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MINISTRY OF EDUCATION

SENIOR SECONDARY PHASE

FOR IMPLEMENTATION IN 2007

FOR FIRST EXAMINATION IN 2008

DEVELOPED IN COLLABORATION WITH

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

DESIGN AND TECHNOLOGY (NSSC)

HIGHER LEVEL

GRADES 11 – 12

CODE: 8340

Ministry of Education

National Institute for Educational Development (NIED)

Private Bag 2034

Okahandja

Namibia

© Copyright NIED, Ministry of Education, 2006

Design and Technology Syllabus (NSSCH) Grades 11- 12

ISBN: 0-86976-844-1

Printed by NIED

Website: http://www.nied.edu.na

Publication date: June 2006

Table of Contents

1. INTRODUCTION 1

2. RATIONALE 1

3. AIMS 2

4. LEARNING CONTENT 3

PART 1 COMPULSORY 3

PART 2 OPTIONS 8

A Design Communication 8

B Resistant Materials 13

C Technology 16

5. ASSESSMENT 25

5.1 Assessment Objectives 25

5.2 Description of Papers 27

5.3 Scheme of Assessment 27

5.3 Grade Descriptions 29

6. CRITERIA FOR ASSESSMENT OF PROJECT 31

APPENDIX A: List of Tools 34

APPENDIX B: Glossary of Terms 36

Note: This syllabus is not available for private learners.

NSSCH Design and Technology Syllabus NIED 2006 1

1. INTRODUCTION

The Namibian Senior Secondary Certificate Higher Level (NSSCH) for Design and Technology is

designed as a two year course for examination after completion of the Junior Secondary Certificate.

The syllabuses are designed to meet the requirements of the Curriculum Guide for Formal Senior

Education for Namibia and have been approved by the National Examination, Assessment and

Certification Board (NEACB).

The National Curriculum Guidelines, applicable at the stage of senior secondary education (grades 11

and 12) and at equivalent stages of non-formal education, as part of life-long learning, recognise the

uniqueness of the learner and adhere to the philosophy of learner-centred education.

The Namibian National Curriculum Guidelines:

recognise that learning involves developing values and attitudes as well as knowledge and skills;

promote self-awareness and an understanding of the attitudes, values and beliefs of others in a

multilingual and multicultural society;

encourage respect for human rights and freedom of speech;

provide insight and understanding of crucial "global" issues in a rapidly changing world which

affect quality of life: e.g. the AIDS pandemic, global warming, environmental degradation,

misdistribution of wealth, expanding and increasing conflicts, the technological explosion and

increased connectivity;

recognise that as information in its various forms becomes more accessible, learners need to

develop higher cognitive skills of analysis, interpretation and evaluation to use information

effectively;

seek to challenge and to motivate learners to reach their full potential and to contribute positively

to the environment, economy and society.

Thus the Namibian National Syllabuses provide opportunities for developing essential, key skills

across the various fields of study. Such skills cannot be developed in isolation and they may differ

from context to context according to a field of study. The key/essential skills are:

communication skills;

information skills;

numeracy skills;

self-management and competitive skills;

problem solving skills;

social and cooperative skills;

physical skills;

work and study skills.


2. RATIONALE

The primary goal of Design and Technology is to increase the technological literacy of

learners. Technological literacy is the understanding of and capability of using the

technologies necessary to live and work in a technological society. Every learner lives in a

world where decisions concerning technology have a significant impact on their careers,

well-being and overall quality of life.

The Design and Technology Programme is designed to build on knowledge and skills

acquired in the Junior Secondary Education in order to prepare young male and female

Namibians for the demand of the technological world of the 21st century. It will therefore

equip them with a variety of knowledge, skills and attitudes that not only prepare them for

further training and employment, but for life in general.

Learners engaged in Design and Technology activities will:

develop a better understanding of the role of technology in society;

nurture an appreciation for the importance between and among technological systems;

solve technological problems through the application and use of tools, materials and

processes;

investigate and study the technological world of the past, present and future;

analyse technological systems and the impact of these systems on the environment and

society.

All Namibian Senior Secondary Certificate (NSSC) syllabuses follow a general pattern. The

main sections are:

Aims

Learning Content

Assessment

3. AIMS

The aims of the syllabus are the same for all learners. They are set out below and describe

the educational purposes of a course in Design and Technology for the NSSC examination.

They are not listed in order of priority. The aims are to:

extend and deepen knowledge and understanding relating to design activities to

underpin personal engagement in analysis, synthesis and implementation;

provide opportunities for experiential development of designing and implementation

skills;

stimulate aesthetic sensibility and develop critical faculties in the context of technical,

economic and moral value judgements;

develop an awareness of the significance of design and technology upon society;

provide an opportunity for the learner to initiate personally and accept major

responsibility for the organisation and management of a project.


4. LEARNING CONTENT

The curriculum content is set out in two parts:

Part 1 COMPULSORY

Part 2 OPTIONS

All learners are to follow Part 1 (Compulsory).

From Part 2, learners follow ONE only of the three alternatives:

A Design Communication

B Resistant Materials

C Technology

PART 1 COMPULSORY COMPONENT

The curriculum objectives in Part 1 are to be followed by all learners. It is envisaged that this Compulsory Component content will be covered, in an

integrated manner in the teaching of the optional specialist area from Part 2.

