• SECTION A: (Educator Information)  
• SECTION B: THE PRACTICAL ASSESSMENT TASK GRADE 10  
• ANNEXURES

MECHANICAL TECHNOLOGY: AUTOMOTIVE

SECTION A: (Educator Information)  

INTRODUCTION/BACKGROUND  
The 16 Curriculum and Assessment Policy Statements subjects which contain a practical component  all include a Practical Assessment Task (PAT), i.e. a Practical or Performance Assessment Task.  These subjects are:  

• AGRICULTURE: Agricultural Management Practices, Agricultural Technology 
• ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts 
• SCIENCES: Computer Applications Technology, Information Technology 
• SERVICES: Consumer Studies, Hospitality Studies, Tourism 
• TECHNOLOGY: Civil Technology, Electrical Technology, MECHANICAL TECHNOLOGY and  Engineering Graphics and Design.  

A PAT allows the educator to directly and systematically observe applied competence. The PAT  comprises the application/performance of the knowledge, skills and values to that subject and counts  25% (i.e. 100 marks) of the total promotion/certification mark out of 400 for the subject.  
The PAT is implemented across the first three terms of the school year, which is broken down into  different practical skills that make up the PAT.  
Any profession requires of its members a thorough grounding in both theory and practice, and  MECHANICAL TECHNOLOGY is no exception. It is emphasized that the goal of the Practical  Assessment Task is to produce a skilled learner in each specialisation field. A nation's true wealth is  in its manpower and education should aim to develop the talents of the learner so that he/she can  contribute to the well-being of society by using scientific and technological resources with the greatest  efficiency and by continuing to develop them.  
To prepare a learner to develop skills in MECHANICAL TECHNOLOGY, in each specialisation field:  

• An attitude where the learner can selectively assimilate ideas, gather evidence and facts, and  drawing logical conclusions and put them to good use creatively and with imagination; 
• A capability to express ideas and information clearly by speech, writing, sketching or drawing; 
• A willingness and capability to accept and exercise responsibility, to make decisions, and to  learn by experience. 

Attributes such as these cannot all be achieved in a classroom. A sound knowledge of engineering  science is essential to equip the MECHANICAL TECHNOLOGY learner with the necessary practical  capabilities for the required processes. Training is the art of acquiring essential skills to bridge  between trade theory and practice.  
Practical application in the workshop must therefore be made an interesting and challenging  experience, mentally and physically, with encouragement to the learner to use his/her initiative,  curiosity and persistence in finding things. The giving of some degree of responsibility during practical  application is very important as a stimulus and to develop self-confidence.  

2. TEACHER GUIDELINES
2.1 Administration of the PAT
Teachers are requested to make copies of the different assessment criteria of the PAT document.  These documents need to be distributed to the learners at the beginning of each phase of PAT to be  completed. The Practical Assessment Task for Grade 10 is internally set and moderated.  
Teachers must attach due dates for the different terms of the PAT task (refer to the CAPS document).  In this manner, learners can easily assess their progress. Instances where formal assessments take  place, it is the responsibility of the teacher to administer assessment.  
The PAT should be completed in the first three terms. The PAT should be based and completed  under controlled conditions (Refer to the Mechanical Technology CAPS Grade 10–12).  
Teachers must ensure that each learner has a portfolio of evidence and that it is kept in a safe place.  
This must be available at all times when requested for by a department official for scrutiny or  moderation.  

2.2 Assessment of PAT
Frequent and developmental feedback is needed to guide and give support to the learner to ensure  that the learner is on the right track.  
Both formal and informal assessment should be conducted in different terms to ensure that the  embedded skills are covered for the PAT. Informal assessment can be conducted only to monitor  progress of the term in which the learners are engaged. Formal assessment should always be  conducted by the teacher and will be recorded. 

2.3 Moderation of PAT
During moderation of the PAT, the term tasks will be presented to the moderator with the assessment  criteria and marks obtained. 
Where required the moderator should be able to call on the learner to explain the function, principles  of operation and also request the learner to demonstrate the skills acquired through the capability  tasks for moderation purposes.  
Upon completion, the moderator will, if necessary, adjust the marks of the group up or downwards  depending on the decision reached as a result of moderation.  

