a beaker containing water and observe the output.

Activity 4:
Use your original circuit and extend it by connecting LED 2 and R3 as shown in the circuit diagram below:

LED 2 - 5mm. infra red detector LED R 3 - 2,7 MΩ

Use any remote control (from a TV, Hi-Fi etc.). Bring it close to LED 2. Press any button on the remote control and observe the output.

Note: An LED is a transducer: it converts energy from one form to another

Component data:
 * R1 - Blue, grey, brown, gold
 * R2 - Yellow, violet, red, gold
 * R3 - Red, violet, green, gold

Note: 5%(gold), 10%(silver) or 20%(no 4th band) resistors may be used

The colours for the 4, 7 KΩ resistor was worked out like this: Each number of the value of the resistor correspond to the three bands on the one end of the resistor.

4 in the first band = yellow 7 in the second band = violet K in the third band would be orange. Because there is a decimal place (comma) between the 4 & 7, we move one decimal place and now have 2 zeros which correspond to red.

Try working out the colours for the following resistors: 47 KΩ, 50Ω, 330Ω, 100Ω , 560Ω , 390Ω.

Semiconductors:

Transistor Q1:                            BC 337:

B-Base; C-Collector; E-Emitter

Glossary
Resistor: An electronic component which slows or reduces the current and/or creates a voltage drop

L.E.D. (Light Emitting Diode): A special diode which emits light when a current flows through it.

Transistor: An electronic component which may be used as a switch or as an amplifier. They are broadly divided into PNP and NPN (the BC 337 used above is an NPN transistor)

Infra-red: A narrow band of the light spectrum invisible to the naked eye.

Anode: Positive

Cathode: Negative

Author: Ricardo Miller

Contributions by Osman Sadeck

Editor: Osman Sadeck


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SAASTE Technology/Activities/AND and OR Gates

Electrical System

Grade 8

AND & OR Logic Gates
There are two types of electrical systems, viz. Digital and Analogue. Digital systems operate on logic circuits. The logic state or logic level of a system can either be HIGH or LOW.

This high and low state is referred to as ON or 1 to represent High and OFF or 0 to represent Low. We use logic gates in electrical systems to decide in a logical way our desired output.

Understanding a logic level

The table is called a truth table. It shows the possible logic levels of the circuit by using a 1 to indicate ON and a 0 to indicate OFF.

This circuit can also be represented as a Systems Diagram as follows:

Activity 1:
Practical, truth table and systems diagram

Practical

Gather the necessary components and connect up the circuit shown below:

Truth Table

Complete the truth table alongside the circuit

This is an AND circuit &shy the lamp will only light up if S1 AND S2 are closed.

Systems Diagram

Draw a systems diagram to represent the AND circuit.

Activity 2:
Practical and truth table

Practical

Gather the necessary components and connect up the circuit shown below:

Truth Table

Complete the truth table below:

This is known as an OR circuit &shy for the lamp to light up either S1 OR S2 need be closed

Glossary:
Switch: a device which allows or prohibits electricity to flow.

Conductor: a material which allows electricity to flow through it. All metals are conductors.

Circuit diagram: a drawing which uses circuit symbols to represent components.

Truth Table: represents the functioning of a digital circuit. This table uses a `1' to indicate a closed switch (or an `on' lamp, motor etc.), and `0' indicates an open switch (or an `off' lamp, motor etc.).

Logic state or logic level: tell us if the system is high or low or on or off.

Analogue system: has a range of values within its limits

Digital system: have discreet values within its limits

`AND' gate: produces 1 or high when all of its inputs are 1 or high

`OR' gate: produces 1 or high when any of its inputs is 1 or high

Author: Ricardo Miller Contributions by Osman Sadeck Editor: Osman Sadeck


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SAASTE Technology/Activities/Circuit\Systems Diagram

Electricity

Grade 6

Basic Circuit Diagram & Systems Diagram
Activity on communication

1. Use the data sheet that is given to draw a circuit diagram of the picture of the circuit that is shown above. An example of systems diagram is shown below. The example used is opening a door.

2. Draw a systems diagram for the circuit above.

Author: Cheryl Jaftha Acknowledgments of graphics: Osman Sadeck & www.wcape.school.za/sadeck/ Editor: Osman Sadeck )


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SAASTE Technology/Activities/Hydraulics

Systems & Control

Grade 8

Hydraulics
Syringes can be used to change the type & size of an input movement into a different output movement

ACTIVITY 1
Set up the investigation illustrated by the drawing above:

 * Use two 10-ml syringes with approximately 200 mm length of plastic tubing.
 * Use water in the system.
 * Use syringes A as the master cylinder.

