GRADE 8 DIAGNOSTIC ACTIVITY
GRADE
Role Players
(WHO is
going to
teach/
guide/
support…)
TEACHERS
PARENTS
8
Aim/ Purpose/ Topic/
Content/ Concepts/
Skills
(WHAT am I going to
teach/ guide/
support…)
• To determine the
gaps in the
teaching and
learning during 2020
• To revisit the gaps in
content, concepts
and skills
Informal /
Formal
Assessment
s
Values
Taught
1
WEEK
1
Resources/ LTSM
(WHAT am I going to use to teach/ guide/ support…)
Teaching Methodologies &
Classroom Management
Skills
(HOW am I going to teach/
guide/ support…)
•
•
•
Paper-based
Resources
Determine the gaps in the
teaching and learning
during 2020
Give feedback to the
learners
Address the gaps in
content, concepts and
skills of the learners by
revisiting the work or by
providing extra exercises
Handbook
DBE Sasol Inzalo workbooks/ Textbooks and any
applicable resource, etc.
•
•
•
Determine with learners the gaps in the teaching
and learning during 2020
Provide support by revisiting concepts and content
or skills that need more attention
Learners complete the questionnaire and fill in the answer sheet provided
Make notes of the areas they need more support
Ask your teacher or parent for support
•
Diagnostic activity
•
reflection, asking for help, learning from mistakes
•
•
LEARNER
TERM
1
Digital
Resources
MOODLE
WCED E portal
YouTube
videos
GRADE 8 TECHNOLOGY:
BASE LINE / DIAGNOSTIC ACTIVITY
SET BY: RYK VAN ROMBURGH AND TERENCE
ZEEMAN
Moderated by: JONNY FREEZE
TIME ALLOCATION: 60 MINUTES
GRADE 8
JANUARY 2021
NAME _________________________________
CLASS: _____
Name of School: __________________
INSTRUCTIONS:
• Write your name, class group and primary
school in the space above.
• All the questions are multiple-choice items.
• After reading each question, select the
most appropriate answer from the four
possible answers (A – D).
• On the answer sheet circle the letter next to
the number of each question that represents
the most correct answer.
• Use a pen to circle each letter.
SECTION A
SPECIFIC AIM 1
SECTION B
SPECIFIC AIM 2
RESULT:
RESULT:
______
______
15
10
Questions:
1,2,3,4,5,6,7,8,9,10,11,12
13,14,15.
Questions:
16,17,18,19,20,21,22,23,24,25.
SECTION C
SPECIFIC AIM 3
RESULT:
_____
5
RESULT
____
30
Questions:
26,27,28,29,30.
SIGNATURES:
LEARNER: _______________
TEACHER: _______________ DATE: ________
2
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ANSWER SHEET
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SECTION A:
SPECIFIC AIM 1: TECHNOLOGICAL PROCESSES AND SKILLS
The learner will be able to apply technological processes and skills ethically and
responsibly using appropriate information and communication technology.
1. The first response when given the context of a problem or need is to find out about
A
B
the working drawing
the nature of the need
C
D
the environmental situation
Both B and C!
2. The unit of measurement indicated in the 2-Dimensional views (Orthographic) is
A
B
millimeters
meters
C
D
centimeters
There is no way of telling
3. When you start investigating to solve technological problems the following
Technological Process / es can be followed to find information:
A
B
compare existing products
write a design brief
C
D
perform practical tests
both A and C plus collect data.
4. To collect data the following could be used as a resource:
A
speak to or interview people
C
B
find information from any print media
D
practical investigation and testing of
a product
A, B and C
5. Which of the following questions about existing products will help technologists in
creating new solutions?
A
B
Who will use it? What is it used for?
What does it look like?
What safety features does it have?
How much does it cost?
3
C
Does it impact on the environment?
D
A, B and C.
6.The group of learners below are doing a brain storming session that will help them list
the …
A
B
Both B and C
specifications
C
D
constraints
design brief
7. The illustration below can best be described as
A
different stages of a design process
C
B
a linear representation of the design
process
D
steps that follow each other in each
sequence when designing
the correct order to follow when
designing.
8. A technologist collects data and or information during investigation to
A
present the information / data
C
B
produce meaningful summaries
D
draw conclusions from the
information to inform a design idea
publish the information / data
gained
9. A short statement in response to a design situation for the development of a solution
that broadly states what a product must do, why it is needed, where it will be used, who
will use it and the advantage it will bring, is called a
A
B
process
design brief
C
D
4
technological process
design Specifications
10. When you make a 3D drawing that shows things getting smaller in the distance, it is
called …
A
B
Oblige drawing
Perspective drawing
C
D
Isometric drawing
Orthographic drawing
11. The making of a model (Mock-up) to develop the selected design idea before the
actual building of the final product is used by technologists to
A
B
develop the design idea to see if it will
work
improve the product.
C
D
develop the design idea to see if the
proportions of the design are correct
present a functioning product
12. A sequence of events or actions presented to show the different steps for making a
product is called a
A
B
flow diagram
portfolio
C
D
product
constraint
13. Measuring, marking out, separating, joining, forming, combining and finishing are all
technological processes found in the
A
B
investigation stage
design stage
C
D
evaluate stage
make stage
14. Improvements or modifications to a final product are determined by
A
B
the degree to which the product
meets the design brief and
specifications
a feeling!