2.4 CONSEQUENCES OF ABSENCE/NON-SUBMISSION OF TASKS
If a learners’ Practical Assessment Task is incomplete or unavailable with valid reason, the learner  will be given three weeks before the commencement of the final end-of-year examination to submit  outstanding task. Should the learner fail to fulfill the outstanding PAT requirement, such a learner will  be awarded a zero for that PAT component.  
A learner's results are regarded as incomplete if he/she does not offer any component of the PAT  task. He/she will be given another opportunity based on the decision of the Head of the assessment  body.  
Should the learner fail to fulfill the outstanding PAT requirement, the marks for these components will  be omitted and the final mark for Mechanical Technology will be adjusted for promotion purposes in  terms of the completed  

2.5 Management Plan:

Phase 1: Complete at the end of first term – April. 
Phase 2: Complete at the end of second term – July. 
Phase 3: Complete during third term - End of September. 
Phase 4: Plan and start task during term one and complete at the end of September (third term). 

2.6 DECLARATION OF AUTHENTICITY  
NAME OF THE SCHOOL: ………………………………………………………..  

NAME OF LEARNER: …………………………………………..………………...  
                                               (FULL NAME(S) AND SURNAME)  

EXAMINATION NUMBER: ……….……………………………………………….  

NAME OF TEACHER: …………………………………………………………….  

I hereby declare that the project submitted for assessment is my own, original work and has not been  previously submitted for moderation.  
Any theoretical questions in the practical task were done under exam conditions and assessed by the  teacher. Answers were not copied from the text books.  

_____________________________________                                        ______________________ 
       SIGNATURE OF CANDIDATE                                                                             DATE  
Teacher Declaration 
As far as I know, the above declaration by the candidate is true and I accept that the work offered is  his or her own.  
Each learner was tested individually on the tasks he/she performed individually under my  supervision and marked/assessed while he/she performed the task under exam conditions.  

_____________________________________                                        ______________________ 
       SIGNATURE OF TEACHERS                                                                             DATE

3. LEARNER GUIDELINES  
3.1 Instructions to the learners 

• The Practical Assessment Task (PAT) consists of specialisation task in Automotive. The  practical work is spread over three terms as set out in each of the specialisation areas. 
• All tasks must be completed according to the time frames set out in each of the tasks. 
• Learners are required to actively engage in all practical assessment tasks. 
• Learners who are un-cooperative will receive demerits or a zero-mark allocation for that  particular section of the work. 
• Learners, who act unsafely in the workshop and place other learners in danger, will be  removed from the workshop and given additional corrective tasks to improve their safety  awareness. 
• ALL PRACTICAL TASKS MUST BE DONE ON ACTUAL ENGINES OR COMPONENTS AS  SUPPLIED BY THE TEACHER TO YOU (EXCEPT FOR THE RESEARCH TASKS). 
• LEARNERS TO COMPLETE THE PHASES OF EACH PAT AFTER HE/SHE HAD TIME TO  EXPLORE AND PRACTICE THE TASK. ONLY THEN THE TASK IS TO BE COMPLETED  UNDER THE SUPERVISION OF THE TEACHER 
• WORKSHEETS OR ANY WRITTEN WORK DONE BY YOU MUST BE KEPT IN AN  PORTFOLIO FILE AS EVIDENCE 

SECTION B: THE PRACTICAL ASSESSMENT TASK GRADE 10  

AUTOMOTIVE 
The Practical Assessment Task (PAT) consists of FOUR Phases, one per term over term 1 to 3, with  the Phase 4 Task that can be started in the First Term and completed in the Third Term – Thus  spanning all three terms. Term 4 is reserved for the final theoretical content and revision.  
NO PAT’s in fourth term!  
TERM ONE: PHASE ONE / PAT ONE  
Grade 10 Automotive  
ENGINES (SPECIFIC): Identification and installation Task  

Procedure:
The outcome of this task is to assess the learner’s skills and ability to understand the relationship  between the different hand tools in the workshop and how to convert this knowledge into useful skills  by dismantling an internal combustion engine, identifying the parts and assembling the engine or  parts thereof, back to original condition / status. The understanding of Engineering Graphic and  Design will relate to this task as the learner must be able to refer to, two dimensional drawings of  components and relate this to the identification process in the workshop.  

READ ALL THE INSTRUCTIONS FIRST THEN PROCEED  
FOLLOW ASSESSMENT INSTRUCTIONS AS INDICATED  

Resources Required:

• FOUR and TWO stroke Internal Combustion Engines and / or parts that can be  assembled as units. 
• Parts may be separate items but such that Learners can experience the complete unit. 
• Appropriate tools and equipment to dismantle and assemble specified parts. 
• Appropriate Personal Protection Equipment (PPE). 

