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Grade 8 Mining Headgear Project Guide

The document outlines a project for Grade 8 students to design and create a mining headgear for platinum extraction, requiring a working drawing, scale drawing, isometric drawing, and a physical model. Students must consider structural integrity, safety, and teamwork while following a rubric for assessment based on creativity, accuracy, and neatness. The project emphasizes practical skills and engineering principles in a collaborative setting.

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100% found this document useful (1 vote)
473 views7 pages

Grade 8 Mining Headgear Project Guide

The document outlines a project for Grade 8 students to design and create a mining headgear for platinum extraction, requiring a working drawing, scale drawing, isometric drawing, and a physical model. Students must consider structural integrity, safety, and teamwork while following a rubric for assessment based on creativity, accuracy, and neatness. The project emphasizes practical skills and engineering principles in a collaborative setting.

Uploaded by

ditiroleruele
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

TECHNOLOGY GRADE 8 TERM 3

PAT 2: MAKE 35 MARKS

NAME OF SCHOOL: ……….……………………………….. Date:…………………………………..

Instruction: Study the scenario below and and design and make a mining head gear to
solve the problem

Platinum, a very valuable metal, has been found on land belonging to a tribe in a rural
area. Samples show that the platinum is only 500 m below the surface. An international
and South African joint venture company, called Platinum Stars, has decided to invest
money in this project. They want to sink a shaft to the 500 m point to take a few samples.
Then they will decide on the best mining method. Your engineering company wants to
submit a tender for the construction of the shaft headgear. The headgear
must be able to transport miners and equipment 500 m underground. It must also be
able to lift platinum ore that weighs 10 tons back up to the surface.

A tender is an offer by
someone to do work at a
certain price. When a
company
“puts out a tender”, it invites
people to apply to do a job
for
them.

PAT 2 GRADE 8 TERM 3 MAKE Page 1 of 7


Individual work: 2D working drawing
The drawing on right side is a working drawing a mining head gear Draw your head
frame in the grid below. You should show all the dimensions for the main parts of your
headframe design. Note: You may need to add triangulation to make your structure
stronger. You don’t have to draw this to scale. [4]

PAT 2 GRADE 8 TERM 3 MAKE Page 2 of 7


Make a 2D scale drawing
2. Now use rulers and set squares to draw a more
accurate version of your company’s head frame
design on scale. Use the grid below. [5]
Scale:
Suggested scale for a
small
head frame: 1 cm = 1 m.
Suggested scale for a
larger
head frame: 1 cm = 2 m.

PAT 2 GRADE 8 TERM 3 MAKE Page 3 of 7


Individual work
Make a 3D isometric drawing
Use the grid below and draw an Isometric projection of a mining headgear for your Company
The small drawing on the right is an example of how your drawing might look like. [6]

PAT 2 GRADE 8 TERM 3 MAKE Page 4 of 7


4. Make a model head frame [20]
Group work

Now it is time to make a model of your head gear. You will need to make several
different parts:
• the head frame with its sheave wheel,
• the mine winch, and
• the model lift.

In this activity, you will make the first part, the head frame.

Remember: Your teacher will watch you while you make your model to see how
well you:
• work as a team,
• measure and mark things properly,

PAT 2 GRADE 8 TERM 3 MAKE Page 5 of 7


• cut and join parts accurately and with the
correct tools,
• finish and decorate your model, and
• use safe working practices.

Not everything you try will work well. So don’t be afraid to change your designs to improve
them as you go along.

NB: Please take note that guidance on how to make the different parts of the head
gear is provided for on page 108-116 Sasol Inzalo Book 2

Rubric for assessing the model:

LEVEL CRITERIA MARKS


Learners were not able to draw the prototype.
The drawing is incomplete.
1
Learner could not complete model; model untidy; 1-7
0-19 % design will not work; no neat cutting; no measuring
done; learners need much help and motivation to
complete the model; sketches incomplete.

