Technology Worksheets gr7

CAPS
Simply superior!
• Superior CAPS coverage and written by expert authors

• Superior illustrations and activities to improve results
and motivate learners
• Superior teacher support to save time and make teaching
easy, including photocopiable worksheets
• Superior quality = exam success!
Technology
Grade 7
Extension and Remediation

Worksheet Book
http://schools.pearson.co.za
MA S K E W MI L L E R LO N G M AN
9780636150362_plt_tec_g07_wb_eng_za_cvr.indd All Pages 2014/10/13 1:07 PM

Platinum Technology
Grade 7
Worksheet Book
Pearson Marang (Pty) Ltd

Forest Drive, Pinelands, Cape Town
Offices in Johannesburg, Durban, East London, Polokwane, Bloemfontein, Rustenburg and

Mbombela.
website: http://schools.pearson.co.za
© Pearson Marang (Pty) Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the copyright holder.
Every effort has been made to trace the copyright holders of material produced in this title. We would
like to apologise for any infringement of copyright so caused, and copyright holders are requested to
contact the publishers in order to rectify the matter.
Maskew Miller Longman is an imprint of Pearson Marang (Pty) Ltd
Platinum Technology Grade 7 Extension and Remediation Worksheet Book
First published in 2013
ISBN 9780636150362
Pack ISBN 9780636146099
Edited by Careena Koch

Illustrations by Royston Fredericks and Andre Plant
Typesetting by WE Design
Photograph by Mike Carelse
9780636150362_plt_tec_g07_wb_eng_za.indb 1 2014/10/13 12:52 PM

Chapter 1: Target Worksheet A
Name: __________________________________________ Date: __________________
1. Your grandmother has never heard of a subject called Technology. Explain to her:
1.1 what technology is, and 1.2 when we use technology. (8 × 2)
2. 2.1 Name one item that you used today that involved technology. (1)
2.2 Explain which want or need that the item satisfied. (1)
3. “The design process is not a linear process, but a cyclical one.” Explain what this means. (3)
4. Once the solution to a problem has been found, it is important to evaluate it. We evaluate
both the process and the product.
4.1 Describe how you evaluate a product. (3)
4.2 Describe how you evaluate the process. (3)
5. Before you start manufacturing a solution to a problem, you need to find out if the product
will meet the purpose for which it is intended. Here are four questions you should ask. Give
reasons for each of these questions.
5.1 Who is the solution for? (4) 5.4 Is it cost-effective? (1)
5.2 What is it for? (1) 5.5 Is it safe? (1)
5.3 Will it do the job? (1)

[Total 35 marks]
Chapter 1: Target Worksheet B
Name: __________________________________________ Date: __________________
1. “Everyone who designs and makes a product as part of their job does Technology”.
List two careers that involve the use of technology. For each career, give an example of
a task that involves technology. (4)
2. Explain what a design brief is. (2)
3. Describe the difference between design specifications and design constraints. (6)
4. Your neighbour works long hours and wants to make sure that his dogs have enough
water throughout the hot summer days. He saw the bird feeder that you made (page 11
in the LB) and thought that something similar might be the solution to his problem.
4.1 What is the product that is to be designed? 4.2 Who is it for? (2 × 2)
4.3 Suggest three ways to ensure that the product is safe and will not hurt the intended user.
Give reasons for your answers. (6)
4.4 How can you make sure that the product does not affect the environment negatively? (3)
[Total 25 marks]
Technology Grade 7 © Pearson Marang (Pty) Ltd. Permission is granted to photocopy this page.

Name: __________________________________________ Date: __________________
1. What is graphic communication used for in Technology? (5)
2. Designers use three types of lines to produce detailed drawings.
2.1 Name the three types of lines. (3)
2.2 Explain the function of each type of line. (6)
2.3 Draw each line below your explanation in Question 2.2 above. (3)
3. Describe what ‘dimensioning’ in a drawing means, and explain how it is shown. (6)
4. List the three main dimensions used in drawings. (3)
5. List seven types of tools used for drawing. (7)
6. Explain what a scale drawing is. (3)
7. Explain what the scale shown on a drawing is, and how it is represented. (6)
8. Draw the cube shown in Figure 1 in oblique projection. The cube is 120 mm square.
The scale should be 1:2. Don’t include dimensions. (10)
Figure 1: A cube
9. Draw a box that is 6 mm long x 4 mm high and 4 mm deep in single vanishing point
perspective. (8)
10. Draw a 5 mm cube. Render it to look as if it is made of wood. (5)
11. Draw a free-hand circle, showing all your steps. (5)

[Total 70 marks]
Technology
TechnologyGrade
Grade77 ©©Pearson
PearsonMarang
Marang(Pty)
(Pty)Ltd.
Ltd.Permission
Permissionisisgranted
grantedtotophotocopy
photocopythis
thispage.
page.

Target Worksheet
Chapter Answers B
2: Target Worksheet
Name: __________________________________________ Date: __________________
1. Designers often make free-hand sketches when they start the designing process.
1.1 What does the term ‘free-hand’ mean? (2)
1.2 Describe four advantages of making free-hand sketches. (8)
2. Explain the difference between 2D and 3D drawings. (7)
3. Explain what is meant by the ‘Code of Practice for Engineering Drawing’. (6)
4. Describe and explain three different types of lines used by engineers when producing
detailed drawings that will be used to manufacture a product. (15)
5. Re-draw Figure 1, the letter L, in single vanishing point perspective. (10)
Figure 1
6. Re-draw the house in Figure 2 in 2D. Use a scale of 1:4. (10)
Figure 2
7. Explain what is meant by ‘3D artistic drawing’. (6)
8. Copy the 2D outline of the front of the house you drew in Question 6. Render the wall to
look like un-plastered bricks. Shade each brick separately. (6)
[Total 70 marks]

Name: __________________________________________ Date: __________________
1. Explain what a mechanism is. (3)
2. Explain what a lever is. (4)
3. Describe the advantages of using a lever. (7)
4. Explain what these terms mean:
4.1 Effort (3)
4.2 Load (3)
4.3 Fulcrum (2)
5. Figures 1–3 show three different types of lever.
Figure 1: Lever A Figure 2: Lever B Figure 3: Lever C
5.1 Identify what type of lever is illustrated in each figure. _____________________ (3)
5.2 Explain the advantages of using Lever A. ________________________________ (5)
5.3 Explain the advantages of using Lever B. ________________________________ (5)
5.4 Explain the advantages of using Lever C. ________________________________ (5)
5.5 List two examples of mechanisms that might use Lever A. __________________ (2)
5.6 List two examples of mechanisms that might use Lever B. __________________ (2)
5.7 List two examples of mechanisms that might use Lever C. __________________ (2)
6. 6.1 Describe the difference between a paired lever and a linkage. ––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– (2)
6.2 List two mechanisms that use paired first-class levers.
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– (2)
[Total 50 marks]

Name: __________________________________________ Date: __________________
1. How many classes of lever are there? Name them. (4)
2. Describe the characteristics that make each class of lever different. (7)
3. Explain what the term ‘mechanical advantage’ means. (5)
4. Figures 1–3 show three different types of lever.
Figure 1: Lever 1 Figure 2: Lever 2 Figure 3: Lever 3
Examine the figures, then redraw and complete the table below.
Question Lever 1 Lever 2 Lever 2

4.1 Identify the type of (1) (1) (1)
lever.
4.2 Does the lever provide (1) (1) (1)
mechanical advantage
or not?
4.3 How does the lever (4) (4) (4)
work?
4.4 Name two (2) (2) (2)
mechanisms that use
this lever action.
5. Each of these mechanisms consists of linked levers: a pair of scissors, a garlic crusher and
a pair of tweezers.
5.1 Explain what a linked lever is. (3)
5.2 Identify the class of lever that each mechanism represents. (3)
5.3 Define the terms ‘input’ and ‘output’. (2)
5.4 Identify the input force and the output force on the pair of scissors. (2)
[Total 50 marks]

Name: __________________________________________ Date: __________________
1. What is a structure? (2)
2. What three properties do all structures have in common? (3)
3. Describe the function of each of the examples below using one of these terms:
protecting/sheltering objects, supporting loads, containing objects, spanning distances
4. Decide whether the following statements are TRUE or FALSE. Rewrite any false
statements so that they are true.
4.1 Trees found in a forest are known as natural structures. (2)
4.2 The clay pots used by traditional South African cultures to store grain are
natural structures. (2)
4.3 The skeleton of a fish is a man-made structure. (2)
4.4 A school bus is a man-made structure. (2)
4.5 The skin that covers your body is a man-made structure. (2)
4.6 The rocks on a mountain are natural structures. (2)
5. Classify each of the following structures as shell, frame, or solid structures:
mountain, table, pebble, fence, balloon, leaf, bicycle, brick, drinking glass, tin can,
coral reef, light bulb (12)
6. Which of these structures (A–H) are natural structures, and which are man-made structures? (8)
A B C D
E F G H
7. Define the term ‘strut’. (2)
8. Copy the shapes below into your workbook.

