PAT Tips
G10-G12 ~ Engineering Graphics and Design
ENGINEERING GRAPHICS AND DESIGN
PAT TIPS
GRADE 10-12
HOW TO USE THE DOCUMENT
The PAT tips should guide you to complete the PAT this year successfully. If you study
and follow the information in this document, the study note and the given PAT documents
that are downloadable from the platform carefully, you should be able to complete the PAT
successfully. Make sure all the topics of the year plan as well as the assessment planning
document are covered and do research on topics not covered in the textbook (study guide)
or facilitators guide data link (PowerPoints).
FOLLOW THE FOLLOWING 10 PAT TIPS
1. Only the PAT has dedicated CAD drawings that you may choose to do but not
compulsory, only optional.
2. The Design Process (Identify, Investigate, Design, Make, Evaluate – IIDME)
forms the backbone of the PAT and used to structure the delivery of all the PAT
aims in Engineering Graphics and Design.
3. The PAT tasks must be done per term as indicated on the assessment planning
document. The PAT document indicates all the general instructions and
presentation requirements needed to successfully complete the PAT. The PAT
mark ONLY counts as part of the mark at the end of the year, including all the
examination, test and formal course drawing marks, adds up to the promotion
mark. So, make sure the PAT is complete.
4. The PAT comprises 25% of the year mark and must be completed to receive your
results.
5. Although there are two PAT tasks (Part A and B) it is still only one PAT with 3
phases (Part A = Phase 1 and Part B = Phase 2 & 3) and must be done in
conjunction with each other to complete the task successfully. Part A must be
done first, though keeping Part B in mind when following the general instructions
and presentation requirements of the task.
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PAT Tips
G10-G12 ~ Engineering Graphics and Design
6. To solve the given PAT scenario in Engineering Graphics and Design, we use the
design process that runs in a cycle (non-linear). This is the learner’s skills and
knowledge application part of the PAT task and it consists of five different steps
that follow one another. The process can start at any point and can be repeated a
few times. The five steps are: Identify, Investigate, Design, Make, Evaluate
(IIDME).
7. Learners are advised on the following:
o Learners must strictly follow the given PAT document per grade. This will
ensure that the learner completes the PAT successfully.
o The numbering of the task is important and must correlate with the
summative assessment sheet as well as the example contents page
(Grade 10 – 11) / assessment criteria and checklist (Grade 12) given in the
PAT documents.
o All freehand drawings as well as the working and pictorial drawings in the
PAT must be completed on A3 size prepared sheets.
o No temporary fixtures such as furniture must be drawn in the freehand
drawings as well as the working drawings of the PAT.
o If it is possible, (NOT COMPULSORY) and the learner is able to draw with
a CAD system, ONLY certain working and pictorial drawings as indicated
in the PAT documentation may be drawn in a CAD system. The rest of the
drawings MUST be instrument drawings. Drawing all the working and
pictorial drawings in a CAD system will cost the learner 10 marks as
indicated on the summative assessment sheet.
o If decided to complete indicated optional working and pictorial drawings in
CAD. Then the CAD drawings must be printed on A3 size prepared
sheets in Actual size and may not be submitted electronically. Impaq will
not accept any electronic submission of the optional CAD drawings.
o The summative assessment sheet and example contents page (Grade 10
– 11) / assessment criteria and checklist (Grade 12) must be used as a
check list by the learner and facilitator to make sure each general
instruction as well as the presentation requirement of the task was done
and completed correctly.
o Only submit the required documents with each phase in order as set out in
the summative assessment sheet, example contents page (Grade 10 – 11)
/ assessment criteria and checklist (Grade 12) as well as addendums
given in the PAT documents.
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PAT Tips
G10-G12 ~ Engineering Graphics and Design
8. The facilitator must use the guidelines given in each downloadable PAT
memorandum to assist in facilitation of the student and to assess the task for
Grade 10 – 11. Impaq assesses the Grade 12- PAT.
9. When there is uncertainty with the PAT documentation, the facilitator is advised to
go through the PAT documentation with the learner thoroughly again and note
exactly where and what the learner is unsure of. Then send the notes in bullet
format to the subject specialist at [email protected] as soon as they are
completed. Thus, to ensure that the learner can complete the task successfully
and correctly.
10. See below descriptions of each step of the design process.
DESIGN PROCESS
To solve the problem, we will move through the different steps. Each step will have
requirements that must be followed as set out in the PAT document.
STEP 1: IDENTIFY
Design brief
The better we understand and identify the problem, the better the problem can be solved.
Understanding the gist of the problem is therefore the most crucial step in problem-solving.
1.1 Primary and secondary problem (understand and identify the problem)
In the first step the learner must identify the primary and secondary problem.