5
C
the amount of money that could be
saved when making the product
D
its popularity with the public
15. Shading is used in sketches to enhance a design idea. In the examples below
different materials are enhanced to show their
A
B
colour
Both A and C
C
D
texture
size
SECTION B:
SPECIFIC AIM 2: TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING
The learner will be able to understand and apply relevant technological knowledge
ethically and responsibly.
16. The following illustration is an example of….
A
B
First class lever
Third class lever
C
D
Second class lever
A and C
17. You have been asked to design a mechanical system which changes a circular
input motion (rotary) into an output reciprocating motion in a vertical direction.
Which of the following mechanical systems could you use?
A
B
Cam and follower
Eccentric wheel and follower
C
D
6
Crank and a cam
A and B
18. What tool would you use, to free people, trapped in a car involved in an accident.
A
B
Pliers
Scissors
C
D
Jaws of life
Tongs
19. The paper in illustration B will hold a heavier load, because
A.
A
B
B.
the paper in B has been reinforced by
corrugation
the paper in B has been strengthened
by reinforcing
C
D
the paper in B has been
strengthened by stability
the paper in B has been
strengthened by lamination
20. The workings of the arms in the digger illustrated is best described as follows:
(Illustration from: Technology Today Grade 7 – MML)
A
Three linked lever systems are used to
move the bucket and boom.
C
B
A pneumatic system is used to move
a linked lever system of three levers to
move the bucket and the boom
D
7
A hydraulic system is used to move a
linked lever system of two levers to
move the bucket and the boom.
A hydraulic system is used to move
three linked lever systems to move
the bucket and the boom.
21. Magnets with the same poles pointing towards one another will…
A
B
Attract one another
Repel one another
C
D
Both A and B
Nothing will happen
C
D
the steel used to make the structure
triangulation.
22. The structure below is made stable by
A
B
the strong joints
the wide base
23. How are the following components connected in this circuit
A
B
Parallel
Both A and B
C
D
8
Series
Only A
24. What would be the result be in the circuit below, if one of the lightbulbs broke.
A
B
Both would die
The other lightbulb will still glow
C
D
The switch will open
The lightbulbs are connected in
parallel
25. The correct systems diagram for the circuit below is
A
C
INPUT
Chemical
energy
PROCESS
Current
flows Electrical
energy
PROCESS
INPUT
Cell
OUTPUT
Heat and
Light
Energy
B
switch
OUTPUT
bulb
D
INPUT
Goes in
PROCESS
What
happens
OUTPUT
Given off
INPUT
Light and
heat
energy
9
PROCESS
Electrical
energy
OUTPUT
Electrical
energy
SECTION C:
SPECIFIC AIM 3: TECHNOLOGY, SOCIETY AND THE ENVIRONMENT
The learner will be able to demonstrate an understanding of the interrelationships
between science, technology, society and the environment.
26. The products illustrated below are not only valued for their nutritional value but have
also been used by indigenous people to
A
B
produce indigenous products that
change the look of new products
change the colour of fabric
C
D
change the colour of material to suit
traditional customs
provide health remedies as well as
an ingredient to change the colour
of different materials to suit
traditional cultures.
27. An indigenous structure would be made using:
A
B
imported material that is suitable for a
need
local skills and local materials to make
affordable structures that have little
impact on the environment
C
D
10
local skills and imported material to
make expensive structures
modern technologies to solve
present day problems.
28. Select the statement that is most correct.
A
A Cell phone has only a positive
influence for people and the
environment.
C
B
The impact of the cell phone on the
D
quality of people’s lives can be
described as having a positive and a
negative influence over a short period
of time.
All people find that the cell phone
has a negative influence on the
quality of young people’s lives.
The impact of the cell phone on the
quality of people’s lives and on the
environment can be described has
being positive and / or negative
either in a short or a long period of
time.
29. How would this illustration change if it was during Covid-19
A
B
Standing closer to the pot
Wearing a cap
C
D
Standing 1.5m apart.
Sharing plates
C
D
Protect against heat
All A, B and C
30. Firefighting clothing should…
A
B
Improve visibility
Protect against chemicals
THE END
A REMINDER: Make sure your name is on the answer sheet. Hand in the answer sheet
and the question paper.
11
GRADE 8: MEMORANDUM
Questions
ANSWER SHEET
1
A
B
C
D
2
A
B
C
D
3
A
B
C
D
4
A
B
C
D
5
A
B
C
D
6
A
B
C
D
7
A
B
C
D
8
A
B
C
D
9
A
B
C
D
10
A
B
C
D
11
A
B
C
D
12
A
B
C
D
13
A
B
C
D
14
A
B
C
D
15
A
B
C
D
16
A
B
C
D
17
A
B
C
D
18
A
B
C
D
19
A
B
C
D
20
A
B
C
D
21
A
B
C
D
22
A
B
C
D
23
A
B
C
D
24
A
B
C
D
25
A
B
C
D
26
A
B
C
D
27
A
B
C
D
28
A
B
C
D
29
A
B
C
D
30
A
B
C
D
12