Content organized logically with clear headings (Investigate to Evaluate).
“I am going to design and make a model of a crane that can lift a load of 200 g from the floor to a height of 300 mm. The crane must be stable and operated by a simple crank mechanism.”
| Criteria | Marks (per sketch) | |----------|--------------------| | Neat 3D isometric or oblique sketch | 3 | | Labels (at least 4 parts) | 3 | | Shows dimensions or scale | 2 | | Shows mechanism/structural detail | 2 | technology grade 9 mini pat term 1 memorandum
A comprehensive table listing materials (cardboard, glue, string) and exact quantities.
Mara began by surveying local needs: residents wanted a safe place to recharge phones and a well-lit seating area near the community centre. She sketched a design, listing materials (wood planks, weatherproof solar panel, 12V lead-acid battery, charge controller, voltage regulator for 5V USB output, LED strip, wiring, switches, waterproof enclosure, screws, and sealant). She used basic electrical concepts to calculate expected output: with a 20W panel and average 5 hours of peak sun, the bench could generate ~100 Wh per day — enough for several phone charges and a few hours of LED lighting. Mara began by surveying local needs: residents wanted
Ensure your design brief answers the core questions: What are you making? Who is it for? Why is it needed?
What is the specific of your Term 1 Mini-PAT (e.g., a truss bridge, a crane, or a cellular mast)? Ensure your design brief answers the core questions:
Yes, as long as it aligns with CAPS. The DBE provides a guideline, but schools adjust for available materials.