Related Items

Instructions for phase one task

1. Teacher to do a practical lesson whereby engine components are shown and discussed with  learners. Explain the following by using actual components of engines: 
   1.1 Name of component. 
   1.2 Material used to manufacture component. Reasons/advantages for specific material to be   used. 
   1.3 Explain the function of each component.
   1.4 Engine block and cylinder head must be explained thoroughly with all components removed.
   1.5 On engine block give specific attention to water jackets and oil channels. Explain reasons for  different size water jackets between front and rear cylinders. 
   1.6 Identify main oil channel and all other oil channels running in engine block to various  components for lubrication. It is important that this is discussed properly with learners as you  will refer back to it when discussing the maintenance chapter. 
2. After you have discussed above with the learners give them a chance to experience /  investigate on their own. Learners must know the TWO and FOUR stroke internal combustion  engines. Multicylinder engines should be used for this project. 
3. Ensure you know the functions / use of the different parts in Internal Combustion Engines. 
4. Experience / investigate these parts practically and individually. 
5. After the investigation and practice you should know all the components of the 2 and 4 stroke  internal combustion engines and be able to explain how the different parts are fitted to the  various engines. 
6. Each learner must know the function of each component and the material it is made of. 
7. Learners must be able to point out components cast into the engine block and cylinder head  for example: water jackets, oil channels, oil return to sump, placement of oil pump and water  pump etc. 
8. After learners have been given a chance to investigate and experience on their own a practical  exam must be set up by the teacher where each learner is given the chance to identify a  certain number of components. 
9. Teacher to ask for 1 or 2 days during a test or exam cycle to be included into the time table  where learners will come to you individually and being tested on actual engine components. 
10.  Each component must only be marked with a number and learner must answer on a  worksheet prepared by the teacher. Take note this is a PAT task and must be treated as a  practical examination. Proof must be kept for moderation.  Marks awarded to learners identifying components on pictures or theoretically will not be  accepted. Only where a learner has identified actual components from a engine that you have  numbered exactly as on the work sheet will be accepted. Learners only receive and complete  the work sheet on the day of the practical exam. 
    Each teacher to test learners during exam time under exam conditions. 

ENGINE WORK SHEET PHASE 1

GRADE:  10	YEAR:  2021	SCHOOL:
DATE STARTED:		DATE COMPLETED:
SUBJECT:   Automotive		EDUCATOR:
PROJECT: PHASE ONE		NUMBER OF LEARNERS IN CLASS:
Term One Pat             Phase One		ENGINES (SPECIFIC): Identification Task
The Component/Part	INSTRUCTIONS		ANSWERS	Marks
	Identify the component on the left.    State the material used to   manufacture component 1  Label components 1, 2 and 3 of   the component on the left.  Which engine part connects   to no 2?   What is the function of the hole that  has been drilled into no 1?	1 1 3 1 1		7
	6. Identify component no 4.   7. State the material used to  manufacture part no 4.   8. Identify component 5.   9. State the material that is used   to manufacture component no5 10.What is the function of the hole that   is drilled In component 6?	1 1 1 1 1		5
	11. Identify component no 7.   12. State two functions of   component 7.   13. Identify component no 8.   14. State the function of component no 8.   15 Which other component besides  component 7, connects onto   component no 8?   16. Identify component no 9.   17. Identify componets no 10.   18. State two functions of components  no 10.	1 2 1 1 1 1 1 2		10
	19. Identify the component on the left.  20 Examine the component and explain  how you would determine if this  component is worn.    21. Write a condition report on the   various components of the   component on the left. (At least 4   components)	1 3 4		8
	22. Identify the component on the left.   23. Explain the function of component   no 11.   24. What is the purpose of the smooth  surface no 12?   25. Which type of material is used to   manufacture the component on the   left?	1 2 1 1		5
	26. Identify the component no 13.    27. Name component no 14.   28. Name component no 15.   29. What connects onto component   No 15?   30. What connects onto component   No 14?   31. Explain why component 13 must   be of a very sturdy design.    32. Which other components fits into   number 14? Explain.   33. Name the type of material used to   manufacture component no 13.	1 1 1 1 1 2 2 1		10
	34. Identify component 16.   35. Explain which part will fit into   No 17.   36. Identify component no 18.   37. Identify component no 19.  38. Identify no 20.	1 1 1 1 1		5
			TOTAL	50
SIGNATURE LEARNER		DATE:
SIGNATURE EDUCATOR		DATE:
SIGNATURE SUBJECT MODERATOR		DATE:

Resources Required:

• Mild steel flat bar of 100mm (length) x 96mm (breadth) x 5mm (thickness).  (if flat plate is used, ensure that two sides are parallel to each other, i.e all angles must be  90⁰). 
• Appropriate metal hand files. 
• Vernier and other measuring equipment (callipers, steel rule etc). 
• Marking medium (Engineers blue, Koki pen, chalk etc.) 
• Marking off instruments (Square, combination square, scriber etc.) 
• Appropriate Personal Protection Equipment (PPE). 
• Centre punches. 
• Hammers. 
• Hacksaw. 
• Appropriate sized Twist Drill bits to enable M10 and M12 threads to be cut. 
• Press drilling machine. 
  (If a hand drill machine is used, then use a large engineer’s square against the drill  machine or some similar jig, to ensure a perpendicular hole)  

Instructions:
11) Use a marking medium to prepare the two ends of the material for marking (96mm width). 
12) Use a steel rule to check / ensure that the material can be cut / filed / worked down to  100mm in length i.e. if pre-cut pieces are used the starting length should be about 120mm. 
13) Use engineers square on either of the 100mm ends of the material to plan a square line. 
14) Use a scriber to scribe this straight square line about 4mm from the rough edge. 
15) Use the square and scriber on the opposite end of the material to scribe a straight, square  line so that the material between the lines is 100mm in length. (ensure lines are parallel) 
16) Request an informal assessment on the marked lines before proceeding. 
17) By cutting with a hacksaw about 1-2mm on the waste side of the above lines, demonstrate  your hacksaw skill by cutting off the excess material parallel to the scribed lines.  (Do NOT cut on the line).  
18) Request a formal assessment on your ability to cut straight before proceeding (4).  
19) First use a rough-cut bastard file to file both ends, use the engineers square regularly to  check that you are filing the width square (along the 96mm edge) AND for square-ness  across the 5mm thickness.  
20) Request a formal assessment on your ability to file all four sides square and to size,  before proceeding (10).  
21) Then using a smooth double cut file, complete the filing process, so the material is reduced  to 100 x 96mm with square corners and thickness, according to the tolerance table as in  Annexure A.  
22) Request formal assessment on ability to file square to tolerance (7). 
23) Measure from one end 50mm, to establish and scribe a straight square line across the  centre width of the plate.  
24) On this line measure from one 100mm edge, 48mm along the line to establish and mark  the centre of the line above and thus the center of the rectangular plate.  
25) Use the centre punch to mark this point for drilling.  
26) Request informal assessment on your ability to mark and punch this centre point,  before proceeding (5).  
27) Measure and mark a point 20mm from each end on the 100mm length.  28) Scribe a line across the width of the material at the 20mm marks, parallel to the mid line  scribed earlier.  
29) Along one 20mm line, measure and mark from both sides 20mm inwards and centre punch  these TWO marks in preparation for drilling.  
30) Use this punch mark to scribe the two 20mm radii on the two corners 
31) Along the other 20mm line, measure and mark from each side 15mm inwards and centre  punch these TWO marks in preparation for drilling.  
32) Cut off on the waste side of the scribed radii lines.  
33) File down to the line, in two stages, firstly with a bastard file and then a double cut smooth  file to complete the radii to a smooth finish.  
34) Request formal assessment on your ability to mark and punch these centre points  accurately and the filling of the radii, before proceeding (6+5).  
35) Use a press drill machine drilling a hole, center of the plate suitable to cut a M12 thread.  (Ensure the hole is perpendicular, using large engineers square if hand drill is used!) 
36) Request an informal assessment / guidance on attempt and required skill to drill the  other holes perpendicular to the surface, before proceeding.  
37) Use a press drill machine to drill four holes on the center punched holes positioned on the  15 / 20mm cross lines and the 20 / 20mm cross lines on the plate, suitable to cut a M10  thread. (Ensure holes are perpendicular, use large engineers square if hand drill is used!)  
38) Place the drills in the holes, use an engineer’s square up against the drill to testing square. 
39) Hand task in for formal assessment on your ability to drill perpendicular holes (1+4). 
40) Using a thread cutting tap, cut appropriate 1x M12 and 4x M10 thread in these five holes,  square to the surface.  
41) Test for effective square thread by turning-in a long M12 and M10 bolt or threaded rod and  an engineer’s square, up against the rod. 