Modify each shape so that it becomes more stable or rigid. (6)
[Total 50 marks]

Name: __________________________________________ Date: __________________
1. List the features that all structures have in common. (3)
2. List four functions of structures. (4)
3. Name the three different types of structures. (3)
4. Name three natural and three man-made examples of each type of structure. (3 × 3 = 9)
5. Explain what each of the following structural members are:
5.1 Beam (4)
5.2 Tie beam (5)
5.3 Strut (7)
6. 6.1 What effect does the force of tension have on a structure? (1)
6.2 What effect does the force of compression have on a structure? (1)
7. 7.1 Explain how triangulation strengthens a structure. (4)
7.2 List four types of structures that are strengthened by triangulation. (4)
8. State three ways in which you can strengthen a material so that it can be used in a structure. (3)
9. Work together in a group for this practical activity. Build the two pillar structures illustrated
in Figures 1 and 2 using cardboard and glue. Then use some books as weights to test the
strength of each structure. Copy the table and record your observations.
Type of pillar Estimated load the structure Total load the structure can
can carry carry before collapsing
9.1 Which structure was able to carry the most books? (2)
9.2 What made this type of structure so strong? (5)

[Total 55 marks]

Name: __________________________________________ Date: __________________
1. Define each of these structural terms:
1.1 Strut (4)
1.2 Tie beam (2)
1.3 Column (3)
1.4 Guy (3)
2. Cell phone towers are designed to transmit signals so that cell phone users can talk to each
other. When you design such a tower, there are several issues to consider. Discuss each of
the following issues:
2.1 Stability (3)
2.2 Base size (5)
2.3 Centre of gravity (8)
2.4 Visual pollution (6)
3. Figures 1–3 show three products, each of which has been designed to be used for a
particular purpose.
Figure 1: Running shoe Figure 2: Wheelbarrow Figure 3: Cell phone
Answer the following questions to describe the different features of each product. Copy the table
below to record your answers.
Questions Running shoe Wheelbarrow Cell phone

3.1 What will it be used (1) (1) (1)
for?
3.2 Will it do its job well? (1) (1) (1)
3.3 Is it safe to use? (1) (1) (1)
3.4 Is it easy to use? (1) (1) (1)
3.5 Does it look good? (1) (1) (1)
3.6 How will it impact the (1) (1) (1)
environment?
3.7 How will it impact (1) (1) (1)
society?
(7 × 3 = 21)
[Total 55 marks]

Name: __________________________________________ Date: __________________
1. Some people use a solar-powered cell phone.
Figure 1: A solar-powered cell phone
1.1 Suggest where this type of cell phone might be used.

Give a reason for your answer. (3)
1.2 Describe the advantages that cell phones

bring to communities. (3)
1.3 What effect does this solar-powered cell phone

have on the environment? (2)
1.4 Describe two features of the cell phone that make it easy to use. (4)
1.5 Write a design brief for this cell phone. (4)
1.6 List the design specifications for the cell phone. (4)
2. Read the following scenario and then answer the questions that follow.
A company that designs and manufactures entertainment machines for theme parks has asked
you to design a model of a new merry-go-round. This design must be able to work with either
gears or pulleys or both. The model may not be bigger than 30 cm in circumference (height and
length) and it must be attractive to children.
2.1 Write a design brief that identifies the want/need in this scenario. (6)
2.2 List at least three specifications. (3)
2.3 List at least three constraints. (3)
2.4 Describe how you identify the features of a product. (3)

[Total 35 marks]

Name: __________________________________________ Date: __________________
1. What is a magnet? Describe it in your own words. (2)
2. Describe and explain what happens when you suspend a magnet from a string. (9)
3. Figures 1 and 2 show two different types of magnets. Identify each type of magnet. (2)
Figure 1 Figure 2
4. Explain how we benefit from the Earth’s magnetic field. (2)
5. Describe how you should store and care for magnets.

(10)
[Total 25 marks]
Name: __________________________________________ Date: __________________
1. 1.1 Explain how we know which end is which of a bar magnet. (4)
1.2 Which ends of a magnet are attracted to which ends of another magnet? (2)
1.3 What is meant by the term ‘magnetic field’? (2)
1.4 Where on a magnet is the magnetic field strongest? (1)
2. Explain in detail how permanent magnets differ from temporary magnets. (6)
3. Give two examples of magnets that are used in everyday life. (2 × 2 = 4)
4. Identify which of these metals are attracted by a magnet:
iron, iron steel, bronze, silver (1)

[Total 20 marks]

Name: __________________________________________ Date: __________________
1. Describe how ferrous metals differ from non-ferrous metals. (4)
2. List three examples of ferrous metals and three examples of non-ferrous metals. (6)
3. Which of the two kinds of metal – ferrous or non-ferrous – will rust? (1)
4. Define the following terms:
4.1 Corrode 4.2 Malleable (6)
5. 5.1 Describe the advantages of starting a recycling campaign at your school. (5)
5.2 Paper, glass, plastic and metal are materials that can be recycled. Give two examples
of items made from each of these materials. (8)
5.3 List three examples of products that cannot be recycled. (3)
5.4 Name two places where you can dispose of empty computer ink cartridges. (2)
[Total 35 marks]
Name: __________________________________________ Date: __________________
1. Copy and complete the following table about ferrous and non-ferrous metals.
Question Ferrous metals Non-ferrous metals
1.1 Definition (2)
1.2 Magnetic or non-magnetic?
(2) Define ‘magnetic’. (1)
1.3 Able to corrode or not? (2)
Define ‘corrode’. (3)
1.4 Malleable or not? (2) Define
‘malleable’. (3)
1.5 Two examples of each (4)
(19)
2. 2.1 The recycling logo aims to ‘reduce, reuse, recycle’. Give two examples of what
you can do to fulfil leach of these three aims. (2 × 3 = 6)
2.2 Metal is one of the materials that can be recycled. Give three reasons explaining
why it is good to recycle scrap metal. (3)
2.3 What can be done commercially with recycled scrap metal? (3)
2.4 Suggest three different ways in which empty metal containers could be reused. (3)
2.5 Why is metal theft a huge problem for individuals and for our country? (4)
2.6 How can metal theft be minimised? (2)

[Total 40 marks]

Name: __________________________________________ Date: __________________
1. 1.1 Explain what a cell in an electric circuit is. (2)
1.2 Describe the function of the cell. (3)
1.3 List four different sizes of cells. (4)
1.4 Figure 1 shows a simple electric circuit.
Figure 1
Redraw the cell, labelling the positive and negative terminals on your drawing. Use the
correct symbols for the positive and negative terminals. (4)
2. Explain what an electric circuit is, and list the components that typically make up a circuit. (10)
3. 3.1 Explain in detail what a circuit diagram is, and why you would use one. (5)
3.2 Draw a circuit diagram for the circuit shown in Figure 2. Show the direction in
which the current will flow in the circuit. (6)
Figure 2
4. Define these terms:
4.1 Electrical energy (3)
4.2 Conductor (3)

[Total 40 marks]

Name: __________________________________________ Date: __________________
1. Copy this table and draw the symbol for each of the components.
Component name Symbol

1.1 Cell
1.2 Series battery with
two cells
1.3 Single-pole single-
throw switch
1.4 Push/press switch
1.5 Lamp or light bulb
1.6 Buzzer
1.7 Electromagnet
(2 × 7 = 14)
2. Describe the main task of each of these components in an electric circuit:
2.1 Cell (3)
2.2 Switch (3)
2.3 Conductor (2)
2.4 Buzzer (2)
3. 3.1 Electrical wire has two colours. What are they, and what do they indicate? (4)
3.2 Which symbols are used to indicate the different coloured wires? (2)
4. Explain what insulation tape is used for. (4)
5. Define each of these terms:
5.1 Crocodile connector (3)
5.2 Circuit diagram (6)
6. 6.1 What is an electromagnet? Explain what it is used for. (8)
6.2 What is a solenoid? (2)
7. Draw the circuit diagram for the circuit shown in Figure 1. Indicate the flow of current. (7)
Figure 1
[Total 60 marks]

Name: __________________________________________ Date: __________________
1. Name and describe the four different directions of movement found in

mechanisms. Give an example of each in use. (4 × 3 = 12)
2. Figure 1 shows a winch, which is a type of crank.
Figure 1
2.1 Define a crank. (4)
2.2 Explain what cranks are used for. (6)
2.3 Give two other examples of machines that use a crank. (2)
3. 3.1 Explain what a pulley is. (7)
3.2 Describe the kind of work that a pulley is used for. (1)
3.3 Explain how a pulley works. (6)
3.4 Copy Figure 2 and label the fulcrum, load and effort. (3)
Figure 2: A pulley
3.5 Does a single fixed pulley give mechanical advantage and reduce the amount of
work you have to do? Explain your answer. (7)
3.6 Describe what a compound pulley is. (4)
3.7 Explain how compound pulley works. (8)

[Total 60 marks]

Name: __________________________________________ Date: __________________
1. Identify and describe the four directions of movement illustrated in Figures 1– 4. (8)
Figure 1 Figure 2
Figure 3 Figure 4
2. 2.1 Explain what a crank is. (4)
2.2 What type of lever is a crank? (1)
2.3 Use a winch as the example to explain what a crank does. (8)
2.4 Describe the advantages of using a crank. (2)
3. 3.1 Define the term ‘pulley’. (7)
3.2 Explain the benefit of using a pulley. (3)
3.3 What type of pulley system is illustrated in Figure 5? (1)
3.4 Copy Figure 5 and label the fulcrum, load and effort. (4)
3.5 Label the moving pulley. (1)
3.6 Indicate the direction of movement. (2)
3.7 Calculate the distance the load will move if the rope is
pulled 2 m. (1) Figure 5
3.8 Define the term ‘mechanical advantage’. (5)
3.9 What is the mechanical advantage if the rope is pulled 2 m? (3)

