NST2602 TL 501.

NST2602 TL 501. © 2020 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria NST2602/1/2021–2023 InDesign PR_Tour_Style . . . . . . . . . . . N S T 26 02 /1iii CONTENTS Page INTRODUCTION V 1 LEARNING UNIT 1: Technology content, principles and practices 1 2 LEARNING UNIT 2: Technology sustainability and indigenous knowledge systems13 3 LEARNING UNIT 3: Health and safety in technology 32 4 LEARNING UNIT 4: Civil technology 52 5 LEARNING UNIT 5: Engineering graphics and design technology 85 6 LEARNING UNIT 6: Mechanical systems and control technology 101 7 LEARNING UNIT 7: Electrical systems and control technology 114 8 LEARNING UNIT 8: Technology and the use of tools 131 REFERENCES 140 CONTENTS . . . . . . . . . . . iv . . . . . . . . . . . N S T 26 02 /1v INTRODUCTION This module provides you, as prospective educators, with an overview of the role of technology education in society and in the school curriculum. It defines the core concepts in technology education and explores how this knowledge might best be mediated in the classroom. Module Specific outcomes and assessment criteria Specific outcome Assessment criteria 1 The qualifying student can apply specific design skills to solve technological problems. • Completed tasks demonstrate an understanding of the field of technology in a school context • Projects demonstrate the ability to identify and investigate, design, make and evaluate processes and products and/or projects related to Technology Education • Summary of findings demonstrate the use of appropriate terminology and a variety of communication media. 2 The students will be able to use the concepts and knowledge required for Technology Education responsibly and purposefully. Range Knowledge, understanding and application of concepts used in six sections of the curriculum Civil technology, Processing and Engineering Graphics and Design, Indigenous technology, Electrical and Mechanical and technology.