Wednesday, 23 June 2021 11:38

AGRICULTURAL TECHNOLOGY GRADE 12 - EXAMINATION GUIDELINES 2021

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AGRICULTURAL TECHNOLOGY
EXAMINATION GUIDELINES
GRADE 12
2021

TABLE OF CONTENTS  Page 
1. Introduction  3
2. Assessment in Grade 12
2.1 External Assessment in Grade 12
2.2 Cognitive Levels
2.3 Programme of Assessment for Grade 12 
4
4
5
6
3. Elaboration of the Content for Grade 12 (CAPS)  6
4. General Information
4.1 Quantities, Symbols and Units
4.2 Recommended Resources 
8
8
8
5. Conclusion  9

1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.
The purpose of these Examination Guidelines is to:

  • Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Engineering Graphics and Design.
  • Assist teachers to adequately prepare learners for the NSC examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.
These Examination Guidelines should be read in conjunction with:

  • The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Engineering Graphics and Design
  • The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
  • The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

2. ASSESSMENT IN GRADE 12
2.1 External Assessment in Grade 12
The external examination for Agricultural Technology in Grade 12 will consist of one paper that contains six questions and counts 200 marks. The duration of the paper will be 3 hours. All the questions are COMPULSORY.
The breakdown of questions is as follows:

QUESTIONS  CONCEPTS COVERED  MARKS 
 Q1  Multiple-choice questions can cover all content areas (10 x 2)
One word/concept (5 x 2)
Column A/Column B (5 x 2) 
20
10
10
 Q2 Structural materials and related drawings, measurements and safety   35
 Q3 Electrical energy and related tools, materials and safety   20
 Q4 Skills and construction processes and related tools, materials, drawings, measurements and safety   35
 Q5 Tools, implements and equipment and related tools, materials, drawings, calibrations and safety  40
 Q6 Irrigation and water supply. Related tools, materials, drawings and measurements and communication   30
  TOTAL   200

2.2 Cognitive levels

CATEGORIES OF COMPLEXITY  DESCRIPTION OF CATEGORIES  SOME EXAMPLES  WEIGHTING 
Remembering  Recalling information  Recognising, listing, describing, retrieving, naming, finding, give labels and state or identify functions, processes, mechanisms, etc.  ± 40% 
Understanding and application  Using information in another familiar situation. 
Explain ideas or concepts.
Implementing, carrying out, using, executing, interpreting, summarising, paraphrasing, classifying and explaining processes, mechanisms; make direct deductions from data given; do calculations, interpreting data; explaining adaptations or environmental factors influencing effectiveness; draw flow charts or mind maps to illustrate processes or mechanisms; constructing tables and graphs to organise and present data; drawing sketches to investigate concepts; communicate findings and applying formulae ± 40%
Creating, evaluation and analysing  Generating new ideas.
Justifying a decision or course of action.
Breaking information into parts to explore understandings and relationships.
Designing, constructing, planning, producing, inventing, checking, hypothesising, critiquing, experimenting, judging, comparing, organising, deconstructing, interrogating and finding ±20%
    TOTAL 100%


2.3 Programme of Assessment for Grade 12
The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term.

FORMAL ASSESSMENT: GRADE 12 (SIX TASKS)     
 TERM 1   TERM 2  TERM 3  CERTIFICATION MARK 
1. Research task: 25%
2. Control test: 75% 
3. June test: 100% 4. Trial examination: 100% SBA: Internal
Term 1: 100
Term 2: 100
Term 3: 100
Total: 300/12 = 25%
5. PAT:
Design: 25
Construction process: 50
Final product: 25 Total: 100/4 = 25%
6. Final Examination: External Total: 200/4 = 50% 
 100  100  100  Total Certification Mark: 100%
  • Internally set
  • Internally assessed
  • Externally moderated
  • Recorded on computerised SBA mark sheets provided by the provincial assessment body
   
  • PAT
  • Internally set
  • Internally assessed
  • Externally moderated
  • Recorded on computerised PAT mark sheets provided by the provincial assessment body

  • November Examinations
  • Externally set
  • Externally assessed
  • Externally moderated
  • Externally recorded


EXAMPLES OF ASSESSMENT TASKS IN AGRICULTURAL TECHNOLOGY
Control Tests

  • The control test in Agricultural Technology must be substantive in terms of time and marks.
  • Minimum 75–100 marks with a duration of 2 hours
  • Tests should include the theory of the technological process, principles and concepts and the application thereof in the production of product/artefact.

Research Task

  • This task should be based on activities such as research, case study, projects, simulations, modelling, fabrication, manufacturing and demonstration and should focus on a variety of technological themes relating to an agricultural context.
  • Minimum marks for the research task must be 100 marks.
  • Tasks such as simulations put theoretical knowledge to practical use and usually do not require conclusions.
  • Therefore, simulations will not include elaborate worksheets and conclusions but should rather generate guidelines and criteria to what is required.

Examples of Research Tasks: Grade 12

  • Research on the maintenance of an electric fence
  • Set up a small-scale solar panel system on the farm
  • Research on a centre-pivot irrigation system

Trial Examinations

  • The trial examinations for Grade 12 should consist of one paper of six questions and will count 200 marks.
  • The suggested duration of the paper is 3 hours. ALL the questions are COMPULSORY.
  • The trial examination needs to be closely related to the final examination in terms of time allocation, layout of the paper and subject requirements.

