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    This module and collection are included inLens: Siyavula: Technology (Gr. 4-6)
    By: Siyavula

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Isometriese tekening van 'n kubus

Module by: Siyavula Uploaders. E-mail the author

TEGNOLOGIE

Graad 6

3-D DROME

Module 5

ISOMETRIESE TEKENING VAN ‘N KUBUS

OPDRAG 1:

Beantwoord die volgende vrae na aanleiding van die onderstaande ISOMETRIESE TEKENING van ‘n kubus. [LU 1.3]

Hoeveel sigbare (aaneenlopende) lyne is in die tekening?

Hoeveel onsigbare (gebroke) lyne is in die tekening?

Hoeveel vlakke het die figuur?

Hoeveel vlakke is sigbaar?

Hoeveel vlakke is onsigbaar?

Onderstreep:

‘n Kubus is saamgestel uit ses (vierkante, reghoeke), maar in die skets lyk hulle na ses (parallelogramme, ruite).

Hierdie kubus het drie aansigte, naamlik ‘n VOORAANSIG (regsvoor), ‘n SY-AANSIG (linksvoor) en ‘n BO-AANSIG (reg van bo).

Kleur die aansigte as volg in:

Voor: Blou

Sy :Groen

Bo: Rooi

OPDRAG 2:

Kleur die onderstaande figure in deur van die bogenoemde kleure gebruik te maak. Kyk of jy elke blokkie se onsigbare lyne ook kan intrek. [LU 1.3]

Figure 1
Figure 1 (Picture 2.png)

OPDRAG 3:

Teken soortgelyke figure soos in Opdrag 2 op ‘n 30°/60° ruitnet. (Die figure word elke keer net anders geplaas.) [LU 1.3]

Figure 2
Figure 2 (Picture 3.png)

Agtergrond:

Voordat ons individueel gaan probeer om ‘n drie-dimensionele voorwerp te teken, gaan ons eers die fatsoene van vlakke in ‘n tekening vergelyk met die fatsoene op die werklike voorwerp.

OPDRAG 4:

Bestudeer die volgende tekeninge en identifiseer die fatsoene wat gevra word. [LU 1.3]

Figure 3
Figure 3 (Picture 4.png)

Voltooi die tabel:

Table 1
Nommer van vlak Tipe fatsoen op skets Fatsoen op werklike voorwerp
1    
2    
3    
4    
5    
6    
7    
8    

Interessant:

Verskil jou antwoord van 2 en 8 op die skets?

As ons van die veronderstelling uitgaan dat dit sketse van dieselfde gebou is, probeer

verklaar waarom.

Verskil jou antwoord van vlakke 2 en 8 op die werklike voorwerp?

Verklaar

Agtergrond:

‘n Drie-dimensionele figuur soos ‘n kubus het ook vertikale en horisontale vlakke.

Figure 4
Figure 4 (graphics1.png)

Omkring:

‘n Kubus het 2/ 4/ 6 horisontale en 2/ 4/ 6 vertikale vlakke.

OPDRAG 5: [LU 1.3]

Figure 5
Figure 5 (graphics2.png)

a) Hoeveel horisontale vlakke het ‘n houtblok wat so sou staan?

En vertikale vlakke?

Figure 6
Figure 6 (graphics3.png)

b) Hoeveel horisontale vlakke het ‘n houtblok wat so sou staan?

En vertikale vlakke?

c) Watter afleiding kan jy nou hieruit maak? Voltooi:

‘n Houtblok/reghoekige figuur het altyd horisontale en

vertikale vlakke.

OPDRAG 6: [LU 1.3]

Figure 7
Figure 7 (Picture 5.png)

a) Trek die drie sigbare vlakke oor op deurslagpapier (nr. 4, 5, 6 [boonste vlak]).

b) Knip die drie vlakke uit.

c) Kry drie verskillende kleure karton en knip twee voorbeelde van elke vlak uit die kleure (ses dele met twee van elke kleur) (twee van nr. 6, twee van nr. 5, twee van nr. 4).

d) Bou die dosie op die ruitnet (‘n afskrif van bylae 1) deur die dele in die volgorde aangedui met wondergom op die ruitnet vas te plak.

e) Teken nou die dosie in potlood op die ruitnet. Teken eers die sigbare lyne en daarna die onsigbare lyne met strepieslyne.

‘n Uitdaging:

f) Veronderstel vlak 4 is ‘n flap wat kan oopslaan. Slaan flap 4 nou af. Teken die dosie met sy oop flap in potlood op die ruitnet. Teken eers al die sigbare lyne en daarna die onsigbare lyne.

Assessering

Table 2
Leeruitkomstes(LUs)
 
LU 1
TEGNOLOGIESE PROSESSE EN VAARDIGHEDEDie leerder is in staat om tegnologiese prosesse en vaardighede eties en verantwoordelik toe te pas deur gepaste inligtings- en kommunikasietegnologie te gebruik.
Assesseringstandaarde(ASe)
 
Dit is duidelik wanneer die leerder die volgende doen:
Ondersoek:
1.2 vind uit oor bestaande produkte wat relevant vir ‘n probleem, behoefte of geleentheid is, en identifiseer en vergelyk die ontwerpaspekte daarvan (bv. vir wie dit is, waarvoor dit is, hoe dit lyk; waarvan dit gemaak is, hoe dit werk, of dit die omgewing sal affekteer);
1.3 voer, waar gepas, ‘n wetenskaplike ondersoek uit oor begrippe wat relevant vir ‘n probleem, behoefte of geleentheid is deur wetenskapprosesvaardighede te gebruik;

Memorandum

Opdrag1

6.

(a) 9

(b) 3

(c) 6

(d) 3

(e) 3

(f) vierkant ruite

(g)

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