1. Observe and write down what happens at syringe B: 2. Compare the distances

ACTIVITY 2
Repeat the investigation using a 60-ml syringe as the master and a 10-ml syringe as the slave.

2. Observe and note what happens.

3. Choose the correct options. If the plunger of the master syringe is pushed down 10 mm, the plunger of the slave will have moved:

A. 10 mm B. less than 10 mm C. more than 10 mm

Complete the system diagram below:

1. How is the input size changed?

2. How is the input type changed?

3. How would you describe the mechanical advantage that we get from a hydraulic system?

Author: Deon Kahn Editor: Osman Sadeck

title: SAASTE Technology/Activities/Hydraulics


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SAASTE Technology/Activities/Hydraulics and Pneumatics

Systems & Control

Grade 7

Hydraulics & Pneumatics
Syringes can be used to demonstrate movement and the basic principles of pneumatics and hydraulics.

Set up the experiment as illustrated of the drawing above by doing the following:

 * Connect two 10ml syringes with a 200 mm length of plastic tubing.
 * Pull the plunger of syringe A completely out and push the plunger of syringe B fully in.
 * Replace the plunger of syringe A and press slowly down.

Observe and write down what happens at syringe B Complete the system diagram below:

Repeat the demonstration, but this time fill the system with water.

Observe and write down what happens at syringe B

Syringe A is referred to as the MASTER cylinder and Syringe B as the SLAVE cylinder.

Complete the system diagram below:

When syringes are filled with air we are demonstrating pneumatics. True pneumatics use compressed air. When syringes are filled with water we are demonstrating hydraulics. True hydraulics usually uses oil as the fluid.

 * Which is the more effective?

 * Why do you think so?

 * Explain why in this case syringes A is the master and syringe B is the slave:

Author: Deon Kahn Editor: Osman Sadeck


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SAASTE Technology/Activities/Technological Products

Technology & Society

Grade 8

Technological Products
Three technological products are shown. Study them carefully and then answer the questions. The same questions apply to all three products.

Do this activity in groups of four.

1. What is / was the product used for?

2. Why was this product designed? Say what the need was?

3. What do we have today to satisfy this same need?

4. State what materials were used to make it.

5. Why do you think these materials were used?

6. Say why you think the choice of materials is good?

7. If you were to redesign this product what material would you use?

8. Say why you would use this material.

9. Does the design meet the intentions it was designed for?

10. If not, how can it be improved to meet the intentions? 11. What safety features do you see in the product design?

12. How did this technological solution improve the quality of the lives of the people that designed and made it?

Author: Nonzaliseko Mzizi Contributions by Osman Sadeck Editor: Osman Sadeck


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SAASTE Technology/Activities/Preservation-1

Processing

Grade 6

Preservation
Materials deteriorate in different ways. Some get moldy (bread), some dry out and crack (wood), some go sour (milk), some rust (steels), etc. In the case of food it is micro-organisms that cause it to go bad. When we preserve materials we can prolong its lifespan or in some cases prevent it from deteriorating.

This activity will show us one method of preserving a food material:

You need:
 * One slice of bread.
 * A knife
 * Either an oven, grill, braai coals (something that gives off high heat)

Cut the slice of bread into two.

Experiment 1
1. Place one piece on a window sill. (Make sure it is in a spot where it will get a lot of sun).

2. Remove it after two days and check what it looks, and feels like.

Experiment 2
1. Place the other piece of bread in the oven, on or under the grill (depending on which type you have), or over the braai coals.

2. Remove it after a few minutes. (The time will depend on how hot the heat source is). Check what it feels like and looks like.

Write down what has happened to the bread in each experiment.

Answer these questions: (some of these words will help you: dry, evaporate, moisture, water)

1. What do you think happened to the bread?

2. How would you explain this method of preservation to anyone?

3. Name three other materials that this method of preservation could be used on.

4. Write down a method that could be used to preserve a flower.

Some information: Drying is process of removing water (moisture) from a material. In drying the moisture that comes out is not used, i.e. it goes up into the air. One way to remove moisture is by applying heat.

Authors: Nonqaba Williams & Nokwezi Mgudlwa Graphics: Osman Sadeck Editor: Osman Sadeck


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SAASTE Technology/Activities/Identifying Materials

Processing

Grade 4

IDENTIFYING MATERIALS
Look at the drawings of the objects.