Learners were able to complete the drawing


with labelling and guiding notes although it is
2 not very clear.
20-49% Learner was not able to complete the model; 7-17
model not very neat but proper attempt/ effort to
complete it; signs of proper cutting; measuring is
fairly present; model strong; a few of the required
safety considerations were taken into
consideration but not all; sketches complete but
not clear.
The drawing looks good and the labelling and
guiding notes are making sense (explain
3 properly the functioning of the model)
50-79% Learner were creative and good signs to develop 18-28
skills working with hands were displayed; model is
fitted well and rounding off is good; measurements
were good; the device works; it has some of the
required safety considerations mentioned above
but not all; clear sketches to support model.
Learners were very creative. The labelling and
PAT 2 GRADE 8 TERM 3 MAKE Page 6 of 7
guiding notes are well explained and spot on.
4
Learner were very creative and very good hand
80-100% working skills were displayed; model is fit-for- 28-35
purpose/ model works well and is very effective;
model is neat and very precisely; cutting is very
accurate and rubbing very smooth; measurements
were very precise; good safety precautions were
taken into consideration; neat, clear, colourful
sketches to enhance the model were submitted.

Total : 35 marks

PAT 2 GRADE 8 TERM 3 MAKE Page 7 of 7

Common questions

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Sketches and drawings are vital for visually communicating the design and function of engineering projects. They provide a clear representation of dimensions and component layouts, which guide construction. Labelled sketches accurately convey operational details and safety features, ensuring all team members understand the intricacies of the project and work towards a unified vision .

The educational project simulates real-world challenges by requiring students to work in teams to create a model of a mining headgear that meets specific technical demands. It involves engineering processes such as designing, scaling, constructing with precise measurements, and incorporating safety considerations similar to industry standards. Team collaboration is emphasized in the practical application of skills required to produce a functional and effective model .

The project aims to develop students' technical skills in drawing and model making, understanding of engineering concepts like structure strength through triangulation, and practical skills such as accurate measuring and cutting. It also enhances teamwork, problem-solving, creativity, and effective communication through detailed labelling and sketches. These are crucial for real-world engineering challenges .

The design and construction of the mining headgear in the platinum mining project requires several key elements: it must transport miners and equipment 500 meters underground, lift 10 tons of platinum ore back to the surface, and be structurally strong, possibly incorporating triangulation for strength. Additionally, scale drawings and an isometric projection of the headgear must be created as part of the design process .

Triangulation is recommended in the construction of mining headgear because it provides additional strength and stability. Triangles are inherently rigid shapes, distributing loads evenly and resisting deformation. This enhances the integrity of structures under stress, such as when transporting heavy loads like the 10-ton platinum ore mentioned in the project scenario .

Modifications during construction allow for iterative improvements as students test and refine their designs. Adjustments can enhance structural integrity, functionality, and safety. Instinctive changes based on trial and error foster a deeper understanding of engineering principles and encourage the development of problem-solving skills, ultimately leading to a more robust and functional model .

Creativity is integrated through allowing students to modify designs during construction for improved functionality, encouraging innovative solutions to structural and aesthetic challenges, and assessing the creativity of design in their labelling and note-taking. The project encourages students to think outside conventional methods to enhance the model's effectiveness and appearance .

The model is assessed based on several criteria: the clarity of the drawing with labelling and guiding notes, creativity in the model's construction, the preciseness of measurements and cuts, how well the model fits together and functions, adherence to safety considerations, and the quality and clarity of supporting sketches. A higher grade reflects precise, neat models that are fit-for-purpose and indicate effective teamwork and problem-solving skills during construction .

Incorporating safety and efficiency involves making a headgear model with accurate measurements and secure joining of parts. Cutting should be neat and final models should display smooth, precise construction. Effective consideration of safety precautions like non-slip surfaces and robust materials ensures operational efficiency and safety. Creative and detailed labelling and sketches further demonstrate clear communication of functionality, suggesting the model would be fit-for-purpose and effective .

To ensure the model is both functional and aesthetically pleasing, considerations include precise cutting and joining of parts for mechanical integrity, smooth and neat finishes for visual appeal, accurate measurements, effective use of colors in sketches to communicate features, and thorough adherence to safety standards. These elements combine to create a model that not only works effectively but also demonstrates polished professionalism .

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