[Total 50 marks]

Name: __________________________________________ Date: __________________
1. 1.1 Explain what you understand by the term ‘refugee’. (3)
1.2 Give three possible reasons why people become refugees. (5)
1.3 List the most important needs of refugees arriving in a new country. (5)
1.4 Briefly explain why language and cultural differences could be a cause of
unhappiness amongst refugees. (5)
1.5 Discuss four disadvantages of housing refugees in tented camps. (8)
1.6 Name a water-borne disease that commonly breaks out in refugee camps.
Describe the causes and symptoms of this disease. (8)
1.7 Name two organisations that assist refugees with food and other supplies. (2)
2. 2.1 Explain the meaning of the term ‘environmental deterioration’. (2)
2.2 List four possible causes of environmental deterioration. (2)

[Total 40 marks]

Name: __________________________________________ Date: __________________
More than 300 Homeless

Last night a fire swept through Eldorado, a large informal settlement outside town. Six people
have died, and over a dozen are being treated in hospital for burns and smoke inhalation. More
than 100 families have been left homeless. The homeless are being housed in a tented camp outside
of town. Aid relief such as blankets and food are being supplied by local residents.
1. The victims of the fire in the article above are referred to as ‘internally displaced people’.
Explain the difference between internally displaced people and refugees. (6)
2. Give two possible reasons other than fires that can cause people to become internally
displaced in South Africa. (2)
3. Discuss the most important needs of internally displaced people when they arrive at a
place of shelter. (6)
4. Discuss four problems that can occur when housing refugees in temporary
tented camps. (4 × 2 = 8)
5. Who are typically the most vulnerable groups of people in this kind of situation? (3)
6. Explain what the term ‘economic crisis’ means. (9)
7. What do you think South Africans fear about refugees? (2)
8. 8.1 Define the term ‘asylum seeker’. (2)
8.2 What do you think causes people to seek asylum? (2)

[Total 40 marks]

Name: __________________________________________ Date: __________________
1. Describe the two main problems that refugees face every day. (3)
2. Describe four reasons why supplying fresh food to refugees is not recommended. (4)
3. List four essential emergency food supplies that a family could keep in their home in
preparation for an emergency situation. (4)
4. Describe three characteristics of food supplies that you would store in your home for
an emergency. (3)
5. State whose responsibility you think it should be to provide food for refugees. (3)
6. List two problems involved with getting food to refugee camps. (4)
7. List four factors that could lead to food spoilage in a refugee camp. (4)
[Total 25 marks]

Name: __________________________________________ Date: __________________
1. Explain what the United Nations World Food Programme (WFP) has developed to
fight hunger and malnutrition amongst schoolchildren and refugees. (3)
2. What does RDA stand for? Explain what it means. (6)
3. Use the list of foods below to decide which food items are suitable for people in a
refugee camp. Then copy and complete the table.
Nutrient Food type Suitable/unsuitable Reason

Protein Pork sausages
Soya cubes
Carbohydrates Maize meal
Bread
Fats Margarine
Sunflower oil
Vitamins Fresh oranges
Mixed dried fruit
Minerals Marmite
Dehydrated vegetables
(2 × 10 = 20)
4. Consider the daily requirements of a balanced diet to answer the questions that follow:
4.1 Describe what you would give people living in a refugee camp for breakfast. (3)
4.2 Write a design brief for a snack meal. Include two specifications and one constraint. (3)
4.3 Compile a food basket for a refugee for one day. (15)
[Total 50 marks]

Name: __________________________________________ Date: __________________
1. List five professions that use protective clothing, and give one example of such
clothing that’s used in each of the professions. (2 × 5 = 10)
2. Define the following properties of materials:
2.1 Hardness (2)
2.2 Toughness (3)
2.3 Stiffness (1)
2.4 Flexibility (1)
3. 3.1 What are natural fibres? Give two examples. (4)
3.2 What are man-made fibres? Give two examples. (4)
4. 4.1 List four types of fire-fighting gear. (4)
4.2 In what type of situation is bunker gear used? What makes bunker gear suited to
its purpose? (16)
4.3 When is a hazmat suit worn? (4)
4.4 What makes a hazmat suit suited to its purpose? (6)

[Total 55 marks]
Name: __________________________________________ Date: __________________
1. 1.1 What does NSRI stand for? (2)
1.2 The NSRI rescue crew wear custom-made wetsuits. What does the term ‘custom-
made’ mean? (2)
2. 2.1 A wetsuit protects the wearer against hypothermia. What is hypothermia? (3)
2.2 What are the symptoms of hypothermia? If untreated, what could the end result of
hypothermia be? (7)
2.3 Name four vital organs. (4)
3. 3.1 Describe how wetsuits protect the wearer. (4)
3.2 What is a wetsuit made from and what are the characteristics of the material? (4)
4. What makes ‘crew saver’ life jackets special? (2)
5. 5.1 What does foul weather gear consist of ? (4)
5.2 What do NSRI members call this type of gear? (1)
5.3 What makes this type of gear special? (7)

[Total 40 marks]

Target Worksheet Answers
Chapter 1 Target Worksheet A
1. 1.1 Technology is the use of knowledge (✓), skills (✓), values (✓) and resources in order to
meet people’s needs (✓). It develops practical solutions to problems (✓), taking into consideration
social (✓) and environmental factors (✓). The solution is usually in the
form of a product (✓). (8)
1.2 We use technology to:
find new (innovative) (✓), creative solutions (✓) for new problems (✓)
find different solutions (✓) for problems that already exist (✓)
find temporary/short-term solutions (✓) in emergency situations (✓)
solve human needs (✓). (8)
2. 2.1 Learners must identify a product they used, for example, a toothbrush (✓). (1)
2.2 Learners must identify the need the product satisfied, for example to clean my teeth and
make my breath smell fresh (✓). (1)
3. There is no definite starting point (✓). You can start the design process with any of the five
steps (✓). You can follow the steps in any order (✓). (3)
4. 4.1 The product must meet the design brief (✓). Check that the product meets the design
specifications (✓). The specifications become the features of the product (✓). (3)
4.2 Use a set of questions (✓) called criteria (✓) to see how well the design process was
carried out (✓). (3)
5. 5.1 The product must be suitable for the gender (✓), age (✓) and social background (✓)
of the person it is intended for (✓). (4)
5.2 The product must be a solution to the problem (✓). (1)
5. 3 It must be cheaper that other products (✓). (1)
5.4 The product must work (✓). (1)
5.5 The product must not put the person who uses it in danger (✓). (1)
[Total 35 marks]
Answers: Chapter 1 Target Worksheet B
1. Accept any two careers, for example, chef, electrician, dress designer and so on (✓✓) with
an appropriate example of what they do that is new/creative; for example, chefs develop
new recipes, electricians plan the wiring for a home, dress designers design new clothes (✓✓). (4)
2. A design brief is a short statement (✓) that describes a need or problem (✓). (2)
3. Design specifications are the details (✓) about the product (✓), such as its function (✓) and
appearance (✓). Constraints are factors (✓) that limit (✓) your choices (✓). (6)
4. 4.1 A water bowl that stays full all day (✓✓) (2)

4.2 The neighbour’s dog (✓✓) (2)
4.3 Learners’ answers will vary. Accept any three valid answers with reasons.
No sharp edges (✓) that can hurt the dog (✓)

Easy to clean (✓); no stale water should be left in the unit (✓)
Must supply enough water (✓) but not too much that the dog can drown (✓) (6)
4.4 Learners’ answers will vary. Accept any three valid answers: Use recycled materials (✓);
don’t use materials that can harm the animal (✓), for example, paint with lead in it;
don’t heat plastic that will give off harmful fumes (✓) (3)
[Total 25 marks]
Answers: Chapter 2 Target Worksheet A
1. Graphic communication is used to develop (✓) and communicate (✓) ideas (✓) and
information (✓) so that others can understand what is to be built (✓). (5)
2. 2.1 Outlines (✓), construction lines (✓), hidden detail lines (✓) (3)
2.2 Outlines – show the outline of an object (✓) and the parts that we can see from the
outside (✓). Construction lines – used to help draw (✓) the other lines (✓). Hidden detail
lines – show the parts that are hidden from view (✓) and out of sight (✓) (6)
2.3 Learners should draw the lines under each example. Check that outlines are dark lines (✓),
construction lines are feint lines (✓), and hidden detail lines are dashed lines (✓). (12)
3. Dimensioning means adding measurements to a drawing (✓). Dimension lines are