External assessment in Grade 12
The external assessment task in Grade 12 consists of an externally written paper (50%) and a PAT (25%).
November External Examination NSS

  • The external examination for Grade 12 will consist of one paper that contains six questions and counts 200 marks.
  • The duration of the paper will be 3 hours. ALL the questions are COMPULSORY.
  • The examination papers should test the knowledge and skills covered in Agricultural Technology.
EXAMINATION GUIDELINES FOR AGRICULTURAL TECHNOLOGY 
General remarks:
These guidelines are applicable to Grade 12 in Agricultural Technology. 
Specifications 
One paper 
Grade 12 
Trial Examinations  
Duration: 3 hours 
Marks: 200
  • All the questions must be answered.
  • Sketches must be neat.
  • All calculations and units must be indicated.
  • The questions will not necessarily count for the same marks, as each section of the work has a different weighting.


3. ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)
The final examination in Agricultural Technology Grade 12 will cover the knowledge and skills outlined below.

Safety 

Safety hazards: three steps of a hazard control system
OHS Act: farm safety regulations according to the OHS Act for:

  • Hazards associated with the farm environment
  • Tractor safety
  • Noise pollution
  • Basic general safety regulations
Structural materials  Metal alloys
Synthetic materials
Electric fences 
Energy 

Alternative energy:

  • Wind energy
  • Solar energy
  • Geothermal energy
  • Bio-energy
Construction processes 

Advanced welding techniques:

  • CO2 welding
  • Advanced welding joints and their applications
  • Oxy-acetylene cutting
  • Plasma cutting
  • Tools and equipment
Harvesting or processing machines/equipment: 

Tractor systems

  • Tractor hydraulic systems
  • Three-point coupling of a tractor
  • Mass displacement and pulling force of a tractor
  • Drive systems
  • Components of the drive system of a vehicle
  • Pneumatic and hydraulic tools: identification and functions
  • Economics associated with tractors, equipment and tools
Irrigation and water supply 

Overhead irrigation systems (macro irrigation systems):

  • Irrigation scheduling
  • Water measuring techniques and devices used in conjunction with effective water scheduling

Waste water removal:

  • Drainage systems used to get rid of access water around farm buildings.

Water purification/softening

Communication

Computer control programs:

  • Irrigation control systems
  • Computers controlling and monitoring engines, implements and equipment
  • Computer technology information
  • Global positioning systems (GPS)
  • Geographical Information Systems (GIS)
  • Variable-rate technology (VRT)
  • Remote sensing

Different types of communication systems
Sources for knowledge, skills and information
Exhibitions, seminars, agricultural unions, discussion groups

Drawings  Freehand design drawings of structures, buildings or implements
Introduce and familiarise learners with basic software programs for designing buildings, structures or machine parts 
Measurements, calculations and calibrations

Problem solving in data collected:

  • Use data, collected from measurements and cost calculations in purpose-made fabrications
  • Effective use of tools, equipment and implements due to correct measurements, calibrations and adjustments


4. GENERAL INFORMATION
4.1 Quantities, symbols and units
The most common quantities, symbols and SI units used in introductory physics are listed below.
A quantity should not be confused with the unit in which it is measured.
4.1.1 Formulae

  • Determining the speed of a pulley
    Na X Da = Ng X Dg
    Na = speed of drive pulley
    Da = diameter of drive pulley
    Ng = speed of driven pulley
    Dg = diameter of driven pulley
    Example:
    The sketch below shows an electric motor connected to a pulley with a fan belt. The pulley diameter on the electric motor is 70 mm and the turning speed is 4 000 revolutions per minute. The pump that is connected to the driven pulley requires a speed of 2 000 revolutions per minute.
    Calculate the diameter of the driven pulley by using the formula below. Show ALL calculations.
    Na x Da = Ng x Dg
    Where:
    Na = Speed of driving pulley
    Da = Diameter of driving pulley
    Ng = Speed of driven pulley
    Dg = Diameter of driven pulley
    example
    Na x Da = Ng x Dg
    4 000 x 70 = 2 000 x Dg✓
    Dg = 4 000 x 70
                2 000✓
    Driven pulley diameter Dg = 140✓mm✓ (5 marks)
  • Determining speed ratios of pulleys
    Ratio = Drive gear
               Driven gear
    Example:
    Calculation of the gear ratio if the large drive gear has 54 teeth and the small driven gear has 18 teeth. (Show all calculations.)
    Gear Ratio = Drive gear
    Driven gear
    = 54
       18✓
    The gear ratio is 1:3✓ (3 marks)
  • Calculate the flow rate in a water system
    Flow rate = Content
                        Time
    Example
    Calculation of the flow rate (litres per minute) by using the data below: (Show all calculations)
    The capacity of the tank is 20 k ℓ It took 40 minutes to fill the tank to the top.
    Flow rate = capacity
    Time
    = 20 x 1000
              40
    = 20000
         40
    = 500✓ ℓ/minute✓ (4 marks)

4.1.2 Units and their symbols
Metals

  • Copper Cu
  • Tin Sn
  • Zinc Zn
  • Brass Cu Zn
  • Bronze Cu Sn

Synthetic materials

  • Glass fibre
  • Vesconite
  • Teflon

4.2 Recommended resources
Approved textbooks
Grade 10
Notes from the Department of Basic Education
Grade 11
Notes from the Department of Basic Education
Grade 12
Notes from the Department of Basic Education

4. CONCLUSION
It is envisaged that this Examination Guidelines document will serve as an instrument to strengthen and empower teachers to set valid and reliable assessment items in all their classroom activities.
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which teachers should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.

Last modified on Wednesday, 23 June 2021 12:09