• The PRIMARY PROBLEM is a sentence in length. It describes in the learner’s
own words the MAIN problem that must solved. Do not say how you intend to
solve the primary problem, only what the primary problem is. (needs / desires)
• The SECONDARY PROBLEM is a sentence in length. It describes in the
learner’s own words the problem that INFLUENCES how the main problem
will be solved. Do not say how you intend to solve the secondary problem, only
what the secondary problem is.
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PAT Tips
G10-G12 ~ Engineering Graphics and Design
1.2 Design brief
The learner must formulate their own design brief on the given scenario of the addressed
primary and secondary problem. In their own words they must write what the problem is in
a short paragraph; learners are advised to keep it simple and easy to understand. The
assessor only wants to know that the learner understands the problem and how it affects
the environment and people.
1.3 Specifications
Make a comprehensive list of specifications (requirements) that must comply to solve the
problem. The better the learner understand the problem, the better their comprehensive
list of specifications will be.
• Specifications is the precise technical list of requirements, telling the learner how
to design and address the problem, so that the best solution can be found. e.g.,
required dimensions, environmental factors, ergonomic factors, aesthetic factors
etc.
• Start the sentence with “The solution must . . . “
1.4 Constraints
Make a concise list of constraints (limitations) that cannot be used to solve the problem.
• Constraint are conditions that need to happen for a solution to be successful and
helps narrow choices when creating a solution to a problem, as constraints placed
on the design defines what can and cannot be included in the solution. e.g., time
(schedule), scope, cost, risk, quantity, quality, materials etc.
1.5 Management plan
Must be a list in table format that the learner develops in their own words with step-by-step
due dates that the learner will follow to complete each presentation requirement. (Use the
given example contents page (Grade 10 – 11) / assessment criteria and checklist (Grade
12) in the PAT documents as guideline as well as Impaq due dates)
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PAT Tips
G10-G12 ~ Engineering Graphics and Design
STEP 2: INVESTIGATE
Research
• The second step is to find out how the problem has been solved before. To find
this out, we look at current designs that were made to solve similar solutions.
• Research entails the gathering of information. To print information from the
Internet is not research. It is plagiarism.
• You must use the topics given under presentation requirements in the PAT
document to do research on, as well as any other information you need to solve
the problem.
• Remember, clear evidence must be presented as proof that the research had
been done and was used in solving the problem, as well as your list of references
in the bibliography.
STEP 3: DESIGN
Freehand drawings
• Until now the learner has only looked at the problem of the scenario. Effectively,
the problem has been dissected and is lying in front of the learner. Now that the
learner knows what the core of the problem is, as well as the specifications and
constraints (limitations), they can start looking at solutions.
• Now that the learner has identified the problem and done all required investigation
(Research), they can start drawing. During the design process, the learner will
draw a required amount as stated in the presentation requirements of possible
freehand drawings.
• The sets of freehand drawings must be detailed and clearly show all primary
dimensions needed to build the solution, with labels and notes, as well as the
correct presentation of ALL the features. (This includes the thickness of the
material, as a single line does not indicate the thickness of the material.)
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PAT Tips
G10-G12 ~ Engineering Graphics and Design
• ALL the views and features should be drawn proportionally the same size. The use
of grid/graph paper is therefore recommended.
• These drawings must provide clear evidence that an elevated level of competency
has been attained in freehand drawings as one of the required EGD drawing
methods.
• The learner should ask him / herself if the assessor will be able to build
these posable solutions without asking the learner (designer) for assistance.
• We use freehand drawings to draw a design (without drawing equipment). The
Internet has a lot of examples of good freehand drawings. Type “concept
drawings” into Google Image.
• Remember that the drawings must comply with the task specifications and
constraints.
STEP 4: EVALUATE
Evaluation and selection of best solution
• The learner will now choose the best solution. To choose the best solution, the
learner will look at how every idea compares with the criteria. The criteria are the
identify and investigate steps. With one eye on the specifications and constraints
and the other eye on an idea, the learner can give an opinion about the strengths
and weaknesses of every idea.
• Creating a table with all descriptive criteria. The criteria are the identify and
investigate steps. With one eye on the specifications and constraints and the other
eye on an idea, the learner must list an apply a simple rating scale to score each
solution against each criterion, describing the positive and/or negative aspects of
each solution (freehand drawing) against each criterion.
• The learners must complete the step by writing in their own words a
comprehensive conclusion giving reasons for the selected freehand solution.
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PAT Tips
G10-G12 ~ Engineering Graphics and Design
STEP 5: MAKE
To comply with EGD, the process is adapted to a set of working and pictorial drawings and
not a model. These working drawings are seen as blueprints for the solution.
Working and pictorial drawings
All presentation requirements are given in the PAT document.
STEP 6: EVALUATE
It is of immense importance to evaluate more than once in the design process.
Continuous self-evaluation
The learner will create a checklist in the form of a table (by using the presentation
requirements and summative assessment sheet), by listing everything that must be done to
complete the entire PAT successfully before final submission. This is to ensure that the
learner do not leave out any aspect of the PAT and to prove that continuous self-evaluation
was done.
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