continuous, light lines (✓) that are used to show the distance between two points (✓). They
have arrowheads at both ends (✓). The dimensions (measurements) are written above the
dimension lines (✓) in millimetres (✓). (6)
4. The three main dimensions used in a drawing are the width (✓), the depth (✓) and the height (✓). (3)
5. Drawing tools include: rulers (✓), erasers (✓), H or HB pencils (✓), 45˚ (✓) and 90˚ set
squares (✓), protractors (✓) and compasses (✓). (7)
6. A scale drawing is a drawing that is a reduction (✓) or enlargement (✓) of the original
object, when the object is either too big or small to be drawn life-size. In a scale drawing, all
dimensions are reduced or enlarged proportionately (✓) according to a predetermined scale. (3)
7. The scale on a drawing is shown as a ratio on the drawing (✓). This ratio represents the relative
sizes of the drawn object to the real object (✓), in millimetres (✓). The first number is the length
in the drawing (✓), and the second number is the length in the actual, real-life object (✓). For
example, if a chair is shown as ten times smaller in a drawing, the scale will be 1:10 (✓). (6)
8. Learners draw a cube in oblique projection. Award marks as follows: Heading (✓), scale
1:2 is indicated (✓), the front view is indicated (✓), construction lines (feint) are shown (✓),
each corner is projected at 45˚ (✓), the depth of the object is marked on the projection
lines (✓) half the real measurements have been used (✓), outlines are dark lines (✓), the
scale is correct (✓) 60 mm in real length, width (✓). Award one mark for neatness (✓). (10)
9. Learners draw a box that is 6mm 4 mm 4mm. Award marks as follows: Heading (✓),

vanishing point is indicated (✓), feint lines are drawn to the vanishing point (✓), horizontal
(✓) and vertical lines have been drawn to show the back and the sides (✓), outlines are dark
lines (✓), the scale (1:1) is indicated, and the dimensions are correctly indicated (✓). (8)
10. Learners draw a 5 mm square cube, rendered to look like wood. Award marks as follows:
Cube neat (✓) rendering neat (✓), looks like wood (allocate 3 marks if good, 2 marks if
reasonable, 1 mark if poor, no marks if it does not resemble wood). (✓✓✓) (5)
11. Learners draw a free-hand circle, showing these steps: Start with a vertical and horizontal line,
which intersect in the centre (✓). Draw another two lines, dividing the area into eighths (✓). Mark
the diameter (✓). Complete the circle (✓✓). (Allocate 1 or 2 marks, depending on neatness.) (5)
[Total 70 marks]
1. 1.1 Free-hand means drawing without instruments (✓) using only a writing tool such as a
pen or pencil (✓). (2)
1.2 Advantages of making free-hand sketches include:

Ideas can be put on paper quickly (✓) and easily (✓)
They help to order our thoughts (✓) and help us to remember our ideas (✓)
They enables us to compare ideas (✓) and communicate them clearly (✓)
Modifications/ alterations can be made (✓) quickly and easily (✓) (8)
2. A 2D drawing only shows one (✓) flat view (✓), whereas 3D drawings show an object in space
(✓) and include shading (✓) and the three dimensions of height (✓), width (✓) and depth (✓). (7)
3. The Code of Practice for Engineering Drawing is a set of South African conventional
drawing standards that provide a graphical language (✓) to communicate ideas (✓) and
information (✓) using lines (✓), dimensions (measurements) (✓) and angles (✓). (6)
4. The three line types are:

outlines (✓), which are thick (✓), dark (✓), continuous (straight or curved) lines (✓) that
indicate the outlines of an object (✓) and all the parts that are visible from the outside (✓) (6)
construction lines (✓), which are thin (✓), feint (✓), continuous (straight or curved) lines
(✓) that are used to help construct other lines (✓) (5)
hidden detail lines (✓), which are dashed lines (✓) that are used to show the parts of the
product that are out of sight (✓) or hidden from view (✓). (4)
5. Learners re-draw Figure 1 in single vanishing point perspective. Award marks as follows:
Heading ‘Letter L’ (✓), vanishing point indicated (✓), feint lines drawn to the vanishing
point (✓), horizontal and vertical lines (✓) drawn to show the back and the sides (✓),
outlines are dark (✓), scale (1:1) indicated (✓), correct dimensions (✓). Award two marks
for neatness (✓✓). (10)
6. Learners re-draw the house in Figure 2 in 2D. Award marks as follows: Indicated scale
(✓), heading ‘House’ included (✓), wrote ‘FRONT VIEW’ or ‘SIDE VIEW’ (✓) indicated
measurements correctly (✓✓✓✓✓). Award two marks for neatness (✓✓) (10)
7. A 3D artistic drawing is a free-hand drawing (✓) that creates an artistic/realistic

impression (✓) of something in three dimensions (✓), by using colour (✓), shading (✓) and
texture (✓). (6)
8. Learners re-draw the front of the house (✓), and draw and shade bricks separately (✓).
For shading, award a maximum of 4 (✓✓✓✓) marks (4 marks = excellent, 3 marks = good,
2 marks = acceptable, 1 mark = poor). (6)
[Total 70 marks]
1. A mechanism is a set of moving parts (✓) that is used to make work easier (✓). Machines
contain mechanisms (✓). (3)
2. A lever is a rigid (✓), straight arm or bar (✓) that turns around a fixed point (✓) called a
fulcrum (✓). (4)
3. Levers are used to make work easier (✓). They make moving (✓), prying (✓), lifting (✓) and
shifting (✓) objects much easier than it would be without them. A lever can lift a heavy
load (✓) using a small force or effort (✓). (7)
4. 4.1 The effort, also called the input (✓), is the force applied on the arm (or bar) (✓) that is
used to move a load (✓). (3)
4.2 The load, also called the output (✓), is the weight that has to be lifted (✓), cut (✓) or
moved (✓). (3)
4.3 The fulcrum is the pivot point (✓) around which the arm of a lever turns or moves (✓). (2)
5. 5.1 Lever A is a third-class lever (✓), Lever B is a first-class lever (✓) and Lever C is a
second-class lever (✓). (3)
5.2 In a third-class lever, the effort is applied between the fulcrum and the load (✓), and
the force and the load move in the same direction (✓). Third class levers provide no
mechanical advantage (✓). However, they can move a load a long distance relative to
the effort (✓), so many sports activities use third-class levers (✓). (5)
5.3 A first-class lever has the fulcrum between the effort and load (✓). First-class levers
always lift a load in the opposite direction to the effort (✓). The greater the distance
between the effort and fulcrum (✓) the closer the fulcrum is to the load (✓), so the
greater the mechanical advantage (✓). (5)
5.4 A second-class lever has the load between the effort and fulcrum (✓). Second-class
levers always increase the effort force (✓) and provide mechanical advantage (✓). How
much the force will be magnified (✓) depends on how close the load is to the fulcrum (✓). (5)
5.5 Human arm, a fishing rod, stapler (Accept any two.) (✓✓) (2)
5.6 Seesaw, balance scale, crowbar (Accept any two.) (✓✓) (2)
5.7 Bottle opener, wheelbarrow, car bonnet (Accept any two.) (✓✓) (2)

6. 6.1 We call two levers that are joined (and work) together a paired lever (✓). A linkage is
made of more than two (✓) levers that are joined. (2)
6.2. Scissors, pliers, shears, forceps (Accept any two.) (✓✓) (2)
[Total 50 marks]
1. There are three classes of lever (✓), namely first-class levers (✓), second-class levers (✓) and
third-class levers (✓). (4)
2. Each type of lever uses the position of the fulcrum (✓) to change the type of work it can
do (✓). By moving the fulcrum closer (✓) or further away from the effort (✓), you can gain
extra power (✓) with less effort (✓) or extra distance with less effort (✓). (7)
3. A machine or mechanism is said to give mechanical advantage when it gives us more power (✓)
which enables us to move large loads (✓) with a relatively small force or effort (✓). The greater
a mechanism’s mechanical advantage (✓), the less force that’s required to do the work (✓). (5)
4. Learners re-draw and complete the table.
Lever 1 Lever 2 Lever 3

4.1 Identify the type of Third-class lever (✓) First-class lever (✓) Second-class lever (✓)
lever.
4.2 Does the lever No (✓) Yes (✓) Yes (✓)
provide mechanical
advantage or not?
4.3 How does the lever In a third-class lever, the A first-class lever has A second-class lever has
work? effort is applied between the fulcrum between the load between the
the fulcrum and the load the effort and load effort and fulcrum (✓).
(✓). The force and the (✓). A first-class lever A second-class lever
load move in the same always lifts a load in the always increases the
direction (✓). opposite direction to the effort force (✓).
Third-class levers can effort (✓). The greater How much the force
move a load a long the distance between the will be magnified
distance relative to the effort and fulcrum (✓), (✓) depends on how
effort (✓), so many the closer the fulcrum is close the load is to the
sports activities employ to the load (✓), so the fulcrum (✓).
third-class levers (✓). greater the mechanical
advantage.
4.4 Name two Human arm, a fishing Seesaw, balance scale, Bottle opener,
mechanisms that use rod, stapler (Accept any crowbar (Accept any wheelbarrow, car bonnet
this lever action. two.) two.) (✓✓) (Accept any two.) (✓✓)
(✓✓)
(24)
5.1 A linked lever consists of two levers (✓) that are joined (✓) and work together (✓). (3)
5.2 Scissors = first-class (✓), garlic crusher = second-class (✓), tweezers = third-class (✓) (3)
5.3 Input is the amount of force applied to a lever (✓), whereas output is the force that the lever
produces (✓). (2)
5.4 Input force = pressure on the handles (✓); output force = cutting action (✓) (2)

[Total 50 marks]
1. A structure is something that has been built/created/assembled (✓) in a particular way (✓). (2)
2. They can carry (✓) and support (✓) the load for which they were designed (✓). (3)
3. 3.1 Pencil case – containing objects (✓) (1)
3.2 House – protecting/sheltering objects (✓) (1)
3.3 Dam wall – containing objects (✓) (1)
3.4 Bridge – spanning distances (✓) (1)
3.5 School desk – supporting loads√ (✓) (1)
4. 4.1 True (✓✓) (2)
4.2 False (✓). The clay pots used by traditional South African cultures to store grain are
man-made structures (✓). (2)
4.3 False (✓). The skeleton of a fish is a natural structure (✓). (2)
4.4 True (✓✓) (2)
4.5 False (✓). The skin that covers your body is a natural structure (✓). (2)
4.6 True (✓✓) (2)

5.
Shell structures Frame structures Solid structures
Drinking glass (✓) Leaf (✓) Pebble
Tin can (✓) Table (✓) Coral reef (✓)
Light bulb (✓) Fence (✓) Mountain (✓)
Balloon (✓) Bicycle (✓) Brick (✓)
(12)
6. A – honeycomb – natural structure (✓) (2)
B – spoon – man-made structure (✓) (2)
C – chair – man-made structure (✓) (2)
D – mug – man-made structure (✓) (2)
E – spider’s web – natural structure (✓) (2)
F – nut – natural structure (✓) (2)
G – fence – man-made structure (✓) (2)
H – seashell – natural structure (✓) (2)
7. A strut is a diagonal member/beam (✓) in a frame structure (✓). (2)
8.