1. Say what materials you think was used to make each of them. Choose from these words: wood, leather, wool, metal, paper

2. Say if you think the material is hard or soft.

3. Write down what you think the object is used for.

Material: Hard /Soft: Use:

Material: Hard /Soft: Use:

Material: Hard /Soft: Use:

Material: Hard /Soft: Use:

Material: Hard /Soft: Use:

Author: Cheryl Jaftha

Editor: Osman Sadeck


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SAASTE Technology/Activities/Properties of Materials

Processing

Grade 4

Practical investigation
Look at the table below and make a tick next to the correct property that tell us more about the material.

To do this you must test the material.

Collect each of the materials and do a test to check if it is strong (does not break or tear easily), and what its mass is (is it heavy or light)

Tell your class how you tested some of the materials.

Author: Cheryl Jaftha

Editor: Osman Sadeck


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SAASTE Technology/Activities/Preservation-2

Processing

Grade 6

Preserving
Wind, heat, water are some of the main causes of materials deteriorating. One of the ways to preserve these materials is to treat them with a preservative.

The material we will work with is wood.

You will need:
 * Wooden peg, small piece of wood, wooden coaster, wooden spoon, wooden cutting board, classroom desk.
 * Varnish, wax polish, silicone spray, cooking oil, lacquer, paint.
 * Brushes, pieces of cloth, newspaper.

About preservatives
The technique you use will depend on:
 * the condition of the article
 * the type of preservative used

The choice of preservative will depend on:
 * the type of article
 * the intended use of the article

How to apply preservatives:
 * In most case it is advisable to sandpaper the article first.
 * If you are using paint, varnish, lacquer, etc use a clean brush and apply thin coats. Allow to dry between coats and sand lightly before applying the next coat.
 * If you are using wax, apply with a clean cloth. Use a circular motion and finish off with straight strokes. You could also "buff" (shine) the article with a dry cloth.
 * If you are using oil you could pour a little onto the article and then using a clean cloth rub the oil into the article. Wipe off any excess oil.
 * If you are using sprays, apply thin coats. Sand in between coats.

Think and Do activity:

Think: Complete the table below to show what preservative you will use for each article, give a reason and say how you will do it.

Do: Select the wooden spoon and the wooden peg and do the preservation.

Author: Cheryl Jaftha

Editor: Osman Sadeck


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SAASTE Technology/Activities/Electroplating

Processing

Grade 9

ELECTROPLATING
Electroplating is the process of producing a thin metallic coating on a surface of a metal object. This process has wide application in industry, e.g. used as a protective coating to prevent corrosion (chrome plating), to enhance the aesthetics / appearance (copper plating). The process of electroplating involves: Immersing an object to be plated as well as an electrode in a salt of metal solution, sending an electric current through it causing the free metal ions (charged atoms) to be deposited on the object.

Copper plating The following process gives the basics of electroplating and is not a guide for doing practical industrial electro plating.

You will need
 * A plastic or glass container (non metal)
 * (1.5 V cell)
 * Two length of copper wire
 * One coil of copper wire
 * A metal object to copper plate (spoon, nail)
 * Plastic spoon
 * Copper sulphate (the metal salt,) available at most chemist

Copper sulphate is poisonous if swallowed

1. Add 1 teaspoon of copper sulphate to water to make up a solution (about to 400ml.)

2. Strip & connect ve lead to object that must be copper plated and place in solution. (For good results make sure object is clean.)

3. Strip coil, connect to positive lead and place coil into the solution

Within a minute the object becomes coated with copper.The electric current splits the COPPER sulphate. The COPPER is deposited on the metal object.

For you to find out:
 * Is it possible to electro plate on a non-metallic object? Please explain your answer.
 * Silver plating, chrome plating, and gold plating are examples of electroplating in industry. The picture shows a watch that was chrome plated. Parts of the plating are eroding. Say what can be done to recoat it. Use the word electroplating in your answer. In the real world getting rid of chemical waste in electro plating is huge problem. What effect does the waste chemical have on the environment?

Author: Robert Solomon

Editor: Osman Sadeck


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SAASTE Technology/Activities/Conditioning-Strengthening\Waterproofing-1

Processing

Grade 7

Research Task
Find out what is done or can be done to the following materials to:

 * Strengthen them and,
 * Waterproof them.

Write your information in the appropriate cells in the table.

A cell is each of the blocks in the table. A row is a horizontal (left to right) set of cells. A column is a vertical (up and down) set of cells.

