The Mini PAT is a short, focused practical task completed during the term. Unlike a full PAT (which may span multiple terms), the Mini PAT is completed within a few weeks. For Term 1, the emphasis is usually on:
The memorandum is not just an answer sheet; it’s a rubric-based guide that awards marks for the process as much as the final product.
If you are a Grade 9 learner (or a parent helping at home), you have probably heard the words "Mini PAT" and felt a mix of curiosity and stress. Don’t worry. The Term 1 Mini PAT for Technology is your first big chance to show off your problem-solving and drawing skills.
But what does the memorandum look like? What are the examiners actually looking for?
Let’s break down the typical Grade 9 Technology Mini PAT for Term 1 and explain exactly how the memorandum (memo) works.
Disclaimer: This guide is based on the CAPS curriculum (South Africa). Your specific school’s task may vary slightly, but the core principles are the same. technology grade 9 mini pat term 1 memorandum
A small coastal town struggled with frequent power outages during storm season. Mara, a Grade 9 learner in the town, loved tinkering with electronics and wanted to help. For her Mini PAT project she designed a "Community Solar Bench" — a sturdy wooden bench with an integrated small solar panel, a battery, two USB charging ports, and a low-power LED light strip.
Mara began by surveying local needs: residents wanted a safe place to recharge phones and a well-lit seating area near the community centre. She sketched a design, listing materials (wood planks, weatherproof solar panel, 12V lead-acid battery, charge controller, voltage regulator for 5V USB output, LED strip, wiring, switches, waterproof enclosure, screws, and sealant). She used basic electrical concepts to calculate expected output: with a 20W panel and average 5 hours of peak sun, the bench could generate ~100 Wh per day — enough for several phone charges and a few hours of LED lighting.
She created a circuit diagram showing the solar panel connected to a charge controller, the controller to the battery, and from the battery to a voltage regulator supplying the USB ports and the LED(s). Mara built a prototype frame, assembled components, sealed connections, added safety features (fuses, covered terminals, weatherproof box), and labeled the USB ports. She tested the bench on a sunny weekend, measured voltage and current with a multimeter, recorded energy production and usage over three days, and adjusted the angle of the panel for better output.
Mara presented her bench to the community: explaining the design, demonstrating how to use it, showing test data, and discussing limitations (reduced output in cloudy weather, battery lifespan, and maintenance). The community agreed to adopt two benches and asked the local school to maintain them. Mara wrote a short maintenance guide and a simple budget estimate for replacement parts.
The memo awards marks for:
The memo typically gives:
To clarify, here is how a learner’s statement would be judged against the memo:
Scenario: Build a cardboard bridge to span 300 mm, hold 1 kg.
Question (Section 1): Identify two forces acting on a bridge.
Memo Answer:
Question (Section 3 - Making): Explain how you reinforced your bridge.
Memo expects:
1. Identify the Problem / Scenario
2. Design Brief
3. Specifications and Constraints
4. Research (Existing Products)