Award one mark per diagonal strut drawn, for

a total of six (✓✓✓✓✓✓). (6)
[PTG7_TW_4A_010: New [Total 50 marks]
artwork]
1. All structures can carry (✓) and support (✓) the load for which they were designed (✓). (3)
2. Structures can protect/shelter objects (✓), support a load (✓), contain objects or substances
(✓) or span a distance (✓). (4)
3. Shell structures (✓), frame structures (✓), solid structures (✓) (3)
4. Learners’ answers will vary. Here are some examples. (Accept any reasonable answers.)
Natural structures Man-made structures

Tortoise shell, eggshell, honeycomb, Mug, cars, suitcase, balloon, bag (✓✓✓)
Shell
nutshell (✓✓✓)
Feather, human skeleton, tree, dandelion Chair, tent, bridge, pylon, bicycle, crane,
Frame
seed, bird’s nest, spider’s web (✓✓✓) birdcage (✓✓✓)
Mountain, boulder, rock, apple, carrot Brick, sandcastle, wall, bowl of jelly, cast
Solid
(✓✓✓) sculpture (✓✓✓)
5. 5.1 A beam is a rigid member (✓) that is joined together (✓) with another member (✓) to
make a frame structure (✓). (4)
5.2 A tie beam is a horizontal beam/cross-piece (✓) in a frame structure (✓) that supports
the other members (✓) by holding (✓) or pulling the sections together (✓). (5)
5.3 A strut is a diagonal rod/bar (✓) in a frame structure (✓) that braces (✓) or supports (✓)
the other sections (✓) and keeps them in position (✓) by pushing against them (✓). (7)
6. 6.1 Tension stretches a member (✓). (1)
6.2 Compression squashes a member (✓). (1)
7. 7.1 Triangulation involves arranging members (✓) in triangular shapes (✓), which makes
frame structures stronger (✓) and more rigid (✓). (4)
7.2 Triangulation is used to strengthen pylons (✓), windmills (✓), bicycles (✓) and mine
headgear (✓). (Accept any other reasonable examples.) (4)
8. You can strengthen materials in a structure by tubing (✓), by folding (✓) and by triangulation (✓). (3)
9. 9.1 Depending on the type of cardboard and method of joining, the corrugated cardboard
pillar should be the structure able to carry the most books (✓✓). (2)
9.2 The corrugated cardboard pillar consists of multiple/many (✓) smaller (✓), triangular
shapes (✓), which makes the whole structure more stable (✓) and rigid (✓). (7)
[Total 55 marks]

1. 1.1 A strut is a diagonal rod or bar (✓) that forms part (✓) of a framework (✓) and is
designed to resist compression (✓). (4)
1.2 A tie beam is a horizontal beam (✓) used to prevent two other structural members
from pulling/spreading apart (✓). (2)
1.3 A column is a vertical structural element (✓) that transmits/transfers the weight of the
structure above (✓) to the structural elements below (✓). (3)
1.4 A guy is a cable (✓) that is under tension (✓), used to keep a structure upright (✓). (3)
2. 2.1 Structures should not fall over (✓); they need to be anchored in some way (✓), for
example by using a strong foundation/guy ropes (✓). (3)
2.2 A wide (✓) firm (✓) foundation or base (✓) helps to hold the weight of the whole
structure (✓) and prevents a structure from falling over (✓). (5)
2.3 The force of gravity pulls everything towards the earth (✓). If tension (✓) and
compression (✓) forces (✓) are balanced (✓), this won’t happen (✓). The lower the
structure (✓), the less the gravitational pull that acts on it (✓). (8)
2.4 When there are too many (✓) poles (✓), wires or different structures (✓), a structure
can look unattractive (✓). Camouflage (✓) helps to reduce visual pollution (✓). (6)
3. Learners’ answers will vary, so accept any reasonable answers. The answers given here are
examples. Award one mark per correct answer (3 × 7 = 21).
Questions Running shoe Wheelbarrow Cell phone

3.1 What will it be used Playing sport (✓) Moving sand (✓) Talking/texting
for? someone (✓)
3.2 Will it do its job Yes (✓) Yes (✓) Yes (✓)
well?
3.3 Is it safe to use? Yes (✓) Yes, if you don’t run Yes (✓)
over animals/small
children (✓)
3.4 Is it easy to use? Yes (✓) Yes, if you are strong Yes (✓)
enough to lift the load
(✓)
3.5 Does it look good? Yes (✓) Yes (✓) Yes (✓)
3.6 How will it impact It depends on material Yes (✓) It depends on the
on the environment? used for the shoes (✓) material used (✓)
3.7 How will it impact It gives pleasure/ Useful garden tool (✓) Improves
society? contributes to fitness communication (✓)
(✓)
[Total marks 55]

1. 1.1 In rural areas (✓) where the availability of electricity is very scarce (✓) or where
power failures regularly occur (✓). (3)
1.2 It enables people to communicate with people who live far away (✓). Families who
cannot afford a landline phone can use it (✓) to communicate in emergencies (✓). (3)
1.3 Renewable power is used to power the cell phone (✓). This is cheaper than using
electricity, and there is no negative impact on the environment (✓). (2)
1.4. Learners’ answers may vary, so accept any two reasonable answers. For example: The
screen/display (✓) is large enough to see clearly (✓). The buttons are large enough, with
large numbers (✓), which makes them easy to use/read (✓). (2 × 2 = 4)
1.5. Learners’ answers will vary. A model answer follows. Accept any other reasonable answers.
Design and make a solar-powered cell phone (✓). Its purpose is to be used in areas
where there is no electricity (✓).
Any two (✓✓): It will improve communication for many people (✓), be cheap (✓) and
safe to use (✓), and have little detrimental impact on the environment (✓). (4)
1.6 Learners’ answers will vary. They must be able to use the features they identified in the
previous questions and draw up a list of possible specifications. This list must include all the
requirements needed to solve the problem. Accept any four (✓✓✓✓) reasonable answers. (4)
2. 2.1 I am going to design and manufacture (✓) a model (✓) of a merry-go-round (✓), which
is attractive to children (✓) and safe (✓). The product is for a theme park company, and
will be used in theme parks (✓). (6)
2.2 Learners’ answers will vary. They must list at least three specifications. Specifications are
provided by the manufacturer and must be specific. Possible answers can include:
Use horses for the merry-go-round ride (✓).
Horses will be painted in bright colours (✓).
The centre of the merry-go-round will have mirrors to reflect children enjoying themselves (✓).
Music will play during the ride (✓). (3)
2.3 Learners’ answers will vary. They must list at least three constraints. Constraints are
provided by the client and must be included in the final product. Possible answers can
include:
The product must be a merry-go-round (✓).
The design must work with either a gear system or a pulley system (✓).
The design may not be bigger than 30 cm in circumference (height and length) (✓).
The product must be attractive to children (✓). (3)
2.4 Once the product has been manufactured (✓), the original design specifications (✓)
become the features (✓) of the product. (3)
[Total 35 marks]