NOTE - Safety and Finishing (-5) is the last assessment component that may apply:  

• A maximum of Five NEGATIVE marks allocated.  
• Less 1 mark for vice (jaw) damage - clamping marks for overtightening or loose slip. 
• Less 1 mark for lack of overall manufacturing competency in finishing / “look” of completed  task related to surface finish, edges, square-ness, centrality, etc.  
• Less 1 mark: Repetitive disregard for the use of PPE and safe use of tools and equipment,  while working in the workshop.  
• Less 1 mark: Another negative mark for continuing to have a disregard for the use of PPE  and safe use of tools and equipment, while working in the workshop.  
• Less 1 mark: Quality versus Time – “rush” job vs inefficient time to complete a good job.  

42) Hand the task in for formal assessment on your ability to cut square /  perpendicular thread in different sized holes (5).  
43) Clean any burs, roughness and dirt caused by the drilling, cutting and manufacturing  process.  
44) Hand the task in for formal final assessment on your ability to clean your project (3).

Grade 10 – Automotive 2021  
Term Two: PAT Two  
Tools Template Task – Manufacturing Multi-Functional Template 

ANNEXURES

ANNEXURE A  

INSTRUCTIONS AND MATERIAL NEEDED
TAKE NOTE:  

• PAT task is about developing practical skills. Therefore, accuracy and skills that learner  acquire completing the task is vital. 
• Each learner must complete the task. 
• Teacher to guide learners with completion of PAT 
• This component of PAT must be marked by teacher as learners are busy doing it. 
• Teacher to compile own mark sheet according to instruction and equipment you have  

Equipment, tools and material needed:  

• Running and non-running engines 
• Radiator tester 
• Thermometer 
• Engine components 
• Multimeter 
• Electronic and electrical components 
• Lead acid storage battery 
• Tools and equipment  

Phase 3 task will consist of 2 sections namely: A maintenance B Systems and control  

Section A – Maintenance – All results of this practical task must be recorded in the learners’  portfolio of evidence.  

1. Do a visual inspection on the cooling system of the running engine and report on the  condition of the following: 
   • Radiator 
   • Cooling fan 
   • Hoses 
   • Belts 
   • Leaks (5) 
2. Testing of thermostat. Procedure and results to be recorded in learner’s portfolio. (10)   
3. Testing of radiator cap. Procedure and results to be recorded in learner’s portfolio. (5) 
4. Pressure test cooling system. Procedure and Results to be recorded in learner’s  portfolio. (10) 
5. Identify the following components on the engine: 
   Main oil channel (2)  
   Oil pressure relieve valve (1)  
   Type of oil feed system (motivate) (1)  
   Type of oil pump (1)  

Section B – Systems and Control  
Multimeter:  
Use a multimeter and test amp, ohms and voltage on any circuit/s. (9) 

Lead Acid Type battery:  
Use a 12-volt lead acid storage battery and copy the information displayed  on the casing and explain what each item means. (Any 5) (5) 

INSTRUCTIONS AND MATERIAL NEEDED  
TAKE NOTE:  

• PAT task is about developing practical skills. Therefore, accuracy and skills that learner  acquire completing the task is vital. 
• Each learner must complete the task. 
• Teacher to guide learners with completion of PAT 
• This component of PAT must be marked by teacher as learners are busy doing it. 
• Teacher to compile own mark sheet according to instruction and equipment you have  

Equipment, tools and material needed:  

• Manual synchromesh gearbox – transaxle (front wheel drive could also be used) 
• Clutch assembly and fly wheel 
• Tools and equipment  

INSTRUCTION:

• Each learner to dismantle gearbox completely. Maximum two learners per gearbox) (10) 
• Compile a condition report on all components (gears, shafts, bearings, selector forks and  synchro units) 
  Each learner to compile a list of the 30 components they inspected and comment on  condition of each component. 30 x 2 = (60) 
• Do a sketch of the gears in the gearbox and use different colour pens to show the following.  Power flow through gearbox of 1st, 2nd, and 3rd, top gear and reverse. 5 x 3 = (15) 
• Assemble gearbox. The following should help you to award the marks:  

Gearbox correctly assembled with no excess parts/missing parts and all shafts turning freely. 
Learner able to select all gears without difficulty.  
No obvious bolts missing or damaged.  
In other words, 100% correctly assembled. (15)  
Deduct 2 marks for each component not correctly re-installed.  
Marks to be deducted if gears cannot be selected or shafts not able to turn. (Maximum of 5  Minimum marks learner can achieve for assembly is 4 marks.  
Unless gearbox is not assembled at all a learner will get zero for assembly.