Theme/Topic General Objectives

Learners will: Specific Objectives

Learners should be able to:

Health and safety understand health and safety as

applicable to designers,

manufacturers and consumers

know how to apply health and safety issues (NOSA), applicable to designers,

manufacturers and consumers to include:

(a) as designers and consumers:

- correct selection of materials and finishes

- safety in terms of function and product maintenance

(b) as workers within the production environment:

- storage and use of tools and equipment

- materials, chemicals, solvents, finishes

- flammable and toxic substances





Health and safety

(continued)

(c) personal safety:

- protective wear including eye protection, clothing

- machine guards

- dust and fume extraction

- disposal of waste

- use of barrier creams

- accident procedure

(d) environmental effects:

- the disposal of chemicals used to manufacture products

- the reduction in the common use of chemicals dangerous to the

environment e.g. bleaches, CFCs, toxic materials

- the need to dispose of redundant products in a safe and environmentally

friendly way

- make use of colour associations, i.e. red for danger

Materials demonstrate a general working

knowledge of materials, paper and

card, and how they may be

processed

explain the considerations required in the selection of materials and components to

ensure suitability for purpose

define and explain the principles and describe common forms of processing

materials, including forming, shaping, joining and finishing

compare and explain, through the use of examples, the terms destructive and non-

destructive testing

explain in relation to materials:

- hardness

- tensile strength

- torsion strength

- malleability

- ductility





Design observe design needs/requirements identify and describe needs and opportunities for design and technological

improvement

produce a design brief write a concise design brief

identify and carry out research identify the constraints imposed by knowledge, resource availability and/or

external sources which influence proposed solutions

gather, order and assess information relevant to the solution of practical /

technological problems

produce and/or interpret data (e.g. diagrams, flow charts, graphs, experimental and

test results)

draw up a design specification from analysis of the situation, draw up a concise and detailed specification of

requirements

generate possible ideas generate and record ideas as potential solutions to problems using a range of

techniques

communicate their ideas clearly using technical vocabulary, number skills, colour,

shading and other media to produce sketches, models, diagrams, drawings and

written materials

identify the resources needed for solving practical/technological problems

use a variety of media and equipment to produce models and mock-ups as a means

of exploring a problem and as a means of testing the feasibility of a solution

recognise the need for continuous appraisal of their own progress, thinking and

decision making, in order to provide themselves with opportunities for review

relate these judgements to the purpose of their study, in particular the specification

which they set themselves

develop a detailed design proposal select and develop a solution after consideration of time, cost, skill and resources

organise and plan in detail the production of the selected solution.





Making implement and realise their final

product outline correct procedures for preparation in making their final product

determine and use a variety of common materials, components and media to make

their final product following appropriate procedures

list the correct and accurate methods of drawing, marking out and testing

know how to use appropriate processes for shaping, forming, cutting, joining,

fitting, assembling and finishing a variety of materials

apply the correct use of hand and machine tools and equipment

show a proper regard for all mandatory and other necessary safety precautions

relevant to the use of a variety of tools, machines, materials and other resources

explain the concern for economy in the use of materials, components, media, time,

energy and other resources

know that products may require different means of realisation for large scale

manufacturing versus small scale workshop production

Evaluation evaluate other and own products

evaluate existing products, both the work of others and their own

determine the performance of the product against the original specification

use different methods and sources to assess the effectiveness of a product (e.g.

sampling, questionnaires, interviews)

suggest any possible modification and improvements (consideration to include

functional, safety, aesthetic, ergonomic and economic factors)

Design and Technology

in Society

become aware of the effects of

Design and Technology on

society

evaluate the effects of Design and Technology activities on social, environmental

and economic issues

discuss the role of designers, craftspeople and technologists in industry and

society

take account of human needs in aspects as diverse as aesthetics, ergonomics,

economics, environmental, cultural and social

Aesthetics

appreciate the importance of

aesthetics distinguish the use of line, shape, form, proportion, space, colour and texture as

appropriate to their design solutions as well as the work of others





Ergonomics demonstrate and understand the

use of ergonomics define and explain the concept of ergonomics and the use of anthropometric data

in their own design work and that of others

Energy understand different forms of

energy and their uses compare the main differences of the following sources of energy:

- wind

- water

- solar

- fossil fuel

discuss the inefficiencies of energy conversion

describe and explain the terms:

- finite supply

- renewable energy sources

- non-renewable energy sources

- conservation

Control demonstrate an understanding of

the use of control systems identify the features of static and dynamic control systems

compare and explain the concepts of input, output, feed-back process and

amplification

describe the principles of a micro-computer control system

Mechanisms understand how motion may be

transmitted and converted describe methods for transmitting linear and rotary motion including cranks,

ratchets, etc.

describe methods for converting linear to rotary motion and vice-versa using the

above mechanisms


PART 2 OPTIONS

Learners will be expected to have followed ONE of the following options:



C Technology

It is compulsory for the learners opting for the Technology area to have Mathematics and Physical Science as part of their field of study.

Schools should ensure that the appropriate materials, tools and equipment are available when selecting which option to avail to the learners

(See Appendix A).

It is recommended that the approach to the following objectives should be a practical one wherever possible and that their delivery to learners be used as

the vehicle for delivering the Compulsory Component such that the syllabus is seen as a single and integrated area of study.


Introduction

This area of study is concerned with developing skills used by designers within the context of activities in the design studio. Additionally, it is

intended to foster an awareness of the importance of communication techniques concerned with promotion and illustration of ideas and their

interrelationship with all stages in commercial manufacture and promotion. It is envisaged the content of this option will be taught through

reference to the role that design graphics and realisation have in one or more of the following areas:

Packaging Display

Promotional Design Manuals

Product Design Architectural Graphics

Transport Interior Design

Corporate Identities, logos, trade marks.





Design influences

and methodology

demonstrate an understanding of

design influences and methodology explain the concepts of market pull and producer-led design

explain how advances in technology impact the evolution of designs

describe how design ideas emerge from both rational actions and intuitive reactions

know and demonstrate the influences of style and fashion upon design

describe and compare individual and team approaches to design

discuss the need for designers to consider physical aesthetic and cultural needs

evaluate the economic and environmental implications of design decision making

list a general understanding of production techniques and marketing methods used in

the commercial world

describe the role of the micro computer in design for storage, retrieval of data, the

manipulation of images and the realisation of products

use a range of conventions used in drawings, including engineering, electrical and

architectural

Recording use a range of recording techniques use a range of techniques to record and manipulate information and ideas including

freehand sketching and charts

Visualisation,

Modelling and

Testing

know how to use a range of

visualisation, modelling and testing

techniques

analyse data and other information to explore concepts and ideas

analyse a mathematical modelling

construct three dimensional models to explore, test and appraise ideas

use materials, processes and equipment appropriate to the subject to produce refined

models for communicating concepts and ideas

Drawing Systems produce formal drawings using the

standards prescribed by South

African National Standards (SANS )

apply the appropriate standards prescribed by SANS code, including the

dimensioning of drawings and drawing to recommended scales

demonstrate a working knowledge of

orthographic projection identify and use both first and third angle orthographic projection (examination

questions will be set in both projections)


isometric drawings know and use this form of drawing, including isometric views of circles, arcs and

other curves (isometric scale is not required)





Drawing Systems

(continued)


one- and two-point perspective

drawings

know and use this form of drawing using one-point and two-point starts and

perspective grids


sectional drawings select the most suitable section and draw whole, part, revolved and removed sections


exploded isometric drawings draw exploded isometric views of component parts


assembly drawings assemble given component parts (which must include a numbered part list) into a

single drawing


freehand drawings use freehand drawing to communicate ideas, thoughts and information from written,

visual and tabular data, presenting these ideas in pictorial, plane or orthographic

mode

Geometry use appropriate geometrical

constructions to draw basic shapes construct regular and irregular plane linear shapes, including triangles,

quadrilaterals, pentagons, hexagons and octagons

bisect, sub-divide and proportionally divide lines

construct circles, tangents and tangential arcs, including inscribed and circumscribed

figures

determine interpenetrations determine interpenetration points

draw interpenetration of solids including cylinders

construct developments construct developments of cubes, prisms, cylinders and cones

construct developments of simple truncations

construct loci construct paths of points in the manner of simple plane mechanisms to include the

maximum of three elements

enlarge and reduce drawings use appropriate constructions and geometrical calculations to scale, enlarge and

reduce drawings by linear proportions (diagonal scales are not required)

construct ellipses construct ellipses by any appropriate method, including the use of a trammel





Communication

skills

know how to use instruments

accurately and appropriately

use instruments to achieve a good standard of graphical representation

use appropriate drawing aids use drawing aids to develop good techniques; including technical pens, templates,

lettering and other stencils (the use of radius aids, reflexives, ellipse aids and nut

templates will be permitted in the examination unless otherwise stated)

demonstrate an understanding of

layout and planning select the most suitable layout to achieve visual impact and to convey information

clearly and effectively

demonstrate a range of presentation

techniques demonstrate the following range of techniques:

- thin and thick line

- light and shade to show form and mass

- textual representations to illustrate a range of materials

- colour rendering using a range of materials and aids

- use of drawing aids

emphasise their ability to select the most relevant method to present information for

a particular purpose

investigate displaying two dimensional work using window mounts, colour wash,

border and lining techniques

apply a range of methods for the display and exhibition of information and artefacts,

including mounting, breakdown of space, focal points and circulation of viewers

describe a range of reprographic methods including offset litho and typesetting





Communication

skills (continued)

demonstrate a range of lettering

techniques use clarity and good proportion as the main judgement criteria to demonstrate an

appreciation of the different modes of drawing diagrams and lettering necessary for

communicating information according to content, purpose and user

suggest varied lettering effects by the use of:

- different lettering styles

- different letter spacing

- dry transfer methods

- stencils

(It is expected that through their coursework, learners will have been made aware of

the variety and use of lettering styles and the impact that lettering has on the

environment.)

demonstrate an understanding of data

graphics translate or transpose visual data into written or numerical forms and translate or

transpose written data, presented or collected in tabular or matrix form, into a

graphic form appropriate to that data and the user

produce line, pie, bar and flow charts from data provided

produce sequence drawings from given data

using given symbols, produce diagrams showing the flow path or circuit of a

medium moving under pressure, i.e. water, gas, oil, electricity

apply the range and purpose of standardised signs and symbols



Introduction

This area of study is concerned with developing the skills used by designers within the context of materials and their processing. It is intended

that practical experience be used to create a broad understanding of woods, metals and plastics and their processing.

Theme/Topic General Objective



Wood understand the working properties

of solid wood and manufactured

boards

describe the classification of hardwood and softwood

explain why solid wood is seasoned

describe and appreciate the significance of warping, twisting and shrinkage

explain the effects of nature and describe the use of veneer

describe the general nature of the following manufactured boards:

- block board

- plywood

- chipboard

- hardboard

- medium density fibre board

demonstrate an understanding of a

wide range of processes

understand the cutting action and

maintenance of hand tools

specify working methods and give typical applications of the above boards

prepare, mark and set out using datums

shape to form straight and curved profiles using a range of hand tools

round, using face plate and between centre turning techniques

drill holes, using a range of boring tools including the drilling machine

describe the moulding of simple forms by hand and machine methods

produce surfaces appropriate to a variety of finishes

produce finishes using polish, paint, oil, preservatives and colourings

assemble and join using a range of frame and carcase (box) constructions

use temporary and permanent fixings including screws, adhesives, nails, wedges and

dowels

describe the process of laminating and explain its significance in terms of strength

and form

define and explain the cutting actions of sawing, planing and boring hand tools

describe the maintenance of hand tool cutting edges





Metal understand the working properties

of ferrous and non-ferrous metals describe the physical characteristics, working properties and typical applications of:

- ferrous metals and alloys: iron, mild steel, carbon steel, high carbon steel

- non-ferrous metals: copper, aluminium, zinc, lead, tin

- non-ferrous composite alloys bronze, brass, duralumin (or similar) and casting

alloys such as LM4


wide range of processes describe how to use heat treatment to anneal, harden, temper, and case harden

appreciate the cause and effect of work hardening

explain the process of casting using simple and split patterns

set out from datums

shape by:

- deforming and reforming using bending and pressing

- wastage by hand cutting and shearing including screw threads

- wastage by machine methods including drilling, turning using independent and

self centring chucks, tailstock support, automatic feed and compound slide, end

milling for flat surfaces and rebates

explain how to calculate cutting speed from given data

join materials using soft and hard soldering, brazing, rivets, threaded fixings

describe the process of welding

compare the use of a range of surface finishes including painting, polishing, plating

and dip coating


maintenance of hand tools compare the cutting action of lathe, end milling, drilling, sawing and hand cutting

tools

describe the maintenance of cutting edges of simple lathe tools and drills





Plastics understand the working properties

of thermoplastics and thermosetting

plastics

explain the difference between thermoplastic and thermosetting plastics

describe the following thermoplastics and give typical applications: acrylic,

polythene, nylon, PVC, polypropylene and polystyrene

describe the following thermosetting plastics and give typical applications: polyester

resin, epoxy resin, melamine

explain the use of plasticizers, fillers, stabilisers and pigments

describe the techniques and effects of using glass and carbon fibres as reinforcement

select material on the basis of mechanical, thermal, electrical and machining

properties

explain the concept of plastic 'memory'


wide range of processes compare the working principles of injection moulding, extrusion and vacuum

forming

describe the processes of casting and moulding by lay-up

mark and set out from datums

form by bending and simple pressure moulding

shape by hand tools, drilling and turning using a lathe

join with adhesives, cements and mechanical methods such as screw threads and the

use of fixings

describe how to protect and produce polished surfaces


maintenance of hand tools describe the maintenance of hand and machine tool cutting edges.

compare cutting actions of drills, lathe tools and other hand tools


C Technology

Introduction

This area of study is concerned with developing the skills and knowledge used by designers within the context of a group of related technological

resource areas, namely Structures, Mechanisms and Electronics. It is intended that practical experience be used to create a broad understanding of

the three resource areas and, by identifying how they interrelate, their role as a single body of knowledge for designing and making control

systems that can be appreciated and exploited. This can be summarised as follows:

(i) Structures:- supporting systems designed for minimal movement

(ii) Mechanisms:- movement systems designed to transfer and control of physical movement and forces from one point/direction to another

(iii)Electronics:– control systems designed to sense, process and control via electrical signals




Technological design

and production

demonstrate an understanding of the

effects of technological design and

production in society

explain how technological developments can affect the design of artefacts, the

systems and methods of production, the economics of production and marketing,

the people involved in production and society generally

discuss the terms invention, innovation and evolution

describe the use of CAD (computer aided design) for the storage and retrieval of

data and the manipulation of images to aid design, production and management

describe the principal features of CAM (computer aided manufacturing)

particularly in the control of machines

Integration of systems know how to design, make and

evaluate working models and

products

design and make working models and practical products using the concepts,

knowledge and skills listed, and resistant materials, components and kits

design, make and evaluate a static structure

use the principle of levers to design and make a simple machine that is

structurally sound

use electric motors and solenoids to power simple mechanical models, and both

bread-boarded and PCB built electronic circuits to control them

use a dial gauge to measure the deflection of simple structures

recognise the use of strain gauges as part of a potential divider circuit for testing

comparatively, common structural and mechanical members/components under

strain, knowing only that the resistance of the strain gauge changes as it is





Integration of systems

(continued)

know how to carry out test to

structures and mechanisms deformed along its active axis

understand the unit of force define and explain Newton's first and third laws of motion, apply them to design

situations and use the Newton (N) as the unit of force in calculations

understand the uses of moments

(turning forces) define a moment as force x length of lever arm (Nm)

carry out experiments to demonstrate an understanding of the use of moments in

simple calculations relating to the loading of beams and levers

understand that there are different

power sources used to drive

mechanical systems

describe the power sources used to drive mechanical systems and recognise a

battery as an electrical energy storage/conversion device

apply energy costs of powering systems and how, through good design and

manufacture, the energy demand can be reduced

Structures understand the types of structures know how to identify and classify natural structures as they occur in everyday

life. e.g.

- plants

- trees

- honeycombs

- spiders' webs

- skeletons

identify and classify how natural structures are adapted and applied in human-

made structures, e.g.

- furniture

- buildings

- bridges

- cranes

- pylons (simple examples only)

understand the different types of

structural member draw, describe and identify various types of members such as beams, struts and

ties





Structures (continued) appreciate the structural properties of

materials determine and explain the significance of the following properties with regard to

materials, components and artefacts:

- electrical and thermal conductivity, corrosion resistance, toughness, ductility,

elasticity, plasticity, brittleness

identify, with reasons, appropriate applications of:

- timber, concrete, mild steel, carbon steel, copper, brass, lead, aluminium,

thermoplastic and thermosetting plastics, rubber, semi conductors

explain the terms:

- alloying, reinforcement

conduct simple experiments to:

- determine the relationship between extension and load

- compare relative hardness, stiffness and tensile strength

understand the nature of structural

members carry out design experiments on beams, frameworks and panels, to show how

their performance is affected by length, shape of cross section and material

selection

understand how to join materials and

reinforce structures apply sound judgement when selecting the appropriate method of joining

materials of solid and hollow cross section

select and use different methods of reinforcing such as gussets, ribs, braces and

laminating

show an understanding of framed

structures recognise frames in use and identify the use of triangulation to establish rigidity





Structures (continued) understand applied loads and

reactions apply the concept of equilibrium as a result of applied load and reaction

determine and describe the appropriate method of joining materials of solid and

hollow cross section

select and use different methods of reinforcing such as gussets, ribs, braces and

laminating

explain the concept of equilibrium as a result of applied load and reaction

solve design problems using vector diagrams involving two inclined forces or

three forces in equilibrium

apply Bow's Notation to assist the resolution of a framework by graphical means

explain the following terms and their relationship to structural design: tension,

compression, shear, bending, torsion and static load (simple examples only)

understand beam theory design a beam or cantilever carrying a single point load, and determine the shear

force and bending moment at any point along its length

show an understanding and

knowledge of forces

discuss Hooke's Law and perform simple experiments to illustrate the

relationship between extension and load

calculate Stress = force ÷ cross sectional area

determine Strain = change in length ÷ original length

apply Young's Modulus of Elasticity as: stress ÷ strain (N/mm2)

draw a typical stress/strain graph for mild steel and identify the important

features on this graph

determine the significance of these features to structural design

define and explain the term “factor of safety” and its importance to structural

design

Mechanisms understand the general concepts

associated with mechanisms explain and use the following terms correctly:

- load

- effort

- fulcrum

- mechanical advantage

- velocity ratio and efficiency





Mechanisms

(continued)

understand the principles of levers identify and sketch simple examples of first, second and third class levers, and

associated linkages

understand how motion may be

transmitted select appropriately and list the factors influencing the choice of the following

for practical applications:

Gears:

- spur

- bevel

- worm

- rack and pinion

- crown wheel

- helical and contrite

Belts and Pulleys:

- flat

- toothed

- round and vee-belts and pulleys

- cone pulley

- sprockets and chains

know how to carry out calculations

associated with transmission of

motion

calculate simple gear ratios and transmission speed

calculate driver/driven speeds and determine rotational direction in simple and

compound pulley and gear systems

determine the Mechanical Advantage (MA), Velocity Ratio (VR) and efficiency

of simple machines:

- wheel and axle

- screw jack

- compound pulley and gear arrangements





Mechanisms

(continued)

know how to select appropriate

coupling and securing methods for

aligned and non-aligned shafts

list the factors influencing the choice of the following for coupling aligned and

non-aligned shafts:

- universal joints

- plain and flexible couplings

select appropriately and list the factors influencing the choice of the following

for securing to shafts:

- grub screws

- keys and keyways

- splines

understand the importance of

bearings and lubrication recognise the need to reduce friction between two surfaces by design, and

describe the types of lubrication and other methods of application for different

situations

compare and contrast the use of plain, roller and ball bearings, and give reasons

for their suitability for specific operational conditions

understand the differences between

hydraulic and pneumatic systems for

linear motion

explain the principles of and compare hydraulic and pneumatic systems for linear

motion

recognise the four types of motion recognise and give examples of the four types of motion:

- rotary

- linear

- reciprocating

- oscillating

understand the different methods of

converting motion describe, compare and select appropriately crankshafts, crank/slider mechanisms,

rack and pinion, ratchet and pawl, eccentrics, simple cams and screw threads as

methods of converting motion from one type to another





Mechanisms

(continued)

understand how motion may be

controlled explain the function of brakes, comparing and contrasting the method of

operation and effectiveness, relative to an appropriate application, of cable,

drum, disc and hydraulic brakes

explain the function of clutches, describing and giving practical applications of

single plate clutches, dog clutches and centrifugal clutches

Electronics understand the basic concepts

associated with electronics use correct symbols and conventions when drawing circuit diagrams

describe the operation of a circuit in terms of conventional current flow, and

describe current flow as moving charge carried by electrons

describe the characteristics of AC and DC currents

determine the principles of step down/up, rectification, voltage and current

regulation

identify and compare the following properties when selecting materials:

- conductivity and insulation (both electrical and thermal)

state and apply units used to measure current, voltage, resistance and

capacitance, including multiple and sub-multiple units

analyse the relationship between current, voltage and resistance (Ohm's Law)

and use to calculate the value of a current limiting resistor

use ammeters, voltmeters and multimeters to measure current, voltage and

resistance

perform simple power calculations using P = V x I





Electronics (continued) know how to select and use switches

to control circuits describe the action of common switches:

- toggle

- push button

- micro

- rotary and reed, and select for appropriate situations

understand the terms in relation to switches and relays:

- normally closed (NC)

- normally open (NO)

- single pole single throw (SPST)

- double pole double throw (DPDT)

use relays to switch higher voltage circuits for motors, solenoids, etc.

construct and draw circuits which use a two pole change-over relay to give motor

reverse control and latched (memorised) switching

show knowledge of resistors and

demonstrate an understanding of their

purpose

make use of the resistor colour code to determine the value and tolerance of a

resistor and to select the nearest suitable value

explain the working of resistors including stability, tolerance and power rating

draw circuit diagrams containing resistors in series and parallel and calculate:

- the resistance of two or more resistors in series using

RTotal = R1 + R2 etc.

- the resistance of two or more resistors in parallel using:

Rtotal = R1x R2

R1+R2

or

1 = 1 + 1

Rtotal R1 R2





Electronics (continued) demonstrate an understanding of

semi-conductors:

transistors

describe how current flow between the collector and the emitter can be

controlled by the difference in voltage between the base and the emitter

define current gain and do simple calculations for NPN transistors using:

hfe = Ic and I e = I c + I b

Ib

select appropriately and use NPN transistors as switches in circuits

describe the functioning of a Darlington Pair

diodes determine the use of a diode as a one way conductor, and its use in a relay circuit

to protect against back EMF

use LED’s in circuits and selects a suitable current limiting resistor

explain the working of zeners for voltage reference

transducers

discuss and explain the use of the following transducers, and construct and adjust

simple potential divider circuits using passive transducers:

- LDR

- thermistor

- strain gauge

identify and use capacitors explain, with the aid of diagrams/graphs, the charging and discharging of a

capacitor

use data sheets and calculations to select suitable capacitors for use in particular

applications, including series and parallel arrangements

demonstrate an understanding of time

delay circuits construct and draw circuit diagrams for time delay circuits (monostable and

astable) using capacitors, resistors, transistors and the 555 timer IC

use T = C x R to calculate simple time delays

select components and use calculations to achieve a desired time delay

use a multi-vibrator to operate flashing lights and produce a variable audible tone

explain the following terms:

- square wave form

- frequency

- mark/space ratio





Electronics (continued) demonstrate an understanding of

amplifier circuits construct and draw circuits using the op-amp as an inverting amplifier using an

LDR, thermistor or divider / Wheatstone bridge to provide biasing

design and construct a circuit using feedback to control gain

use the formula for an inverting amplifier

Gain = Rf

Rin

Computer Principles understand computer principles explain the functions of AND, OR, NAND, NOR, and XOR

construct truth tables for the above functions

solve simple logic problems using logic functions in combination (Boolean

algebra not necessary)

show how two NAND or two NOT gates can be cross coupled to produce a flip-

flop

compare the differences between the TTL and CMOS series of ICSs

draw monostable circuits using logic gates and/or 555 timers

describe how to use a Schmitt trigger for inputting from a sensor

analyse the functioning of a digital-analogue converter

represent by block diagram the essential elements of a microcomputer and their

interrelationships

discuss the principles of interfacing between a computer and input and output

devices


5. ASSESSMENT

5.1 ASSESSMENT OBJECTIVES

The four assessment objectives in Design and Technology are:

A Knowledge with understanding

B Design problem solving

C Communication

D Realisation

A description of each assessment objective follows.

Under each assessment objective is given a list of the skills a learner should be able to demonstrate.

A KNOWLEDGE WITH UNDERSTANDING


demonstrate the ability to state facts, recall and name items, recall and describe processes;

demonstrate the ability to apply and relate knowledge to designing and manufacture;

make reasoned arguments and anticipate consequences of the outcomes of the Design process;

demonstrate a critical awareness of the interrelationship between Design and the needs of

society.

B DESIGN PROBLEM SOLVING


recognise problems, identify clearly from a situation a specific need for which a solution is

required and compose a design brief;

analyse a problem by considering any relevant functional, aesthetic, human, economic and

environmental design factors and draw up a design specification;

investigate, research, collect and record relevant data and information;

generate a range of outline solutions to a design problem, giving consideration to the constraints

of time, cost, skills and resources;

develop, refine, test and evaluate the effectiveness of design solutions.

C COMMUNICATION


recognise information in one form and where necessary change it into a more applicable form;

produce or interpret data in a variety of forms such as charts, diagrams, graphs, flow charts and

drawings;

propose and communicate ideas graphically using a range of media;

develop ideas and represent details of form, shape construction, movement, size and structure

through graphical representation and three dimensional modelling.

D REALISATION


plan and organise the procedure involved in the realisation of a solution;

select, from a range of resources, those appropriate for the realisation of the product;

demonstrate appropriate manipulative skills by showing an understanding of materials and their

characteristics in relation to their use;

evaluate the process and product in terms of aesthetic, functional and technical quality.


5.2 DESCRIBTION OF PAPERS

Paper 1

This question paper will consist of two parts: Part A will assess the Compulsory

Component; Part B will assess the options. Part A will contain up to 10 compulsory, short

answer questions to assess knowledge. Part B will require learners to answer one of 3

structured questions to assess the learners’ knowledge with understanding.

Paper 2

In Paper 2 learners will be required to answer 1 open ended question, posing a design

problem, from a total of three. Each question will assess design skills within the context of

one of the options.

Paper 3 (Project)

Each learner will undertake a personally identified project based on Part 2 (options) of the

syllabus. The project will be internally marked and externally moderated.

While the project will be based on an Option area, learners will be expected to demonstrate

Compulsory Component Design skills. The work presented for assessment will typically be

in the form of an A3 size folder and the 'made product'. In the case of work from the Design

Communication option, the folder could contain all the preliminary design work, with the

'made product' being from 2 dimensional work and models.

The learners must commence their project in the second trimester of Grade 11 and

complete it by the end of the second trimester of Grade 12.

The folder should include photographic evidence of the 'made product'. (See External

Moderation section of the Assessment Criteria for the course work.)

5.3 Scheme of Assessment

Learners who have followed this curriculum are eligible for the award of grades 1 to 4.

Learners must take Paper 1, Paper 2 and submit a Project.

It should be noted that Part 1 (Compulsory) is intended to underpin all components of the

assessment scheme.

Component

Number Title

Style of

paper Duration

Weighti

ng

1. Paper 1

2. Paper 2

3. Project

Part A: Compulsory

Part B: Options

Options

School-based assessment

Written

Written

1hour 45 minutes

1hour 30 minutes

4 terms

31%

19%

50 %


5.4 Specification Grid

Component Assessment Objectives

A

Knowledge

with

understanding

B

Design

problem

solving

C Communication

D

Realisation Total Marks

1 18% 2% 6% 5% 31% 100

2 2% 6% 5% 6% 19% 60

3 30% 20% 50% 160

overall 20% 38% 11% 31% 100% 320

The assessment objectives are weighted to give an indication of their relative importance.

They are not intended to provide a precise statement of the number of marks allocated to a

particular assessment objective.

5.5 GRADE DESCRIPTIONS

Grade descriptions are provided to give a general understanding of the standards of achievement

likely to have been shown by learners awarded particular grades. The descriptions must be

interpreted in relation to the Learning Outcomes and Assessment Objectives set out in this syllabus.

The grade descriptions do not refer to performance on individual components of the examination.

The final grade awarded is based on overall performance in all examination components.

Shortcomings in some parts of the examination may be balanced by better performance in others

and, therefore, the grade description provides the best fit.

Grade 1

A candidate should be able to:

- analyse a situation which offers design potential and determine the needs

- interpret the needs and specify a comprehensive set of requirements

- independently search out information and data

- creatively explore ideas and concepts and be innovative, synthesising them to establish a

design proposal

- interpret, select and apply information and data

- evaluate, select and develop all facets of a proposed solution with attention to fine detail

- use graphical and other modeling techniques to represent and communicate ideas and

design proposals clearly, concisely and attractively

- predict and manage safely the processes of realising the outcome product

- demonstrate mastery of a wide range of practical processes and apply refined skills in the

realisation of the design


- recognise and act upon opportunities and constraints of accessible resources

- demonstrate command of the knowledge section of Part 1 (Compulsory Component) of

the syllabus and be

able to call upon this and in a reasoned way explain, describe, interpret, compare, select

and apply it

- show a good understanding of the principles and concepts and sound understanding of the

materials, components and equipment relating to one of the three electives (Part 2) of the

syllabus

- take account of all important aspects and employ appropriate techniques to assess and

judge when making evaluations

- use conclusions to identify and specify amendments and further development

Grade 3

A candidate should be able to:

- determine most of the needs of a familiar situation that has design potential

- interpret the needs and specify the principal design requirements

- search out, with some guidance, information relevant to the design task

- interpret, select and apply information and data

- explore and manipulate ideas and concepts as a basis for formulating a design proposal

- evaluate ideas, select and develop in detail relevant aspects into a single design proposal

- identify the resources necessary to realise a design and be aware of the constraints

- use graphic and other modeling techniques to communicate design ideas clearly and

concisely

- undertake a significant role in the management of the production of the outcome and use

safe methods of working

- demonstrate command of a range of practical processes and show competence in the

application of skills in realizing the outcome

- show a good understanding of the knowledge in Part 1 of the syllabus and be able to

describe, compare, select and apply it

- demonstrate understanding of a fair range of the concepts, principles, materials,

- components and equipment relating to one of the electives (Part 2) of the syllabus

take account of the most significant features of a design to appraise and evaluate

- use conclusions to outline possible improvements


Grade 4

Candidates should be able to:

- identify the most significant needs of a familiar situation with design potential

- interpret the needs into a specification of the major design requirements

- with support, extrapolate from data and information that useful to the design task

- interpret, select and apply information

- explore range of ideas to establish a single design proposal

- identify the main resources necessary to realise the design and be aware of significant

constraints

- use a range of graphical and simple modeling techniques to communicate ideas and design

proposals with reasonable clarity and accuracy

- work safely and with support, manage the production of the outcome design

- demonstrate command over a range of practical processes and show reasonable skill in

realising the outcome product

- show sound awareness of most of the knowledge section Part 1 (Compulsory Component)

of the syllabus and

be able to describe, select and apply much of it

- show a fair knowledge of an ability to apply the principles, concepts, materials,

components and equipment relating to one of the electives (Part 2) of the syllabus

- take account of all conspicuous aspects of a design when appraising and formulate an

evaluation

- outline some of the possible improvements that would benefit the design


6. CRITERIA FOR ASSESSMENT OF PROJECT

The descriptors of three levels of work are given with a mark band for each. The highest mark in a band is for work which fully satisfies the descriptor.

DESIGN FOLIO Mark band

4 Development:

barely adequate detail to realise a solution

0 – 7

sound attention to detail, sound knowledge base shown 8 – 16

ideas fully developed with good attention to detail, deep insights shown, command of related knowledge 17 – 25

5 Presentation:

fair communication, modest graphical skill

0 – 5

good communication, competent graphical skill including freehand sketching shown and measured drawing, sound lay-out 6 – 10

refined graphics skills including fluent freehand and precise measured drawings, good command of rendering and other

enhancement, excellent communication, well managed and attractive setting out

11 – 15

6 Evaluation

main aspects appraised, outline of some possible improvements

0 – 3

sound evaluation based on well founded judgements of positive features and major shortcomings, possible improvements

identified

4 – 7

thorough evaluation drawn from appropriate conclusions and value judgements based on suitable testing including that of

an objective nature where possible, detailed advantageous amendments drawn up

8 – 10

TOTAL 90

3 Conceptualising:

limited range of appropriate ideas

0 – 6

open-minded handling of concepts and a range of ideas, sound interpretation 7 – 14

imaginative and innovative handing of a good range of concepts and ideas 15 – 20

2 Research:

support needed for research and interpretation

0 – 3

information searched out, understood, interpreted and recorded with guidance 4 – 7

well-researched, understood, selected, interpreted and recorded 8 – 10

1 Defining:

principal features recognised, specification lacks specificity, covers some major requirements, only most needs recorded

0 – 3

detailed specification but lacking precision 4 – 7

well defined in succinct brief, comprehensive detailed and precise specification 8 – 10


THE PRODUCT

7 Control

safe approach to work, some anticipation of processes, support needed in management and organisation

0 - 3

safe approach to work, most processes anticipated and needs recognised, sound control of procedures 4 - 7

Safe approach to work, good anticipation of technical needs and command of procedures 8 - 10

8 Technical

fair command of processes, competency shown in a number of skill areas

0 - 14

good command of processes and competency shown in nearly all aspects of applying skills, good attention to detail 15 – 29

mastery of processes, refined skills widely applied, attention to fine detail 30 - 40

9 Product

many needs satisfied, adequate functional and aesthetic qualities

0 – 6

all major needs met, good functional and aesthetic qualities 7 – 14

very good match to needs, thorough coverage of functional requirements, aesthetic excellence 15 - 20

Maximum 70

Maximum Total Folio and Product 160


Coursework Assessment Summary Form

NSSC 20…..

Please read the instructions printed overleaf before completing this form.

Centre Number Centre Name November 2 0

Candidate

Number Candidate Name

Teaching

Group/

Set

Defining of

Design Brief

(max 10)

Research

Design

Brief and

Specification

(max 10)

Conceptualise

Ideas

(max 20)

Develop of

Proposed

Solution

(max 25)

Presentation

for

Production

(max 15)

Product

Evaluation

(max 10)

Safety

Control

(max 10)

Technical

mastery

(max 40)

Final

Product

(max 20)

Total

Mark

(max

160)

Internally

Moderated

Mark

(max 160)

Name of teacher completing this form Signature Date

Name of internal moderator Signature Date

Design and Technology (NSSCH):- Option: ……………………………………


MODERATION

(a) Internal Moderation

When several teachers in a Centre are involved in internal assessment, arrangements must be made

within the Centre for all learners to be assessed to a common standard.

It is essential that within each Centre the marks for each skill assigned within different teaching

groups (e.g. different classes) are moderated internally for the whole Centre entry. The Centre

assessments will then be subjected to external moderation.

(b) External moderation

Coursework Assessment Summary Forms must be received by DNEA not later than 15 October

along with a sample of the Coursework undertaken by the learners and the schemes of assessment

for each assignment. The samples should cover the full ability range. If there are ten or fewer

learners, all the Coursework that contribute to the final mark for all learners must be sent to DNEA.

Where there are more than ten learners, all the Coursework that contribute to the final mark for ten

of them will be required. The Centre should select learners covering the whole mark range, with the

marks spaced as evenly as possible, from the top mark to the lowest mark. If appropriate, the

samples should be selected from the classes of different teachers. A further sample of Coursework

may subsequently be required. All records and supporting work should be retained until after the

publication of the results.

The Directorate of National Examination and Assessment of the Ministry of Basic Education, Sport

and Culture in Namibia will issue instructions to Centres in Namibia concerning external

moderation arrangements.


Appendix A: List of tools for the learners' needs:

a) General: (needed by all options)

1. Selection of paper and card

2. Modelling equipment: scissors, craft knives, adhesives and adhesive tape

3. Cutting tools

4. Drawing aids: stencils and templates

5. Marking out tools: rule, try square, callipers, dividers, vernier calliper, rule, sliding

bevel, spirit level, scriber, punches, vee-blocks, combination set.

6. Fittings and fixings: nails, screws, washers, nuts and bolts, rivets and dowels

7. Selection of abrasive papers, paints, polishes and adhesives

8. Cutting tools:– saws (back-, hack-, coping, figure saw, etc), snips, knives, files,

scrapers, planes, chisels, drills, rasps, combination pliers,

site cutters

b) Design Communication: 8. Basic drawing equipment: board, T-square, rule, compasses, pencils, rubber

9. Coloured pencils, markers, paints

10. Computer and CAD/AutoCAD related programs

c) Resistant Materials:

11. Selection of available woods, metals and plastics

12. Holding devices: bench with wood and metal vices, ‘G’-cramps, sash

cramps, carpenter's/engineer's bench/vice

13. Driving tools: hammers, mallets, pincher, screwdriver sets, hand drill,

spanners, wrenches, rivet.

14. Power tools: bench drilling machine, band/buff machine (combination)

15. Soldering equipment, arc welding equipment

16. Protective clothing: gloves, apron, helmet, goggles

17. Portable electric tools:– jigsaw, orbital sander, belt/disc sander, router

d) Technology:

18. Power tools: bench drilling machine, jigsaw, orbital sander, angle grinder, belt/disc

Sander

19. Heat treatment: brazing hearth, strip heater

20. Soldering equipment, arc welding equipment

21. Protective clothing: gloves, apron, helmet, goggles

22. Plastic heater:– overhead heater or strip heater or oven

23. Lab equipment (According to Pert Industrial list)

24. Multimeter

25. Megger

26. Oscilloscope

27. Selection of pliers

28. Selection of screwdrivers


Appendix B: Glossary of Terms used in Design and Technology Teaching and Assessment

Activities

Term/word Meaning

1. Analyse is used when information should be examined to discover patterns or relationships

2. Calculate is used when a numerical answer is required. In general, working should be shown, especially

where two or more steps are involved.

3. Deduce is used in a similar way to predict except that some supporting statements are required, e.g.

reference to a law or principle, or the necessary reasoning is to be included in the answer.

4. Define (the term(s)…) is intended literally, only a formal statement or equivalent paraphrase being

required.

5. Define and

explain

(see number 5) normally implies that a definition should be given, together with some relevant

comment on the significance or context of the term(s) concerned, especially where two or more

terms are included in the question. The amount of supplementary comment intended should be

interpreted in light of the indicated mark value.

6. Describe requires the learner to state in words (using diagrams where appropriate) the main points of the

topic. It is often used with reference either to particular phenomena or to particular experiments.

In the former instance, the term usually implies that the answer should include reference to

(visual) observations, associated with the phenomena.

In other contexts, describe should be interpreted more generally, i.e. the learner has greater

discretion about the nature and the organisation of the material to be included in the answer.

Describe and explain may be coupled, as may state and explain.

7. Determine often implies that the quantity concerned cannot be measured directly but is obtained by

calculation, substituting measured or known values of other quantities into a standard formula,

e.g. relative molecular mass.

8. Discuss requires the learner to give a critical account of the points involved in the topic.

9. Draw,

Sketch,

Design,

Construct

when applied to graph work, implies that the shape and/or position of the curve need only be

qualitatively correct, but learners should be aware that, depending on the context, some

quantitative aspects may be looked for, e.g. passing through the origin, having an intercept,

asymptote or discontinuity at a particular value.

In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care

should be taken over proportions and the clear exposition of important details.

10. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making

such simplifying assumptions as may be necessary about points of principle and about the values

of quantities not otherwise included in the question.

11. Explain may imply reasoning or some reference to theory, depending on the context.

12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.

13. Interpret implies that the candidate should use reasoning or some reference to theory, depending on the

context

14. List requires a number of points, generally each of one word, with no elaboration. Where a given

number of points are specified, this should not be exceeded.

15. Measure implies that the quantity concerned can be directly obtained from a suitable measuring

instrument, e.g. length, using a ruler or mass, using a balance.

16. Outline implies brevity, i.e. restricting the answer to giving essentials.

17. Predict implies that the learner is not expected to produce the required answer by recall but by making a

logical connection between other pieces of information. Such information may be wholly given

in the question or may depend on answers extracted in an earlier part of the question.

Predict also implies a concise answer, with no supporting statement required.

18. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can

readily be obtained ‘by inspection’.

19. Study implies that the information provided or data should be used to investigate a problem in a

systemic way.

20. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer or to imply that

learners are expected to apply their general knowledge to a ‘novel’ situation, one that may be

formally ‘not in the syllabus'


NIED

The National Institute for Educational Development P/Bag 2034

Okahandja

NAMIBIA

Telephone: +64 62 509000

Facsimile: +64 62 509073/509004

E-mail: [email protected]

Website: http://www.nied.edu.na

© NIED 2006

mailto:[email protected]

http://www.nied.edu.na/

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