1. A magnet is an object that attracts (✓) anything that contains iron (✓). (2)
2. When magnets are suspended (✓) and allowed to rotate freely (✓), they orientate themselves
(✓) in a north-south direction (✓), which aligns to (✓) the geographical (✓) north-south
direction of the Earth (✓). The north pole of the magnet (✓) points to the Magnetic North
Pole (✓) of the Earth (✓). (Accept any nine correct answers.) (9)
3. Figure 1 = bar magnet (✓); Figure 2 = horseshoe magnet (✓) (2)
4. The Earth’s magnetic field deflects and shields (✓) us from harmful radiation from space (✓). (2)
5. You should store magnets in their boxes (✓) in a safe place (✓). Store magnets with their
keepers (✓). Keepers keep magnets strong (✓) by providing a path (✓) for the magnetic field
lines (✓) between the opposite poles of the magnets (✓). Never drop, hit or heat magnets (✓).
Doing these things can disrupt the alignment of the magnetic particles (✓) within the
magnet, which reduces its magnetic effect (✓). (10)
[Total 40 marks]
1. 1.1 The north pole is usually marked with the letter ‘N’ (✓) and is coloured red (✓), whereas
the south pole is usually marked with the letter ‘S’ and coloured white/not coloured (✓). (4)
1.2 The north pole of one magnet (✓) is attracted to the south pole of the other magnet (✓). (2)
1.3 The magnetic field is the space in which the magnetic effect (✓) is felt (✓). (2)
1.4 At the poles (✓) (1)
2. Permanent magnets keep/retain their magnetism (✓) for a long time/indefinitely (✓).
Temporary magnets have been magnetised (✓) by a magnetic field (✓), and lose their
magnetism (✓) when the field is removed (✓). (6)
3. Learners’ answers will vary. Examples: button magnets (✓) are used to fix notes to a metal
background like a fridge (✓), strip magnets (✓) are used in the doors of fridges to close them
(✓); magnetic tape magnets (✓) are applied to adverts and flyers to attach them to the fridge
door (✓). (Accept any reasonable answers for a total of four (✓✓✓✓) marks.) (4)
4. Iron (✓), iron steel (✓) (1)

[Total 20 marks]
1. Metals that contain iron (✓) are called ferrous metals and are magnetic (✓). Metals that
don’t contain iron (✓) are called non-ferrous metals. Because they don’t contain any iron,
they are not magnetic (✓). (4)

2. Examples of ferrous metals: iron, carbon steel, alloy steel, tool steel, mild steel,
wrought steel (Accept any three ✓✓✓ correct answers.) (3)
Examples of non-ferrous metals: aluminium, copper, zinc, lead, tin, magnesium, some
nickel. (Accept any three ✓✓✓correct answers.) (3)
3. Ferrous metals rust (✓). (1)
4. 4.1 To corrode means to rust (✓) or disintegrate (✓) due to certain conditions such as the
presence of water (✓). (3)
4.2 Malleable means that it can be hammered (✓) and pressed (✓) into shape (✓). (3)
5. 5.1 Learners’ answers will vary. Accept any five (✓✓✓✓✓) correct answers. Examples: It will
reduce waste (✓); the school grounds will be cleaner (✓); it shows concern for the environment
(✓); it leads to smaller waste dumps/landfills (✓); it can create an income for the school (✓);
it teaches learners to be responsible about waste disposal (✓); it can save resources (e.g. trees)
and materials (e.g. glass or metal) that are reused (✓). (5)
5. 2 Examples of recyclable materials include:

Paper – such as newspapers, magazines, used writing paper (any two ✓✓)
Glass – such as empty glass bottles and jars (any two ✓✓)
Plastic– such as empty plastic bottles, other containers, plastic bags, old pen casings
(any two ✓✓)
Metal – such as metal lids of bottles and jars, empty cans and tins (any two ✓✓) (8)
5.3 Learners’ answers will vary. Accept any three (✓✓✓) correct answers, which can include:
cling wrap, sticky tape, plastic-coated paper, nappies, serviettes, wax paper, food wrappers
and empty cardboard, cool-drink or milk cartons. (3)
5.4 You can contact an ink cartridge recycling company, and they will fetch the used cartridges
from your school and pay you for them (✓). Some supermarkets or computer stores have a
recycling bin for these items (✓). (2)
[Total 35 marks]
1. Learners complete the table as follows
Question Ferrous Non-ferrous

1.1 Definition A metal that contains iron (✓) A metal that does not contain
iron (✓)
1.2 Magnetic or non-magnetic? Magnetic (✓) Non-magnetic (✓)
Define ‘magnetic’. Magnetic = attracted by a magnet
(✓)
1.3 Able to corrode or not? Able to corrode (✓) Not able to corrode (✓)
Define ‘corrode’. Corrode = rusts (✓) or
disintegrates (✓) in the presence
of water (✓)

1.4 Malleable or not? Define Not malleable ✓) Malleable (✓)

‘malleable’. Malleable = can be hammered
(✓) and pressed (✓) into shape
(✓)
1.5 Two examples of each Iron, carbon steel, alloy steel, Aluminium, copper, zinc, lead,
tool steel, mild steel, wrought tin, brass, magnesium
steel (Accept any two ✓✓.)
(Accept any two ✓✓.)
(19)
2. 2.1 Reduce – buy products that have little packaging (✓); buy food in reusable containers (✓) (2)
Reuse – glass jars (✓), paper (✓), cans (✓) (Accept any two ✓✓) (2)
Recycle – glass, cans, paper, plastic (Accept any two ✓✓) (2)
2.2 It reduces waste; creates smaller landfills; creates employment for people; provides
income for scrap dealers and so on. (Accept any three ✓✓✓.) (3)
2.3 Metal can be made into new items; can be sold to generate income; reused as is and so
on. (Accept any three ✓✓✓.) (3)
2.4 Plant pots, stationary containers, candle holders and so on. (Accept any three ✓✓✓.) (3)
2.5 Products have to be replaced; it’s costly to replace stolen products; telephones don’t
work if the wires/cables are stolen; trains don’t run if the wires/cables are stolen;
business hours are lost; people lose their jobs and so on. (Accept any four ✓✓✓✓.) (4)
2.6 By imposing heavy fines on buyers of stolen metal goods; by jailing thieves; by
refusing to do business with stolen metal dealers (Accept any two ✓✓) (2)
[Total 40 marks]
1. 1.1 A cell is the source of electrical energy (✓) in a circuit (✓). (2)
1.2 The cell converts (✓) chemical energy (✓) into electrical energy (✓). (3)
1.3 Examples: AAA cell (✓); AA cell (✓); D cell (✓); 1,5 V cell (✓) (4)
1.4 Learners draw a cell, correctly labelling the positive terminal (✓), and using + sign (✓).
They must correctly label the negative terminal (✓), and use a – sign (✓). (4)
2. An electric circuit consists of an electrical energy source (✓), electrical components (✓)
and wires (conductors) (✓) that are connected to one another (✓) so that electrical
energy (✓) can flow through the circuit/from the energy source through all the
components (✓). The components are a cell (✓), a switch (✓), conductors (✓) and an
output device such as a lamp or buzzer (✓). (10)
3. 3.1 A circuit diagram is a drawing (✓) that represents an electric circuit (✓). The diagram
uses symbols (✓) to represent the electrical components (✓). These symbols are used all
over the world (✓). (5)

3.2 Learners’ circuit diagram should resemble this one.
Award one mark each for the single cell (✓), switch (✓), wires (✓), lamp/globe (✓) and
two marks for the direction of flow of current (✓✓), indicated with arrows from the cell
to the switch and back to the cell or indicated by showing the positive (+) and negative
(–) terminals on the cell, with the positive terminal on the side of the longer line. (6)
4. 4.1 Electrical energy = energy (✓) that flows through (✓) an electric circuit (✓) (3)
4.2 Conductor = a material such as wire (✓) that carries electrical energy (✓) through an electric
circuit (✓) (3)
[Total 40 marks]

See pages 134 and 142 of the Learner’s Book.
1. Award two (✓✓) marks per correct symbol, taking neatness into consideration. (2 × 7 = 14)
2. 2.1 Cells convert (✓) chemical energy (✓) into electrical energy (✓). (3)
2.2 A switch controls whether or not electrical energy flows through a circuit (✓). If the
switch is open, there’s no connection and no energy flow (✓). If it is closed, energy
can flow (✓). (3)
2.3 A conductor is a wire along which electrical energy (✓) can flow from one circuit
component to the other (✓). (2)
2.4 A buzzer is an output device (✓) that produces sound (✓). (2)
3. 3.1 Red (✓) = positive (✓); black (✓) = negative (✓) (4)
3.2 Positive is indicated using + sign (✓); negative is indicated using a – sign (✓) (2)
4. Insulation tape is plastic tape (✓) that is used to prevent the bare ends of wires
(connectors) (✓) touching accidentally (✓) and causing short circuits (✓). (4)
5. 5.1 Crocodile connectors are small metal (✓) clips (✓) that are used to connect wires (✓). (3)
5.2 A circuit diagram is a drawing (✓) that represents (✓) an electric circuit. The diagram
uses symbols (✓) to represent the electrical components (✓) in a circuit (✓). These
symbols are understood all over the world (✓). (6)
6. 6.1 An electromagnet is a temporary magnet (✓ with a magnetic field (✓) that can be

switched on and off (✓). Electromagnets are often used in metal recycling processes (✓)
to move large, heavy pieces of iron (✓) and to separate (✓) magnetic metals (✓) from
non-magnetic ones (✓). (8)
6.2 A solenoid is a coil of wire (✓) around an iron core that creates a magnetic field (✓). (2)
7. Learners’ circuit diagrams must show: four cells (✓✓), wires (✓), single-pole single-throw
switch (✓), buzzer (✓), direction of current (✓✓) either by using arrows from battery to
switch or by indicating the positive terminal of the cell using a plus (+) sign on the side
facing the switch. (7)
[Total 60 marks]
1. The four directions of movement are:

linear movement (✓), which is movement in straight line (✓); examples include opening a
door or drawer, or moving washing on a line using a pulley (✓) (3)
rotary movement (✓), which is turning movement (✓); examples include opening a tap,
turning the handle of a hand-held (manual) egg beater, or turning a fishing reel (✓) (3)
reciprocating movement (✓), which is up-and-down movement (✓); an example is pumping
a bicycle tyre (✓) (3)
oscillating movement (✓), which is backwards and forwards movement (✓); examples
include a clock’s pendulum or a swing (✓) (3)
2. 2.1 A crank is a lever (✓) that is attached at one end to an axle (✓), so that it can pivot in a
complete circle (✓) about the axle (✓). (4)
2.2 Cranks are used to turn axles more easily (✓) because the longer the crank (✓), the
greater the turning force on the axle (✓) because turning force increases with distance.
Cranks are also used to change (✓) rotary motion (✓) into linear motion (✓). (6)
2.3 Examples include: bicycle pedals, mechanical pencil sharpeners, and a hand-held
(manual) egg beater (Accept any two reasonable answers, but not a fishing reel.) (✓✓) (2)
3. 3.1 A pulley is a grooved (✓) wheel (✓) that turns on an axle or shaft (✓).
A cord/rope/belt (✓) runs in the groove (✓, and is attached to (✓) a mass/load (✓). (7)
3.2 A pulley is used to lift loads (✓). (1)
3.3 Pulleys lift loads by changing the direction of force (✓). A rope runs through the
groove in the pulley (✓), enabling you to use the force of gravity (✓) and your
bodyweight (✓) to lift an object (✓) that is attached to the other end of the rope (✓). (6)
3.4 Learners label the pulley as the fulcrum (✓), the bucket as the load (✓), and the
human as the effort (✓). (3)
3.5 A single pulley doesn’t give any mechanical advantage (✓) because the amount of effort
you need to lift an object (✓) is equal to the load (✓). To raise a load 5 m (✓), for
example, you must pull the rope down an equal distance of 5 m (✓). However, a pulley
makes work easier (✓) by changing a lifting force to a pulling force (✓). (7)

3.6 A compound pulley is made up of two or more pulley wheels (✓), usually one fixed
pulley (✓) combined with other movable pulleys (✓). The moveable pulley moves with
the load (✓). (4)
3.7 When two pulleys are combined, the rope is looped through both pulleys (✓), reducing the
effort needed to pull up the load (✓) by half (✓), although the length of rope to be pulled
up is doubled (✓). In a compound pulley system, for each extra pulley used (✓), the effort is
decreased (✓), but the distance the rope must be pulled increases (✓). Mechanical advantage
is equal to the number of pulleys used (✓).
(8)
[Total 60 marks]
1. Figure 1 shows linear movement (✓), which is movement in straight line (✓). (3)
Figure 2 shows rotary movement (✓), which is turning movement (✓). (3)
Figure 3 shows reciprocating movement (✓), which is up-and-down movement (✓). (3)
Figure 4 shows oscillating movement (✓), which is backwards-and-forwards movement (✓). (3)
2. 2.1 A crank is a lever (✓) that is attached at one end to an axle (✓), so that it can pivot in a
complete circle (✓) about the axle (✓). (4)
2.2 Second-class lever (1)
2.3 Cranks are used to turn axles more easily (✓). The longer the crank (✓), the greater the
turning force on the axle (✓), because turning force increases with distance. When you
turn the handle of the winch (✓), the drum turns (✓) and winds up the rope (✓). It
changes rotary motion (✓) to linear motion (✓). (8)
2.4 It gives mechanical advantage (✓) and makes work easier (✓). (2)
3. 3.1 A pulley is a grooved (✓) wheel (✓) that turns on an axle or shaft (✓). A cord/rope/belt
(✓) runs in the groove (✓), and is attached to (✓) a mass/load (✓). (7)
3.2 It makes it easier to lift objects (✓), because it changes the direction (✓) of force (✓). (3)
3.3 Compound pulley (✓) (1)
3.4 Pulley = fulcrum (✓), second pulley = fulcrum (✓), weight = load (✓), rope = effort (✓) (4)
3.5 Learners label the lower pulley (✓) (1)
3.6 From the weight upwards (✓) to effort (✓) (2)
3.7 1 m (✓) (1)
3.8 Mechanical advantage is a measure (✓) of the number of times (✓) a machine increases
(✓) or multiplies (✓) your effort force (✓). (5)
3.9 Mechanical advantage (MA) (✓) = (✓) 2 (✓) (3)

[Total 50 marks]

1 A refugee is someone who flees their country (✓) to seek shelter/protection (✓) in
another country (✓). (3)
1.2 Learners’ answers will vary, but could include: natural disasters, environmental
deterioration, poverty, civil unrest, war or xenophobia. (Accept any five ✓✓✓✓✓.) (5)
1.3 Learners’ answers will vary, but could include: a place of safety, shelter, sanitation,
food, water, clothes or blankets. (Accept any five ✓✓✓✓✓.) (5)
1.4 Because refugees cannot speak the language of the region, they may feel isolated (✓)
and unable to explain their needs (✓). They might be used to eating different foods (✓)
that are not available, and they may be unable to exercise their own ceremonies (✓) and
cultural traditions (✓). (5)
1.5 Disadvantages include: a lack of privacy (✓), because the tents are placed close together (✓)
in a relatively small area; fabric tents can easily catch alight (✓) should a fire break out (✓);
tents leak (✓) in very wet weather (✓); tents don’t offer sufficient shelter (✓), for example
tearing and blowing over in high winds (✓). (8)
1.6 Cholera (✓) is a water-borne disease that is common in refugee camps. Cholera is
caused by drinking dirty (✓) or contaminated water (✓). The symptoms of cholera
include stomach cramps (✓), vomiting (✓) and diarrhoea (✓). People can die from
cholera (✓) because they may become dehydrated very quickly (✓). (8)
1.7 Learners’ answers will vary, but could include: International Red Cross and Red Crescent
Movement (✓) and Rotary International (✓). (Accept any two reasonable answers.) (2)
2. 2.1 An instance when the land (✓) and environment (✓) have been damaged (✓) to the
point where they can no longer support the people who live there (✓). (4)
2.2 Learners’ answers will vary, but could include: mining, using the wrong farming
methods, air or water pollution from factories. (Accept any four ✓✓✓✓.) (4)
[Total 40 marks]
1. A refugee is someone who flees their country (✓) to seek shelter or protection (✓) in another
country (✓). People who are forced to leave their homes (✓) because of a disaster (✓) but
move to a safer place in their own country (✓) are known as internally displaced people. (6)
2. Floods (✓), drought (✓) (2)
3. Shelter (✓), sanitation (✓), food (✓), water (✓), clothes (✓) and blankets (✓) (6)
4. Problems include: a lack of privacy (✓), because the tents are placed close together (✓) in a
relatively small area; fabric tents can easily catch alight (✓) should a fire break out (✓); tents
leak (✓) in very wet weather (✓); tents don’t offer sufficient shelter (✓), for example tearing
and blowing over in high winds (✓). (8)

5. Old people (✓), women (✓) and children (✓) are typically the most vulnerable groups. (3)
6. An economic crisis is a situation in which a country experiences (✓), a sudden downturn in

business (✓), and loses its ability to support people (✓), earning a living (✓) because many
businesses are forced to close (✓), and basic necessities (✓), like bread and transport become
expensive (✓). A shortage of work (✓), means that people lose their jobs (✓). (9)
7. Many people fear that refugees take jobs which should be theirs (✓), and that
crime increases (✓). (5)
8. 8.1 An asylum seeker is someone who flees their own country (✓) to seek shelter/protection
somewhere else (✓). (2)
8.2 Learners’ answers will vary, but could include: civil unrest, war or natural disasters.
(Accept any two ✓✓.) (2)
[Total 40 marks]
1. Having food (✓) to eat and safe (✓) water (✓) to drink. (3)
2. Learners’ answers will vary, but could include: raw food takes time to cook; cooking tools
are needed; hygienic preparation space, clean water, and a heat source are needed.
(Accept any four ✓✓✓✓ reasonable answers.) (4)
3. Learners’ answers will vary, but could include: dried foods like canned meat/fish (✓)
powdered soup (✓), biscuits (✓) dried fruit (✓), peanut butter (✓) and water (✓).
(Accept any other appropriate answers.) (4)
4. The foods shouldn’t need refrigeration (✓) or cooking (✓). They should not be able to
spoil (go off) easily (✓), that is, they should have a long shelf-life. (3)
5. The government of the host country (✓), as well as non-governmental organisations

(NGOs) (✓) such as the International Red Cross/Red Crescent Movement or Rotary
International (✓). (3)
6. High transport costs (✓) from city centres to refugee camps (✓); loss through theft (✓) and
hijacking (✓) (4)
7. Exposure to sunlight (✓), rain/moisture (✓), insect pests (✓) and rodents (✓) could spoil or
contaminate the food. (4)
[Total 25 marks]
1. The WFP has developed a food basket (✓) for people in emergency situations, which
provides the basic nutrients (✓) that a person needs for one day (✓). (3)
2. RDA = Recommended (✓) Daily (✓) Allowance (✓). This is the recommended daily amount
of nutrients (✓) and energy (✓) that a person needs, in order to maintain good health (✓). (6)

