Learners test their structure – the memo allows marks for:
Design documentation (10)
Technical understanding & calculations (8)
Construction & safety (10)
Testing & data collection (8)
Presentation & documentation (8)
Total: 50
| Criteria | Marks | |----------|-------| | Problem statement clearly described | 2 | | Who the solution is for (user/context) | 2 | | What the solution must do | 2 |
Example acceptable answer:
“I am going to design and make a model of a crane that can lift a load of 200 g from the floor to a height of 300 mm. The crane must be stable and operated by a simple crank mechanism.”
Note: This memorandum covers typical topics for a Grade 9 Technology mini PAT (Practical Assessment Task) Term 1: assessment criteria, suggested rubric, model solutions, step-by-step processes, marking guideline, examples, and teacher notes. Assume the PAT focuses on a small design-and-make project combining problem identification, design, planning, making, and evaluation with basic sketching, materials, tools, and simple electronics or mechanisms where relevant. technology grade 9 mini pat term 1 memorandum
If you want, I can:
If you want, I can:
The Story of Alex and the Missing Drone
Alex was a Grade 9 student who loved technology and coding. As part of his Technology Mini PAT (Practical Assessment Task) for Term 1, he was required to design and build a simple drone using a microcontroller and other electronic components.
As Alex worked on his drone, he made sure to document his design process, including his ideas, sketches, and testing results. He also wrote down notes on how he overcame obstacles and made improvements to his design.
However, on the day before the Mini PAT was due, disaster struck! Alex's drone went missing while he was testing it in the park. He had left it on a bench, but when he turned his back for a minute, it was gone!
Panicked, Alex remembered that he had to submit his Mini PAT project, complete with a memorandum (a document that explains the design process and decisions made during the project). Without his drone, he wouldn't be able to show his teacher how it worked.
The Solution
The next day, Alex decided to recreate his drone using the same design and components. He worked quickly, but carefully, to ensure that his new drone was identical to the original.
Meanwhile, Alex's teacher, Mrs. Johnson, had announced that she would be providing a memorandum template for the students to use. The template asked questions like: Learners test their structure – the memo allows marks for:
Alex quickly filled out the memorandum template, explaining his design process, decisions, and testing results. He also included diagrams and pictures of his drone, as well as notes on how he improved his design.
The Outcome
When Alex submitted his recreated drone and memorandum, Mrs. Johnson was impressed with his work. Despite the setback of losing his original drone, Alex had demonstrated a thorough understanding of the design process and the technology concepts covered in the Mini PAT.
Alex received a good mark on his project, and he learned a valuable lesson about the importance of documentation, perseverance, and creativity in technology and design.
Helpful Tips
From Alex's story, here are some helpful tips for completing your own Technology Grade 9 Mini PAT Term 1:
The fluorescent lights of the Grade 9 workshop hummed in sync with the nervous energy of the room. It was Mini-PAT week, and for Leo, this wasn't just a term grade—it was a battle against a stubborn piece of corrugated cardboard and a pair of blunt shears.
The brief was simple: "Design and build a model of a emergency rescue bridge."
Leo stared at his workstation. According to the memorandum his teacher, Mr. Sithole, had briefly flashed on the board, he needed a clear Design Brief, a list of Specifications, and a structural design that could withstand a 1kg weight.
"Remember," Mr. Sithole’s voice boomed over the sound of a glue gun clicking, "The memorandum looks for triangulation. If your bridge is all squares, it’s a graveyard for marks!" Design documentation (10)
Leo’s partner, Sarah, was already sketching. "Look at the Assessment Criteria," she whispered, pointing to her notebook. "We get five marks just for the neatness of our joints and ten for the working drawing showing the side view at a 1:2 scale."
They spent the first two hours in the 'Design' phase of the Technological Process. They debated the merits of a truss bridge versus a suspension model. By day two, the floor was littered with "investigation" scraps. They followed the memo like a holy text: Investigation: Comparing existing bridge types. Design: Choosing the best solution and sketching it. Make: Turning the sketches into a 3D reality. Evaluate: Testing the strength.
On Friday, the moment of truth arrived. Mr. Sithole walked around with his clipboard—the physical embodiment of the marking memorandum.
He reached Leo’s desk. The bridge, built from skewers and wood glue, looked spindly. Mr. Sithole placed the 1kg brass weight in the center. The wood groaned. A joint creaked. But the triangular braces Leo had painstakingly glued held firm.
"Excellent use of reinforcement," Mr. Sithole muttered, ticking a box on his sheet. "And your Project Portfolio includes the 3D isometric drawing? That’s the top level of the rubric."
As the bell rang, Leo realized that the memorandum wasn't just a list of rules; it was the map that had guided them through the chaos of creation. He walked out of the workshop knowing that for Term 1, he hadn't just built a bridge—he’d mastered the process.
Theme: Community Issues – The Contractors (Bridge Design)Total Marks: 70 Phase 1: Investigation (15 Marks)
Problem Identification: Clearly state the problem (e.g., "The community is isolated during rainy seasons because the river floods.").
Existing Products: Evaluation of bridge types (Beam, Arch, Suspension, Truss) based on safety, cost, and stability.
Community Needs: Identifying requirements such as accessibility for the elderly and safety for schoolchildren. MARKING GUIDELINES GR 9 PAT 2026 TERM One - Scribd
Please Note: The specific context of the Mini PAT can vary slightly by province or year (e.g., some years focus on a "Cell Phone Stand," others on a "Hydraulic Arm," "Bridge," or "Packaging"). However, the most common and recent Grade 9 Term 1 PAT topic is usually centered around Structures (specifically a Cell Phone Stand or a Bridge) or Mechanical Systems (Hydraulics/Pneumatics).
This memorandum covers the standard criteria and provides model answers for the most common PAT sections.
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