Author: Averil Nolly

Editor: Osman Sadeck


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SAASTE Technology/Activities/Conditioning-Strengthening\Waterproofing-2

Processing

Grade 7

Conditioning - Strengthening & Waterproofing
Conditioning is the process of changing the internal properties of a material. E.g. a piece of steel can be magnetised. There are two basic forms of conditioning; mechanical conditioning (when metal is hammered it becomes harder - clay that is fired becomes harder and stronger), and chemical conditioning (when we mix resin and hardener heat is given off (exothermic reaction) as the chemical reaction takes place. The product is hard and strong) There are a range of processes that can be carried out to condition a material; e.g. coating, mixing, impregnating, applying pressure, heat, energy, etc.

This activity will focus on the PROCESSING SKILLS of: Coating and Impregnating

You will need: ·
 * Glossy magazine paper / newspaper / tissue or toilet paper / small piece of sponge.
 * Wood varnish / wood glue / Nail polish
 * Optional:
 * Toothpicks
 * Paints
 * String

Activity
Cut the material into five (5) squares 50 X 50. Cut the sponge into two small pieces Leave one (1) square uncoated. Leave one piece of sponge plain.

Coating

1. Paint on the varnish onto test piece 1

2. Paint on the wood glue onto test piece 2

3. Leave to dry completely.

Impregnating

1. Dip test piece 3 into the varnish.

2. Dip test piece 4 into the wood glue.

3. Dip the piece of sponge into the varnish.

4. Leave to dry completely. · Conduct tests to check for waterproofing and strength of all the test pieces and compare to the originals. · Decide on a suitable way to communicate this information to your teacher. (graph, table, paragraph, drawings, etc)

Optional activity:
You can combine the knowledge and skill you have learnt in the activity above by trying the following. It is a practical task where you can combine strengthening and waterproofing into a small product. ·
 * Cut a piece of your paper (glossy magazine preferably) according to the template given.
 * Apply glue to one side of the template and roll onto the toothpick. Start rolling from the wide side.
 * Remove the toothpick and allow to dry.
 * Coat the finished product with varnish / nail polish.
 * Suggest three uses for the product that you made.

Author: Cheryl Jaftha

Contributions by Osman Sadeck

Reference: Living with Technology: 1993


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SAASTE Technology/Activities/Shaping

Processing

Grade 5

Shaping
In the process of "Shaping" some of the material is removed (taken away). I.e. certain processes are carried out to remove the material. E.g. cutting, filing, sandpapering, grinding, planning, turning, drilling, etc.

You will practice the following PROCESSING SKILLS: Cutting, filing, sandpapering and drilling

You will need:
 * ·A piece of plastic (Perspex, ice-cream tub, milk bottle, etc)
 * Scissors,
 * junior hacksaw,
 * snips,
 * files,
 * hand drill + drill bits,
 * sandpaper

Activity 1
This is an investigation on plastics. 1. Feel and look at the plastics, and share what you notice about each one in your own words.

2. What do you think plastic is made of?

3. Name 4 things that plastic is used for.

Activity 2
This is a communication and a practical activity. We have given you two rectangular shapes below. Do the following:

A:

1. Draw a "geometrical" shape in the first rectangle

2. In the second rectangle draw a "free form" shape.

B: 1. Choose one of the shapes and transfer it to your piece of plastic. (Write down how you are going to do this)

2. Smoothen the cut out shape. (Write down how you are going to do this)

3. Drill a hole wherever you want to on the plastic shape that you have made.

4. Write down 3 things that this "product" you have made can be used for.

Please remember and practice all safety precautions when working with tools and materials.

Author: Averil Nolly

Editor: Osman Sadeck

title: SAASTE Technology/Activities/Shaping


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SAASTE Technology/Activities/Forming

Processing

Grade 5

Forming
In the process of "forming" all of the material is used to make the product. This means that no material is removed (taken away) e.g. nothing is cut, filed, sandpapered etc. The simple process used in this activity is casting.

You will practice the following PROCESSING SKILLS Mixing and combining and joining

You will need:
 * A small mould
 * Yellow stone (plaster of paris)
 * Water
 * Spoon

Optional:
 * Small magnet
 * Brooch pin
 * Small cup hook
 * Straw
 * toothpicks
 * Paints
 * Glue (Bostik)

How to cast
1. Fill the mould half with water.

2. Slowly add some yellow stone  (enough to fill the mould) and mix well.

3. Allow to set for 25 minutes and turn out.

Or alternatively

1. Mix the plaster of paris with water in a separate container.

2. Pour the mixture into the mould

3. Allow to set.

Optional activity:
Once you have cast your object you can turn it into a useable work of art. You could: OR
 * Decide on any creative use for your casting,
 * Glue on the magnet to make a fridge magnet,
 * Glue the brooch pin and make it a brooch,
 * Use the cup hook or straw to make a pendant (the challenge is deciding when and how to use the cup hook and straw)

Author: Cheryl Jaftha

Editor: Osman Sadeck

title: SAASTE Technology/Activities/Forming


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SAASTE Technology/Activities/Forces

Structures

Grade 8

Understanding Forces

When a material bends the two forces we talked about above can be seen in the material

Use an eraser (or similar object) and draw evenly spaced lines on the side. Bend, by applying upward pressure with the thumbs at arrow A and downward pressure at arrows B.

Refer to Fig: 1 and answer these questions. 1. What is causing the bending in the material?

2. What would you call the OBJECT that is being bent?

3. The drawing below shows a piece of metal which was struck by a cricket ball. Use your knowledge of forces and indicate on the drawing, where the metal has experienced the forces of compression and tension.

4. A material that is being stretched is said to be in:

5. A material that is being squashed is said to be in:

Author: Deon Kahn

Editor: Osman Sadeck

title: SAASTE Technology/Activities/Forces


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SAASTE Technology/Activities/Types of Structures

Structures

Grade 5

Types of Structures
Structures are either natural (are found in nature) or constructed (are made by people). There are four types of structures;

 * 1) Frame: made of separate members (usually thin pieces) put together.
 * 2) Shell: encloses or contains its contents.
 * 3) Solid (mass): made almost entirely of matter.
 * 4) liquid (fluid): braking fluid making the brakes.


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SAASTE Technology/Activities/Mechanisms Worksheet

Systems & Control

Grade 9

Mechanisms Worksheet
1. Make a labelled sketch to show the three specific components of a lever. (The parts that tell us about the input, process and output)

2. Indicate on the picture of the jack below, the three components referred to above.

3. Work out the mechanical advantage of the above jack, given the following information

Effort = 20N Load = 40kg MA =load/effort

Always convert mass into force xkg x 10 = yN

4. Determine the moment so that the lever is balanced.

A mass of 35kg is placed 2m from the fulcrum. How much effort is needed to balance the mass if the effort is 5m away from the fulcrum? (Hint: for the lever to balance the moments need to be equal) Moment = effort X distance

5. Using the illustration below to indicate the input and output direction. (Make use of the acceptable convention symbols to indicate your answer)

5.1 Which gear will move faster?

6. Explain your understanding of the terms "loose pivot" and "fixed pivot"

Author: Alison Fowkes

Editor: Osman Sadeck


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SAASTE Science

Scientific Method
The best way to learn how the scientific method works is to engage, with an inquisitive attitude, in some scientific research broad enough to ensure that the special methods or techniques do not overshadow the general pattern.(Bunge, M. 1967)...
 * /Scientific Method/

Guidelines for Scientific Investigations
How do I go about selecting and initiating a suitable investigation for my learners?

The following is a suggested route for the educator to assist his/her learners in arriving at a suitable investigation:...
 * /Guidelines for Scientific Investigations/

Ideas for class projects

 * /Ideas for Class Projects/

Radon Project
Measurement of radon in Paarl

Paarl is situated about 60 km from Cape Town and is built on the slopes of a hill consisting granite rock. Granite rock typically has a higher than average uranium content. Radon is a colourless, tasteless and odourless gas that is a decay product in the uranium decay chain in soil and rock.

Radon diffuses easily through cracks in walls and floors and may therefore accumulate in homes with poor ventilation. Radon gas has been found to be a major cause of lung cancer and contribute to at least 15 000 deaths in the United States annually. Radon measurements have been performed previously in Paarl and elevated levels were found in some older homes1. It was therefore proposed that further measurements are needed for a broader study of radon gas concentrations in soil and inside homes in Paarl....

 * /Radon Measurement/

Road Markings
This project involved ten committed educators from the EMDC, South Metropole (Mitchells Plain and surrounding areas). The objective of the project was to engage their learners in science process skills and empowering them in facilitating investigative skills in their classrooms. Educators from different schools were at different stages within their learning programmes. In order to choose a common topic to advance the project it was decided to select a topic that could easily be done in the different classes, without undue disruption of the learning programmes in progress.

 * /Road Markings/

title: SAASTE Science