3.
Nutrient Food type Suitable/unsuitable Reason
Protein Pork sausages Unsuitable (✓) Culture/spoil quickly/expensive (✓)
Soya cubes Suitable (✓) Last a long time (✓)
Carbohydrates Maize meal Suitable (✓) Lasts a long time (✓)
Bread Unsuitable (✓) Short shelf-life (✓)
Fats Margarine Unsuitable (✓) Go rancid quickly (✓)
Sunflower oil Suitable (✓) Last a long time (✓)
Vitamins Fresh oranges Unsuitable (✓) Expensive/spoils quickly (✓)
Mixed dried fruit Suitable (✓) Lasts well (✓)
Minerals Marmite Suitable (✓) Lasts well (✓)
Dehydrated vegetables Suitable (✓) Lasts well (✓)
(20)
4. 4.1 Grain – porridge (✓), milk – reconstituted (✓), fruit – any dried (✓) (3)
4.2 Serve a snack item that includes a dairy item (✓) and a fruit (✓). The fruit must be dried (✓). (3)
4.3 Learners’ food baskets should contain:

dairy (✓) – powdered/long-life milk, cheese powder (✓✓) (3)
fruit (✓) – any dried (✓✓) (3)
vegetables (✓) – any dehydrated/dried (✓✓) (3)
grains/carbohydrates (✓) – one must be a breakfast cereal product/biscuits (✓); the other
can be any other dried product, such as samp/rice/pasta (✓) (3)
protein (✓) – canned meat/fish/dried meat (✓✓). (3)
(Accept other appropriate items.)
[Total 50 marks]
1. Award one mark for the profession and one mark for the garment. Learners’ answers
could include:
Sea rescue (NSRI) – waterproof jackets, lifejackets (✓✓) (2)
Fire fighters – helmets and gloves, bunker gear (✓✓) (2)
Construction workers – hard hats, safety harnesses, steel capped boots (✓✓) (2)
Sportsmen and women – boots, shoulder pads, scrum caps (✓✓) (2)
Policemen – bullet-proof vests (✓✓) (2)
2. 2.1 Hardness – won’t dent (✓) or scratch easily (✓) (2)
2.2 Toughness – won’t shatter easily (✓); will not rip (✓), or is not easily cut or torn (✓) (3)
2.3 Stiffness – won’t bend easily (✓) (1)
2.4 Flexibility – won’t break when bent (✓) (1)
3. 3.1 Natural fibres come from plants (✓), for example cotton or linen (✓) and animals (✓),
for example, wool or silk (✓). (4)
3.2 Man-made fibres are made from chemicals (✓) or from chemicals combined with natural
fibres (✓). Examples are polyester, nylon or poly-cotton (✓)(✓). (Accept other examples.) (4)

4. 4.1 Turnout/bunker gear (✓), wildfire suits (✓), hazmat suits (✓), fire proximity suits (✓) (4)
4.2 Bunker gear is used to fight fires in buildings (✓). Bunker gear has reflective stripes on
it (✓). It also has three layers (✓) – a fire-resistant outer layer (✓) made of Kevlar (✓);
a middle layer (✓) made of Nomex (✓), which protects the wearer from the heat of the
fire; and an inner moisture barrier (✓), which keeps the wearer dry (✓). Protective
headgear (✓) made from fibreglass (✓) with an inner lining (✓) of fire-resistant
material (✓) and a perspex (✓) visor (✓) protects the wearer’s head and neck (✓). (16)
4.3 A hazmat suit is worn when dealing with hazardous materials (✓), including any
solid, liquid or gas (✓), or dangerous/toxic chemicals (✓). (3)
4.4 A hazmat suit doesn’t allow air in (✓), which means that the wearer is completely
sealed (✓) off from the outside world (✓). For added protection, the gloves (✓) and
boots (✓) are attached to the suit (✓). (6)
[Total 55 marks]
1. 1.1 NSRI = National Sea Rescue Institute (✓✓) (2)
1.2 Custom-made = made especially (✓) for the person using it (✓) (2)
2. 2.1 Hypothermia is a dangerous condition (✓) in which a person’s body temperature drops
to below (✓) 35 ˚C (✓). (3)
2.2 Symptoms include severe shivering (✓), hunger (✓), nausea (✓) confusion (✓) and
slurred speech (✓). If untreated, it can cause coma (✓) and death (✓). (7)
2.3 Heart (✓), lungs (✓), kidneys (✓), liver (✓) (4)
3. 3.1 Wetsuits enable a layer of water (✓) to come between the body and the suit which is
heated (✓) by the wearer’s body (✓) and thus keeps the rescuer warm (✓). (4)
3.2 Made from neoprene (✓), which is flexible (✓) watertight (✓) and wind-resistant (✓). (4)
4. They inflate automatically (✓) when the person hits the water (✓). (2)
5. 5.1 Jacket (✓) and pants (✓) made from waterproof (✓), wind-resistant (✓) fabric (4)
5.2 Musto (✓) (1)
5.3 It is made from GORE-TEX® (✓) Pro Shell (✓) with Ocean Technology (✓), which is a
durable (✓), waterproof (✓) breathable (✓) fabric (✓). (7)
[Total 40 marks]
Technology Grade
Technology Grade77 ©©Pearson
PearsonMarang
Marang(Pty)
(Pty)Ltd.
Ltd.Permission
Permissionisisgranted
grantedtotophotocopy
photocopythis
thispage.
page.

CAPS
Simply superior!
• Superior CAPS coverage and written by expert authors

• Superior illustrations and activities to improve results
and motivate learners
• Superior teacher support to save time and make teaching
easy, including photocopiable worksheets
• Superior quality = exam success!
Technology
Grade 7

Worksheet Book
http://schools.pearson.co.za
MA S K E W MI L L E R LO N G M AN
9780636150362_plt_tec_g07_wb_eng_za_cvr.indd All Pages 2014/10/13 1:07 PM

Technology Worksheets gr7

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Technology Worksheets gr7

Uploaded by

Copyright:

Available Formats

CAPS

• Superior CAPS coverage and written by expert authors

Extension and Remediation

9780636150362_plt_tec_g07_wb_eng_za_cvr.indd All Pages 2014/10/13 1:07 PM

Pearson Marang (Pty) Ltd

Offices in Johannesburg, Durban, East London, Polokwane, Bloemfontein, Rustenburg and

© Pearson Marang (Pty) Ltd

Maskew Miller Longman is an imprint of Pearson Marang (Pty) Ltd

Platinum Technology Grade 7 Extension and Remediation Worksheet Book

First published in 2013

Edited by Careena Koch

9780636150362_plt_tec_g07_wb_eng_za.indb 1 2014/10/13 12:52 PM

Name: __________________________________________ Date: __________________

1.1 what technology is, and 1.2 when we use technology. (8 × 2)

4.1 Describe how you evaluate a product. (3)

4.2 Describe how you evaluate the process. (3)

5.1 Who is the solution for? (4) 5.4 Is it cost-effective? (1)

5.2 What is it for? (1) 5.5 Is it safe? (1)

5.3 Will it do the job? (1)

Chapter 1: Target Worksheet B

Name: __________________________________________ Date: __________________

2. Explain what a design brief is. (2)

4.1 What is the product that is to be designed? 4.2 Who is it for? (2 × 2)

9780636150362_plt_tec_g07_wb_eng_za.indb 2 2014/10/13 12:52 PM

Name: __________________________________________ Date: __________________

1. What is graphic communication used for in Technology? (5)

2. Designers use three types of lines to produce detailed drawings.

2.1 Name the three types of lines. (3)

2.2 Explain the function of each type of line. (6)

4. List the three main dimensions used in drawings. (3)

5. List seven types of tools used for drawing. (7)

6. Explain what a scale drawing is. (3)

10. Draw a 5 mm cube. Render it to look as if it is made of wood. (5)

11. Draw a free-hand circle, showing all your steps. (5)

9780636150362_plt_tec_g07_wb_eng_za.indb 3 2014/10/13 12:52 PM

Name: __________________________________________ Date: __________________

1.1 What does the term ‘free-hand’ mean? (2)

1.2 Describe four advantages of making free-hand sketches. (8)

2. Explain the difference between 2D and 3D drawings. (7)

5. Re-draw Figure 1, the letter L, in single vanishing point perspective. (10)

6. Re-draw the house in Figure 2 in 2D. Use a scale of 1:4. (10)

7. Explain what is meant by ‘3D artistic drawing’. (6)

9780636150362_plt_tec_g07_wb_eng_za.indb 4 2014/10/13 12:52 PM

Name: __________________________________________ Date: __________________

1. Explain what a mechanism is. (3)

2. Explain what a lever is. (4)

3. Describe the advantages of using a lever. (7)

4. Explain what these terms mean:

4.1 Effort (3)

4.2 Load (3)

4.3 Fulcrum (2)

5. Figures 1–3 show three different types of lever.

Figure 1: Lever A Figure 2: Lever B Figure 3: Lever C

5.2 Explain the advantages of using Lever A. ________________________________ (5)

5.3 Explain the advantages of using Lever B. ________________________________ (5)

5.4 Explain the advantages of using Lever C. ________________________________ (5)

6.2 List two mechanisms that use paired first-class levers.

9780636150362_plt_tec_g07_wb_eng_za.indb 5 2014/10/13 12:52 PM

Name: __________________________________________ Date: __________________

1. How many classes of lever are there? Name them. (4)

3. Explain what the term ‘mechanical advantage’ means. (5)

4. Figures 1–3 show three different types of lever.

Figure 1: Lever 1 Figure 2: Lever 2 Figure 3: Lever 3

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date:

Name: ________________________ Date: