metal work

7/28/2019 Metal Work

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M I N I S T R Y O F E D U C A T I O N S C I E N C E A N D S P O R T S

TEACHING SYLLABUS FOR METALWORK

(SHS 2 - 4)

Enquiries and comments on this syllabus should be addressed to:

The DirectorCurriculum Research and Development Division (CRDD)

P. O. Box 2739AccraGhana.

Tel: 021-683668021-683651

September, 2008

Republic of Ghana


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TEACHING SYLLABUS FOR METALWORK

RATIONALE FOR TEACHING METAL WORK

Development in most countries shows that nations that produce new tools and machinery are leading not only in the production of goods and services, but thattheir people also have high living standards. The relationship between a nations ability to develop new tools for work and the living standards of its peopleindicates that high levels of development could be attained if a major portion of the young people of a nation could progressively be trained in science and

technology toward the ultimate aim of increasing the manufacturing capacity of the nation.

Metalwork is a subject that deals with basic elements of Mechanical Engineering. The skills acquired in the subject provide the foundation for developing basicengineering solutions to simple problems in the home, school and community. The subject therefore offers the student the chance to acquire valuable skills thatwill open up a wide range of opportunities for employment and productive work.

GENERAL AIMS:

The subject is designed to help the student to:

use hand and machine tools in the workshop to produce simple work pieces

identify simple metalwork/agricultural/industrial problems and suggest possible solutions

demonstrate knowledge and understanding of materials used in the workshop apply the principles of logical planning in the manufacture of items in the workshop

observe safety precautions in the workshop

adopt basic processes for the care, repair and preventive maintenance of hand and machine tools.

apply moral principles in working

SCOPE OF CONTENT

The scope of metalwork provides adequate foundation for students who will pursue further education in the subject. The course also offers enough knowledge andskills for students terminating their education at the end of the Senior High School to help them build the capacity to set up metal work enterprises after someamount of apprenticeship training.

The course covers the following:

i. Safety measures in the workshopii. Bench work tools and their usesiii. Designing and making articlesiv. The use of appropriate materials for selected jobs.v. Machine tools and their operation.vi. Methods of joining metals and their fastenersvii. Casting of itemsviii. Surface protection (Finishing)


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PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

The metal work course builds on many aspects of the course in Basic Design and Technology offered at the Junior High School level. Students offering the MetalWork option should have had good performance in English, Mathematics and in Basic Design and Technology. Satisfactory literacy and numeracy skills as well asbasic knowledge and skills in drawing and designing are important for success in this subject.

ORGANIZATION OF THE SYLLABUS

The syllabus has been structured to cover three years of the Senior High School Programme. Each year's work consists of a number of sections with eachsection comprising a number of units. The structure of the syllabus is presented below.

STRUCTURE AND ORGANIZATION OF THE SHS METALWORK

SHS 2 SHS 3 SHS 4

SECTION 1: GENERAL SAFETY

Unit 1: Potential sources of accidents in theworkshop

Unit 2: Personal safety in the workshop

SECTION 1: MATERIALS - II

Unit 1: Non-ferrous metalsUnit 2: Non-ferrous alloys

SECTION 1: MATERIALS III

Unit 1: PlasticsUnit 2: Alloy steels

SECTION 2: DESIGNING AND MAKING

Unit 1: Identifying the problemUnit 2: Generating possible solutions (Exploring)Unit 3: Making the artifactUnit 4: Evaluating and Modifying the artifact

SECTION 2: FOUNDRY WORK

Unit 1: CastingUnit 2: Sand casting

SECTION 2: HEAT TREATMENT

Unit 1: Heat treatment of plain carbon steel

SECTION 3: BENCH WORK AND TOOLS

Unit 1: Measuring toolsUnit 2: Marking out toolsUnit 3: Holding and cutting toolsUnit 4: Striking toolsUnit 5: Removing tools

SECTION 3: BEATEN METALWORK

Unit 1: Tools and equipment for beaten metalworkUnit 2: Processes in beaten metalwork

SECTION 3: FINISHES

Unit 1: Metal finishes

SECTION 4: FILES AND FILING

Unit 1: FilesUnit 2: Hacksaw and sawing

SECTION 4: METHODS OF JOINING METAL- I(RIVETING)

Unit 1: Tools and equipment or rivetingUnit 2: Types of Riveted joints


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SHS 2 SHS 3 SHS 4

SECTION 5: SHEET METALWORK

Unit 1: Basic Tools and equipment for sheet

metalworkUnit 2: Joints in sheet metalwork (Seams)

SECTION 5: METHODS OF JOINING METAL II(GAS AND ELECTRIC WELDING)

Unit 1: Tools and equipment for weldingUnit 2: Welding operations

SECTION 6: METHODS OF JOINING METAL -1(SOLDERING)

Unit 1: Soft solderingUnit 2: Hard soldering

SECTION 6: MACHINE TOOLS

Unit 1: Centre latheUnit 2: Shaping machineUnit 3: Milling machine

SECTION 7: MATERIALS I

Unit 1: Production of ferrous metals

SECTION 7: SCREW THREADS

Unit 1: Types of screw threadUnit 2: TapsUnit 3: Dies

SECTION 8: HAND FORGING

Unit 1: Hand forging tools and equipmentUnit 2: Hand forging operations

SECTION 9: MACHINE TOOLS - 1

Unit 1: Off-hand grinding machine

SECTION 10: COOLANTS

Unit 1: Cutting fluidsUnit 2: Drilling machinesUnit 3: Drill bits


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TIME ALLOCATION

Metalwork is allocated four (4) periods a week in the 2nd

year (7) seven periods a week in the 3rd

year and (6) six periods a week in the fourth year.

SUGGESTIONS FOR TEACHING THE SYLLABUS

General Objectives

General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives flow fromthe general aims for teaching Metalwork listed on page (i) of this syllabus. The general objectives form the basis for the selection and organization of the unittopics. Read the general objectives very carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectivesagain to be sure you have covered both of them adequately in the course of your teaching.

Sections and Units: Each section of the syllabus is divided into units, where a unit consists of a body of knowledge and skills that form a logical aspect of the

section.

Column I - Units: The Units in Column 1 provide the major topics of the section. You are expected to follow the unit topics according to the linear order in which

they have been presented. However, if you find at some point that teaching and learning of a unit will be more effective if you branched to another unit beforecoming back to the unit in the sequence you are encouraged to do so.

Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The 'specific objectives begin with numbers such as 1.2.2 or 2.2.1. Thesenumbers are referred to as "Syllabus Reference Numbers. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit,while the third digit refers to the rank order of the specific objective. For instance, 1.2.2 means: Section 1, Unit 2 (of Section 1) and Specific Objective 2. In otherwords, 1.2.2 refers to Specific Objective 2 of Unit 2 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1, of Unit2 of Section 2.

You will note also that specific objectives have been stated in terms of t he students i.e. whatthe student will be able to do after instruction and learning in the unit.Each specific objective hence starts with the following: "The student will be able to.." This in effect, means that you have to address the learning problems of eachindividual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit

of the syllabus.

As has been said already, the order in which the unit topics appear should not necessarily be the teaching order. There should however, be a linkage in the orderin which the units and specific objectives are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the students will carry outduring a particular lesson. Knowing the requirements of a lesson, the teacher should assemble the tools and materials required for the activities well in advance.The collection of tools and materials must be done by both the teacher and students. Other regular materials may be continually collected and stored to be usedwhen needed. When materials are not available in the school or in the immediate environment, the teacher should try to contact persons in higher institutions andin the community for help.

As students begin work on activities of each lesson, the teacher should serve as a facilitator and motivate the students in various ways to sustain their interest. Asmuch as possible, resource persons may be invited to carry out demonstrations and talk about their work to the class. Field trips may be organized to thecommunity for students to see artisans in metalwork producing different artifacts.


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Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particularunit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In any case, try tofind more information through reading and personal investigations to add to the content provided. The use of resource persons will in many cases, help to provideyour class with more information and skills. The column also suggests tools and materials that can be used for the unit or lesson.

Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons is presented in Column 4. The teaching ofthis subject should be activity oriented. The major portion of class work and other assignments should emphasize practice. Group work and other participatorymethods should be emphasized in the teaching and learning process. In this particular subject, students are expected to acquire valuable basic practical skills toserve as a foundation for further skill development. Observe and also ensure that students exhibit skills and positive values of honesty, cooperation etc, in theirbehaviour and in creative activities.

Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form oforal questions, quizzes, class assignments, project work; etc. Try to ask questions and set tasks and assignments that will challenge your students to apply theirknowledge to issues and problems, and that will engage them in creating new and original items, and developing positive attitudes as a result of having undergoneinstruction in this subject. Evaluation should also include observation of processes students go through in performing various activities, and the products studentsmake. Processes and products are both equally important and need observation and correction. The suggested evaluation tasks are not exhaustive. You areencouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives ofeach unit.

Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore necessary that you develop a scheme of work and lesson

plans for teaching the units of this syllabus.

PROFILE DIMENSIONS

Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Eachof the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of theinstructional period. A specific objective as follows: The student will be able to describe etc. contains an action verb "describe" that indicates what the studentwill be able to do after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that thestudent has acquired "knowledge". Being able to explain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly,being able to develop, plan, construct, make etc. means that the student can "apply" or use the knowledge acquired in some new context. Each of the actionverbs in the specific objectives of the syllabus describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application",etc. are dimensions that should be the prime focus of teaching, learning and assessment in schools.

Profile dimensions describe the underlying behaviours for teaching, learning and assessment. Metalwork is a practical subject and the learning required is bestachieved by practical application of skills learnt. The profile dimensions required in this subject and their respective weights are as follows:

Knowledge and Understanding 10%Application of Knowledge 30%Attitudes and Practical Skills 60%

Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of thedimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in theteaching and learning process will ensure that metal work is taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skillsin the subject.


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The explanation of the key words involved in each of the profile dimensions is as follows:

Knowledge and Understanding (KU)

Knowledge The ability to:remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability toremember or recall material already learned and constitutes the lowest level of learning.

Understanding The ability to:explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend.Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Application of Knowledge (AK)

Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,

synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension "Use

of Knowledge" or application of knowledge is a summary dimension of all four learning levels. Details of each of the four sub-levels of the dimension are asfollows:

Application The ability to:apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce,solve, operate, plan, demonstrate, discover etc.

Analysis The ability to:Break down materials into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc,recognize unstated assumptions and logical facilities, recognize inferences from facts etc.

Synthesis The ability to:Put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, design, organize, create,generate, discuss etc.

Evaluation The ability to:appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude,make recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials based on some criteria.

Practical Skills (PS)

Practical skills involve demonstration of manipulative skills using tools/equipment and materials to carry out practical operations. The teaching and assessment ofpractical skills should involve projects and creative practical tasks.


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Attitudes and Practical Skills is given 60 per cent of the teaching, learning and testing time to emphasize the point that Metalwork is more toward the acquisitionof practical skills at the SHS level. The remaining 40 per cent can be used for theoretical aspect involving acquisition of knowledge and understanding.

Skills required for effective practical work are the following:

1. Handling Tools/Equipment/Materials2. Observation3. Craftsmanship/Draftsmanship4. Perception5. Creativity6. Communication

Tools/Equipment/Material Handling: Students should be able to handle and use tools/equipment/materials properly for practical work to acquire the neededmanual skills.

Observation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in thiscase should be able to imitate the techniques he/she has observed for performing other tasks.

Craftsmanship/Draftsmanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the level of

the students.

Perception: The student should be able to respond to his/her environment using all the senses i.e. seeing, hearing, smelling, touching and tasting. Thestudent should be encouraged to apply these senses to every project he/she undertakes.

Originality/Creativity Students should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to beoriginal in making works of art and not copy existing work. You can help them to be creative and original by encouraging any little creative effort, technique andproduct they may develop.

Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reporting andappreciation etc.

The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the set objectives. Select from theaction verbs provided for your teaching, in evaluating learning before, during and after the instruction.

Pre-imaging

In design and making, students are required to pre-image their solutions, do an illustrative drawing and specifications before making the artifact or product. Pre-imaging is a process of visualizing alternative product solutions, putting the visual images down on paper in the form of drawings, selecting the most suitableproduct solution before making. Production of good quality products should always start with the process of pre-imaging.


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FORM OF ASSESSMENT

It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessmentprocedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective inthe syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representativesample of the specific objectives taught, the test is referred to as a Criterion-Referenced Test. In many cases, a teacher cannot test all the objectives taught in aterm, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that it will consist of a sample ofthe important objectives taught over a period.

The example on the next page shows an examination consisting of two papers, Paper 1 and Paper 2. Paper 3 will be the School Based Assessment (SBA) whichis not shown in the table. Paper 1 will consist of objective-type items, structured questions and drawing and designing. Paper 2 will consist of project work andpractical test. The SBA will be based on all three dimensions as indicated. The distribution of marks for the objective test items, structured questions and thepractical test should be in line with the weights of the profile dimensions already indicated and shown in the last column of the table on the next page.

The weighting of examination marks will be done in accordance with the suggested table above. Paper 1 will have two sittings. Paper 1A and 1B which willcomprise the multiple choice (objectives) and the structured questions respectively and will be taken at one sitting. Paper 1C will comprise the second sitting andwill involve Drawing and Designing.

Paper 2 will comprise project work and the practical examination. Paper 1A, 1B and 1C will therefore carry a total of 100 marks which will be scaled down to 40%:10 marks for the objective test, 10 marks for the structured test paper and 20 marks for Drawing and Designing paper. Paper 2 will comprise the project work andpractical test. It will attract a total of 100 marks which will be scaled down to 60%. 20% for project work which will be internally assessed on termly basis whereasthe practical examinations will have 40% which will be externally assessed.

WEIGHTING OF EXAMINATION PAPERS

PAPER 1 PAPER 2

Weights

Dimensions AObjectives

BStructured/Essay

CDrawing and Designing Project Practical

Knowledge andUnderstanding (KU)

10% - - - - 10%

Application ofKnowledge (AK)

- 10% 20% - - 30%

Practical Skills (PS) - - - 20% 40% 60%

Total 40% 60% 100%


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CRITERIA FOR ASSESSING PRACTICAL PRODUCTS: The marks allocated for practical products should be awarded using these guidelines:

Originality - 30%Design - 30%Craftsmanship - 40%

Where a practical product is marked out of 20, 30% of the marks, that is six points, should be allocated to originality, six points to design and the remaining eightpoints allocated to craftsmanship.

GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)

School Based Assessment (SBA) system, formerly referred as continuous assessment will be introduced into the Senior High School from September, 2009. SBAis a very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with an internal assessment systemthat will help schools to achieve the following purposes:

o Standardize the practice of internal school-based assessment in all schools in the countryo Provide reduced assessment tasks for subjects studied at each of the school levelso Provide teachers with guidelines for constructing assessment items/questions and other assessment taskso Introduce standards of achievement in each subject and in each class of the school systemo

Provide guidance in marking and grading test items/questions and other assessment taskso Introduce a system of moderation that will ensure accuracy and reliability of teachers markso Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.

The arrangements for School Based Assessment may be grouped in categories as follows: Projects, Class Tests, homework and Terminal Test.

1. Projects: These are tasks assigned to students to be completed over an extended time.These will include the following:i) practical workii) experimentsiii) investigative study (including case study)

A report must be written for each project undertaken.

2. Class Tests These will essentially consist of written assignments covering topics/units completed at some specific period within the term.

3. Home Work: This is an assignment to be completed within a day or a couple of days. Homework may consist of essays, summaries, and other problemsto be solved.

4. EndofTerm Test:The endof-term test is a summative assessment system and should consist of the knowledge and skills students have acquired in the term. The end-of-term test for Term 3 should be composed of items/questions based on the specific objectives studied over the three terms, using a different weightingsystem such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may build an End-of-Term 3test in such a way that it would consist of 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60% of objectives studied inTerm 3.


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GRADING PROCEDURE

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigninggrades on students test results.

Grade A: 80 - 100% - ExcellentGrade B: 70 - 79% - Very GoodGrade C: 60 - 69% - GoodGrade D: 45 - 59% - Credit (Satisfactory)Grade E: 35 - 44% - PassGrade F: 34% and below - Fail

In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, consists of the points for the best answeryou expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a questioncarries 20 marks, and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by thestudent) to each point, hence totaling 18 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers you maydevelop an answer key to speed up the marking.

In assigning grades to students test results you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade. The gradeboundaries are also referred to as grade cut-off scores. For instance, the grade cut-off score for a B grade is 65% in the example. When you adopt a fixed cut-offscore grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified score to beawarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very useful system for gradingachievement tests.

Note however, that the WASSCE has a different grading system from the above. The WASSCE grading system is as follows:

WASSCE GRADING SYSTEM

Grade A1: 80 - 100% - ExcellentGrade B2: 70 - 79% - Very GoodGrade B3: 60 - 69% - GoodGrade C4: 55 - 59% - Credit

Grade C5: 50 - 54% - CreditGrade C6: 45 - 49% - CreditGrade C7: 40 - 44% - PassGrade D8: 35 - 39% - PassGrade F9: 34% and below - Fail

The WASSCE grading system consists of nine grades and is rather too long for use in schools. What you need to do however, is to remind your students to striveto attain a minimum of 50 percent marks in class tests in order to increase their chances of getting good grades in the WASSCE examination.


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SENIOR HIGH SCHOOL YEAR 2SECTION 1

GENERAL SAFETY

General Objectives: The student will:

1. be aware of potential sources of accident in the workshop2. observe safety rules and regulations

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1

POTENTIALSOURCES OF

ACCIDENTS INTHE WORKSHOP

UNIT 2

PERSONALSAFETY IN THEWORKSHOP

The student will be able to:

1.1.1 identify potentialsources of accidents.

1.1.2 demonstrate the correctsafety measures toavoid accidents.

1.2.1. identify personal safetyclothing available.

1.2.2 identify and explain thevarious general safetyrules in a workshopenvironment

Potential sources of accidents- revolving machine parts without

guards.

- defective tools e.g. loose hammerheads.

- slippery floors- exposed, uninsulated electric wires.

Measures to avoid accidents- avoid using machines with revolving

parts without guards.- use well fitted hand tools- avoid slippery floors- electric wires must be well insulated

and covered.

Safety clothings- goggles- apron- gloves- boots with hard toe caps- helmet etc.

Workshop safety- do not start any machine at the

workshop without permission- do not obstruct the gangways- do not distract your neighbours

attention when he/she is working- do not be over-confident when

using any machine.

Assist students to discuss the various sources ofaccidents at the workshop.

Guide students to discuss the various ways ofavoiding accidents in the workshop

Demonstrate the right safety measures for studentsto observe.

Assist students to identify and use the varioussafety clothing for workshop activities.

Assist students to identify and discuss the reasonsfor various general workshop safety rules.

Identify the varioussources of accidentsin the metal

workshop.

Demonstrate theprinciples forpreventing accidentsin the workshop.

List the kinds ofpersonal safetyclothing and theirrelevant uses.

Explain the generalworkshop safetyrules.


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DESIGNING AND MAKING


develop knowledge and skills for solving problems using the design and making approach


UNIT 1

IDENTIFYING THEPROBLEM


2.1.1 identify a problem in agiven situation.

2.1.2 define the problemidentified.

2.1.3 state the benefits to bederived from the solutionof the design problem.

Problem areas- market

- church- classroom- room- lorry park- workshop etc.

Problem definitionGive the reason why the issue is aproblem.

State the inconvenience(s) posed bythe problem.

Benefits to be derived from findingsolution(s) to the problem identified.

Help students to identify design problems at themarket and other places from a given situation.

Assist them also to describe some design problemsin their own s ituations.

Assist students in groups or individually, to definetheir design problem and describe in clear terms.

Assist students to discuss the benefit to be derivedfrom finding solution(s) to the design problem(s)

Students to:

identify a designproblem from a given

situation.

define their statedproblems.

state the benefits tobe derived fromsolving the problem ingroups andindividually.


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UNIT 2

GENERATINGPOSSIBLESOLUTIONS

(EXPLORING)

UNIT 3

MAKING THEARTIFACT

UNIT 4

EVALUATINGAND MODIFYINGTHE ARTIFACT


2.2.1 use appropriateinvestigation proceduresfor deriving possible

solutions.

2.2.2 generate at least threepossible solutionsthrough pre-imaging

2.2.3 select the most suitablesolution for a design

problem

2.3.1 write down the sequence ofoperation

2.3.2 select suitable materialsand tools

2.3.3 produce the artifact

2.4.1 evaluate the functionalityor appropriateness of theirartifacts

Investigation Procedures andPossible solutions

- interviews- observation- visits- reading-journals, books etc.- photographs- sketches of solution alternatives etc.

Generation of possible solution andselecting the best/most suitable solutionthrough pre-imaging

Selecting the most suitable solution by:simplicity/complexity, availability of

materials, cost

Making the artifact- operational sequence- cutting list

Selection of appropriate tools andmaterials for making the artifact

Making the artifact.

Evaluation of the completed artifact.

Assist students to conduct variousinvestigations/research to gather pieces ofinformation for generating possible solutions.

Assist students to use pre-imaging technique togenerate at least three possible solutions and usepictorial drawings to illustrate each of the threesolutions.

Students to consider each of their three solutionsby given criteria and select the most appropriate

solution

Assist students to write down the operationalsequence of the solution and prepare cutting list

Guide students to select appropriate tools andmaterials for making their artifacts

Guide students to construct their artifacts.Note: Pay occasional visits to the workshop apart

from the normal time-table to assess studentsprogress of work.

Guide students to evaluate thefunctionality/appropriateness of their completedartifacts and modify where necessary

Students in groups orindividually to conductinvestigations to

generate initial ideas.

Generate possiblesolutions usingpictorial drawing.

Write downoperational sequence

and prepare cuttinglist for their projects.

Select appropriatetools and materialsfor making theirartifacts.

Make their projects.

Evaluate their artifact


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BENCHWORK AND TOOLS

General Objectives: The student will:1. acquire knowledge, skills and attitudes for safe use of bench work tools2. be aware of the characteristics and uses of different bench work tools and equipment.3. use the various bench work tools appropriately


UNIT 1

MEASURINGTOOLS


3.1.1 identify types tomeasuring tools

3.1.2 sketch and label the

measuring tools.

3.1.3 demonstrate the righttechnique for handingmeasuring tools.

3.1.4 demonstrate how tocare for and maintainthe various measuringtools.

Measuring toolslinear measuring tools

- steel rule- depth gauge- tape measure- veneer calipers- micrometer (inside/ outside)- outside and inside calipers

Angular measuring tools- veneer protractor- combination set.- sliding bevel.

Sketching and labeling the measuring

tools.

Using the measuring tools and equipmentsafely.

Maintaining the tools and equipment.

Show samples of measuring tools and helpstudents to identify and describe their uses.

Assist students to sketch and label measuring

tools.

Demonstrate the right technique for safe handlingand use of the various measuring tools for studentsto observe and practise

Demonstrate how to care for and maintain the toolsfor students to observe.

Students to clean, oil/grease tools after use.

Identify types of linearand angular

measuring tools.

Sketch and label

metalwork measuringtools.

Demonstrate how tocare for and maintainthe tools.


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UNIT 2

MARKING OUTTOOLS


3.2.1 identify the variousmarking-outtools.

3.2.2 sketch and label theparts of some markingout tools.

3.2.3 demonstrate the righttechniques for handlingand using the markingout tools.

3.2.4 demonstrate how to carefor and maintain tools.

Marking - out tools- dot punch- steel rule- sliding bevel- angle plate- vee blocks- scribing block- surface gauge- a pair of dividers- centre punch- try square- odd-leg caliper- calipers inside/ outside- scriber- trammels

Sketching and labeling the marking-outtools

Using the tools and equipment for markingout

Maintaining tools and equipment formarking out

Display actual tools and assist students to identifyand learn their uses.

Sketch and label the various marking-out tools forstudents to observe.-Students to sketch and label selected marking-outtools

Demonstrate the right technique for handling andusing the marking-out tools for students to observe.Give students practical exercise to enable thempractise uses of the tools.

Demonstrate the proper way to care for andmaintain marking-out tools for students to practice.

Identify type ofmarking out tools.

Sketch the marking-out tools.

Practise the use ofthe toolsappropriately.

Show how to care forand maintain toolsand equipment.Clean, grease or oiltools after use.


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UNIT 3

HOLDING ANDCUTTING TOOLS

UNIT 4

STRIKING TOOLS


3.3.1 identify the differenttypes of holding andcutting tools.

3.3.2 sketch and label someof the holding andcutting tools.

3.3.3 demonstrate the righttechnique for handlingand using the tools.

3.3.4 demonstrate how toCare for and maintainthe tools.

3.4.1 identify the variousstriking tool.

3.4.2 sketch and label thestriking tools.

Holding Tools- bench vice- hand vice- G-clamp

- chuck: lathe chucks

drill chucksCutting tools

Cold chisels:

flat chisel

crosscut chisel

diamond point chisel

half-round chisel- Hack saw

Sketching and labeling the parts of thetools.

Using the tools.

Maintaining the tools and equipment.

Engineers hammers- cross pein hammer- straight pein hammer- ball pein hammer

Mallets- raw hide mallet- copper mallet- wooden mallet- lead mallet.

Sketching and labeling the tools andequipment.

Assist students to identify the various kinds ofholding and cutting tools.

Demonstrate the use of cutting tools for students to

practise

Assist students to sketch and label parts of holdingand cutting tools and equipment.

Demonstrate the right techniques for handling andusing the tools and equipment for students toobserve and practise.

Demonstrate how to care for and maintain the toolsand equipment for students to observe.e.g. i. grind off mushroom head chisel.

ii. shaping of cutting edge of blunt chisels.

Show samples of tools and equipment to studentsand guide them to identify and learn their uses.

Guide students to sketch and label the tools andequipment.

identify various typesof holding and cuttingtools.

Practise the uses ofthe various holdingand cutting tools.

Sketch and labelparts of the tools.

Students practise theuse of the tools andequipment.

Students practisehow to care for andmaintain tools andequipment.

Identify various typeof striking tools and

equipment.

Sketch and label thetools and equipment.


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UNIT 4 (Contd)

STRIKING TOOLS

UNIT 5

REMOVINGTOOLS


3.4.3 demonstrate the righttechnique for handling

and using striking tools

3.4.4 demonstrate how to carefor and maintain the tools

3.5.1 identify the types ofremoving tools inmetal workshop.

3.5.2 sketch and label partsof the various kinds ofremoving tools.

3.5.3 demonstrate thecorrect and safe use ofthe removing tools.

Handling and using striking tools andequipment.

Maintaining the tools and equipment

Removing tools

- drift- spanners

flat

ring

socket

box- chuck key- allen key- screwdrivers

Philips

flat- screw extractors

Sketching and labeling the tools andequipment.

Use of the tools and equipment.

Demonstrate the right technique for handling andusing striking tools and equipment for students to

observe. Design a chipping exercise for studentsto perform by using chisel and hammer.

Demonstrate how to care for and maintain the toolsand equipment for students to observe andpractise. e.g.

i. repair or replacing loose hammer head /handle.

ii. Remoulding of copper and lead hammers.

Show sample of removing tools to students andassist them to identify and practise using them.

Assist students to sketch and label parts ofremoving tools and equipment.

Demonstrate the correct and safe use of the toolsand equipment for students to observe and practicein the workshop.

Practise the right wayof handling and using

striking tools andequipment.

Practise how to carefor and maintain toolsand equipment.

Identify removingtools and equipment.

Sketch and labelremoving tools andequipment.

Demonstrate thecorrect and safe useof the tools andequipment.


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FILES AND FILING


1. recognize various type of files in the metal workshop2. select appropriate file for a job.


UNIT 1

FILES


4.1.1 describe various types offile.

4.1.2 describe the grades of file.

4.1.3 describe the cuts of a file.

Types of file- flat file

- hand file- square file- triangular file- round file- half round file etc.

Grades of file- rough- bastard- second cut- smooth cut- dead smooth

File cuts- single cut (float)- double cut

Use actual files to discuss the various types of f ilewith students.

Use actual files to discuss the various grades of fileand their uses.

NOTE: Let students observe how to care for andmaintain the files.

a. by cleaning with file card when the file ispinned

b. storing on racks.

Assist students to discuss the two (2) cuts on a file.(Emphasize angle of inclinations, i.e. 70

ofor single

cut and 50o

for the second cut)

Students to:

Describe varioustypes of file

Sketch and describethe types of file.

Sketch single anddouble cut filesindicating angles ofinclination for eachcut.


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UNIT 1 (CONTD)

FILES

UNIT 2

HACKSAW ANDSAWING


4.1.4 distinguish between crossand draw filing.

4.1.5 explain the terms pinningand de-burring.

4.1.6 select the right type of filefor a job in hand.

4.2.1 identify types of hacksawframe.

4.2.2 identify types of hacksawblade

4.2.3 describe the teeth of ahacksaw blade.

4.2.4 select hacksaw blade fordifferent metals.

Difference between cross and draw filing

Terms-pinning-de-burring

Using the files for filing.

Types of hacksaw frame- adjustable frame (tubular)- fixed frame- junior hacksaw

Types of hacksaw blade- all hard- flexible- bi-metal

The teeth of hacksaw blade- pitch of saw teeth- set of saw teeth- no of teeth per 25mm

Selection of hacksaw bladeCoarse pitch for soft metals; Fine teeth forhard metals etc.

Assist students to distinguish between cross anddraw filing

Demonstrate the two filing techniques for studentsto observe and practise.

Explain the two (2) terms using practical examples,e.g.a. use file on mild steel allowing the filings to

remain in the teeth and remove them with filecard.

b. use file on a piece of metal and allow studentsto feel the burrs at the edges with their fingersand de-burr with the file.

Teacher to design practical exercises which willnecessitate the uses of different files.

Describe the types of Hacksaw frames using actualtools for students to observe.

Using samples of hacksaw blade, assist studentsto discuss types of hacksaw blades and their uses.

Guide students to discuss the pitch of saw teethand reasons why the teeth are set.

Guide students to discuss the recommended teethper 25mm for particular jobs giving reasons.

Students to:

Distinguish betweencross and draw filing

Perform cross anddraw filing processesand sketch themethods in their notebooks.

Use file card toremove the pinning

Use the file to removeburrs.

Show with sketchesthe uses of variousfiles.

Describe with sketchtypes of Hacksawframe.

Describe and sketchhacksaw blades

Describe withsketches the pitchand set of saw teeth.

Tabulate therecommended teethper 25mm for various

metals and sections.


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SHEET METALWORK


1. recognise the appropriate tools and equipments for use on sheet metalwork.2. demonstrate the right techniques for marking out jobs accurately on sheet metal work.3. plan the solution of an identified problem using sheet metal.


UNIT 1

BASIC TOOLSAND EQUIPMENTFOR SHEETMETALWORK


5.1.1 identify basic tools andequipment for sheetmetalwork.

5.1.2 sketch and label somebasic sheet metalworktools and equipment.

5.1.3 handle tools andequipment using theright techniques.

Tools and equipment for sheet metalwork- scriber- steel rule- snips- folding bar- funnel stake- hatchet stake- mallet- blow lamp- creasing stake- pipe stake

Sketching and labeling of tools andequipment for sheet metalwork.

Handling and using tools and equipment.

Display various sheet metalwork tools andequipment and assist students to identify them.

Assist students to sketch and label the tools andequipment for sheet metalwork.

Demonstrate the right technique for handling andusing tools and equipment for particular jobs.

Let students use tools to work on exercises.

Students to:

Identify the varioussheet metalwork toolsand equipment.

Sketch and labeltools and equipment.

Practise the use ofthe tools andequipment.


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UNIT 2

JOINTS IN SHEETMETALWORK

(SEAMS)


5.2.1 identify various joints insheet metal work.

5.2.2 design and make asimple artifactinvolving at least 2sheet metalwork joints.

Self secured joints (seams)- paned down bottom joints

- knocked up bottom joints- folded grooved seam joint- lap joint- butt joint

Design and make an artifact involving selfsecured joints in sheet metalwork.

Make an artifact using any of the jointslisted above.

Use a chart to show samples of joints and helpstudents to identify and sketch them.

Assist students to make simple artifacts like dustbins, funnels, etc.

(Students to work individually or in groups)

Students to:

Identify types of selfsecured sheet

metalwork joints andsketch them.

Design and makeartifacts using anyappropriate joints.


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METHODS OF JOINING METALS (I)

(SOLDERING)

General Objectives: The student will:1. recognise the principles of joining metals using soft and hard soldering.2. acquire the skills of using soft solder and spelter to join metals.


UNIT 1

SOFT

SOLDERING


6.1.1 identify the various tools

and equipment for softsoldering.

6.1.2 select type of joint for aparticular job.

6.1.3 describe the procedurefor making a simplesoldered joint.

6.1.4 make a simple artifactinvolving a soft solderedjoint.

Tools and equipment for soft soldering

- soldering bit straight type

hatchet type- soldering stove- solder (tin, lead and antimony)- fluxes

Soft soldered joints- lap joint- butt joint- folded and grooved seam- grooved seam

Soft soldering processes- tinning- sweating- floating- tacking

Making an artifact involving a softsoldered joint e.g. whistle or ash tray,funnel.

Display tools and equipment for soft soldering and

assist students to identify and learn their uses.

Discuss samples of soft soldered jointsemphasizing their particular uses.

Students to discuss types of joint that may be usedfor particular jobs

Assist students to explain the various ways ofapplying soft solder to artifacts.

Demonstrate the steps for applying soft solder forstudents to observe and practise.

Assist students to make artifacts using softsoldered joints. (Students to work in groups orindividually).

Note: Ensure that students make the surfacedevelopments of artifacts they intend tomanufacture.

Students to:

Identify soft soldering

tools and equipment.

Select types of softsoldered joints andsketch them.

Practise the methodsof applying soft solderto sheet metal.

Design and makeartifacts involving softsoldered joints.


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MATERIALS (I)

General Objectives: The student will:1. be aware of the various methods for producing ferrous metals.2. analyse the properties of ferrous metals .


UNIT 1

PRODUCTION OFFERROUSMETALS


7.1.1 state types of ferrousmetals.

7.1.2 explain the variousmethods of producingferrous metals.

7.1.3 Identify types of plaincarbon and alloy steels.

7.1.4 sketch and label steelmaking furnaces.

7.1.5 define ferrous metals

Types of ferrous metal- pig iron- cast iron- wrought iron- steel

Methods of ferrous metal production- steel bessemer converter- steel open hearth furnace- pig iron blast furnace- wrought ironpuddling furnace- cast iron cupola

Identification of plain carbon and alloysteel

- low carbon steel (dead and mild)- medium carbon steel- high carbon steel.- alloy steels (H.S.S., manganese

steel, etc)

Sketching and labeling steel makingfurnace

Ferrous metals

Show samples of ferrous metal for students toobserve and discuss their uses.

With the aid of charts and sketches, explain theuses of the various furnaces to produce types offerrous metals.

Assist students to identify the various kinds of plaincarbon and alloy steels by colour, texture andspark test.

Students to describe the various types of plaincarbon and alloy steel.

Assist students to sketch and label steel-makingfurnaces.

Assist students to define and explain the nature offerrous metals.Note:Ferrous metals are metals that contain Iron andvarying amounts of carbon.

Students to:Describe types offerrous metal.

Describe theproduction of differentkinds of ferrousmetals from differentfurnaces.

Identify and describethe various types ofplain carbon and alloysteels and state theircarbon content anduses.

Sketch and label steelmaking furnaces.

State examples offerrous metals in theirnote books.


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HAND FORGINGGeneral Objectives: The student will:

1. recognize forging as useful skill for producing tools.

2. become aware of various tools for specific forging operations.3. acquire basic skills for hand forging operations.


UNIT 1

HAND FORGINGTOOLS ANDEQUIPMENT


8.1.1 explain the term forging

8.1.2 identify hand forgingtools and equipment .

8.1.3 sketch and label thehand forging tools.

8.1.4 handle hand forging toolcorrectly

8.1.5 care for and maintainforging tools.

Forging

Hand forging tools and equipment- the forge /hearth

- the poker- the slice- sledge hammer- flatters- fullers- swages- swage block- tongs- the anvil- rake- contraction steel rule etc.

Sketching and labeling the tools andequipment for hand forging.

Handling and using the tools andequipment

Safety precautions, caring andmaintaining tools and equipment.

Assist students to explain forging as a process ofheating and shaping metals with tools.

Show samples of tools and equipment for handforging and help students to identify them.

Note:Emphasizes the various shapes of tongs.

Assist student to sketch and label the tools andequipment for hand forging.

Demonstrate the technique for handling andusing the hand forging tools in the workshop forstudents to observe and practise:e.g. Upsetting, Drawing down, twisting and

flattening

Demonstrate how to observe safety, care for andmaintain hand forging tools and equipment.

Students to:

Give examples offorged tools.

Identify types of handforging tools and

equipment.

Sketch and label someof the tools and

equipment for handforging.

Practise the use of toolsand equipment for handforging

Demonstrate how toobserve safety, care forand maintain tools andequipment.


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UNIT 2

HAND FORGINGOPERATIONS


8.2.1 list the various handforging operation.

8.2.2 describe the varioushand forging operations.

8.2.3 perform hand forgingoperations.

8.2.4 design and make aproject involving handforging operations.

Hand forging operations- upsetting

- drawing down- flattering- fullering- swaging- bending- twisting- punching

Description of hand forging operations

Performing hand forging operations

Designing and making an artifact involvinghand forging operations.e.g crowbar, cold chisel, hook and eye,etc

Assist students to list the various hand forgingoperations.

Assist students to describe the various handforging operations.

Demonstrate the various ways of performing somehand forging operations for students to observeand practise.

Assist students to design and make articles usingoperations listed in content column.

(Students work in groups or individually).

Students to:List the various handforging operation.

Explain the handforging operations.

Perform the varioushand forgingoperations.

Design and make anartifact involving useof some hand forgingoperations: e.g.crowbar or hook andeye.


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MACHINE TOOLS (I)


1. be aware of the basic machine tools in the metal workshop2. be aware of the functions of the machine parts and take the necessary precautions3. become aware of basic machine tools for performing simple metalwork operations.


UNIT 1

OFF - HANDGRINDINGMACHINES


9. 1.1 identify types of off-handgrinding machines andtheir parts.

9 .1.2 state the functions ofthe various parts of

offhand grindingmachines.

9.1.3. explain some termsassociated with grinding

a. Types of off-hand grinding machine- pedestal grinding machine- bench grinding machine

b. Parts of offhand grinding machine- head- tool rest- wheel- wheel guard- perspex shield- stand- switch etc

Functions of the parts offhand grindingmachine.

Some grinding terms- grit- grade- structure- glazing- loading- dressing- trueing

Assist students to identify the types of offhandgrinding machines and their parts.

Help students to identify the parts of off-handgrinding machine.

Assist students to discuss the functions of thevarious parts of the pedestal grinding machine

identified.

Guide students to explain the terms associatedwith grinding.

Students to:

Identify types of off-hand grindingmachine, their partsand describe their

functions.

Identify parts ofpedestal grindingmachine.

State the functions ofthe parts identified.

Explain the termsassociated withgrinding


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UNIT 1 (CONTD)

OFF - HANDGRINDINGMACHINES


9.1.4 observe safetyprecautions to theobserved during grinding.

9.1.5 perform grindingoperations.

Safety measure to be observed whenusing the grinding machines

- wear safety goggles- wear hand gloves- fold long sleeves to elbow- make sure guards are well

positioned etc.

Grinding operations

Help students identify some of the safetymeasures to be followed when using the grindingmachine

Demonstrate how to observe some of the safetymeasures for students to practise.

Demonstrate some grinding operations for studentsto observe and practice.

Students to:

State safetymeasures to beobserved whengrinding.

Perform somegrinding operations.


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COOLANTS


1. appreciate the use of the cutting fluids (coolant).2. demonstrate knowledge of various metal cutting fluids for particular operations.


UNIT 1

CUTTING FLUIDS(COOLANTS)


10.1.1 explain the functions ofcutting fluids

10.1.2 state types of cuttingfluids

10.1.3 select appropriate cutting

fluid for a particularmetal cutting operation

10.1.4 mix soluble oil and waterappropriately

Functions / purposes of cutting fluids

Types of cutting fluids (coolants)- chemical solutions- straight minerals oils- straight fatty oils- compounded / blended oils- emulsified oil

Cutting fluids for ferrous and non- ferrous

metals /alloys

Ratio of soluble oil to amount of water

Assist students to explain the functions of cuttingfluids

Show and discuss the types of cutting fluids.Students to identify types of cutting fluids.

Assist students to choose the appropriate cutting

fluid for a particular job.

Guide students to mix soluble oil and waterappropriately

Students to explainthe functions ofCutting fluid

Let students list typesof cutting fluid andexplain their uses.

Students to select

appropriate cuttingfluid for a particularmetal cuttingoperation

Students to mixsoluble oil and waterappropriately


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UNIT 2

DRILLINGMACHINES


10.2.1 identify parts of the drillingmachine

10.2.2 identify and describe theuses of types of drillingmachine

10.1.3 observe safety duringdrilling operations

10.2.4 perform simple drillingOperations

10.2.5 identify faults in drilling

Parts of drilling machine- head motor- pulley- spindles- switch- drill chuck- worktable- vice, etc

Types of drilling machine- sensitive drilling machine- pillar drilling machine- portable hand drilling machine

Safety precautions to be observed duringdrilling operations

- wear safety- release pressure/feed

occasionally- secure workpiece well- light workpiece must be placed

on wooden piece- avoid complacency-

Performing simple drilling operations- drilling holes- drilling blind holes- drilling through holes

Faults in Drilling- unequal point angle- drill point off centre- unequal point angle and point off

centre

Show a sample of drilling machine and helpstudents to identify the various parts.

Assist students to identify types of drilling machineand their uses.

Discuss the safety measures to be observed whenusing the various types of drilling machines withstudents.

Students to demonstrate how to observe some ofthe safety measures.

Demonstrate some simple drilling operations forstudents to observe and practise.

Assist students to identify some faults in drilling

Students to:

Identify parts ofdrilling machine.

Identify types ofdrilling machine andstate their uses.

Identify safetymeasures to beobserved when usingthe various types ofdrilling machines.

Perform simpledrilling operations

Explain faults indrilling


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UNIT 3

DRILL BITS


10.3.1 identify types of drill bit

and state their uses

10.3.2 sketch and label twistdrills

Types of drill bit

- flat drill- centre drill- countersink drill- counterbore drill- straight fluted drill- twist drill

taper shank

straight/parallel shank

Sketching and labeling twist drills- taper shank- straight/parallel shank

Show types of drill bit and assist students to

identify each of them.

Guide students to discuss the uses of the varioustype of drills.

NOTE: Assist students to select drills and theircorresponding speeds.

Guide students to sketch and label twist drills.

NOTE: Expose students to various drill hole

defects as a result of incorrect point angles

Assist students to identify remedies for faults indrilling

Students to:

Identify types of drills

Select the right drilland its requiredspeed

Sketch and label twistdrills


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MATERIALS (II)


1. be aware of the range of Non-ferrous metals and their alloys2. be aware of the composition of Non-ferrous metals and their alloys.

3. use knowledge of the properties of Non-ferrous metals appropriately.4. justify the choice of a non-ferrous alloy for a job.


UNIT 1

NON-FERROUSMETALS


1.1.1 identify the various non-ferrous metals.

1.1.2 describe the propertiesof non-ferrous metals.

Types non-ferrous metals- aluminium- lead- copper- zinc- tin

Properties of the Non-ferrous metals

Aluminium soft, ductile, silver white,non-corrosive, light grey incolour, good conductor ofheat etc.

Lead heavy, low melting point (330 oc,blue - grey in colour, resist scorrosion, ductile etc.

Copperbrownish pink in colour, highelectrical and heat conductivity,resists corrosion, forged,alloys with other metals easily.

Using samples of items made of non-ferrousmetals, help students to identify and discuss thevarious types.

Assist students to discuss the properties of variousnon-ferrous metals.

Students to:

Identify the types ofnon-ferrous metals.

Identify items made ofnon-ferrous metals

Describe theproperties of types ofnon-ferrous metal.


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UNIT 1 (CONTD)

NON-FERROUSMETALS

UNIT 2

NON FERROUSALLOYS


1.2.1 identify the various non-ferrous alloys.

1.2.2 describe the composition ofthe various non-ferrousalloys.

1.2.3 state the characteristicsand uses of non-ferrousalloys

Zinc bluish - grey in colour, low melting

point of 420oc, corrosion

resistant, coating for galvanizedsteel.

Tin silvery in colour, ductile, malleable,used for coating sheet metal in tinplate production, low melting point of

232oc

Non-ferrous alloysbrass- bronze

- soft solder- duralumin- pewter

Composition of non- ferrous alloysbrass (Copper + Zinc)- bronze (Copper + tin)- soft solder( Lead + tin +

antimony)- duralumin (Aluminium + Copper

+ Silicon + manganese +magnesium + titanium)

- pewter (tin + antimony + copper)

Characteristics of non-ferrous alloys:Soft, malleable, hard, hard and resistantto wear and tear etc.

Uses of non-ferrous alloysBrass- musical Instruments- water tap- rim latch- mortice lock- hinges etc.

Using samples of non-ferrous alloys, guidestudents to identify and discuss the various types.

Guide students to describe the composition of thevarious types of non-ferrous alloys.

Assist students to discuss the characteristics anduses of non-ferrous alloys.

Guide students to design and make artifacts usingsome of the non-ferrous alloys

Students to:

Identify non-ferrousalloys and describethem

State the compositionof the types of nonferrous alloy

State the uses ofeach of the type ofthe non-ferrous alloys


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FOUNDRY WORK


1. become aware of the basic principles of foundry work2. appreciate the importance of foundry work in industry

3. develop skills in making patterns and moulds and casting artifacts


UNIT 1

CASTING

UNIT 2

SAND CASTING


2.1.1 explain casting

2.1.2 differentiate between dieand sand casting

2.2.1 identify tools andequipment for sandcasting.

Casting

Difference between die and sand casting.

NOTE: Die casting involves the use ofexpensive machinery that may beavailable in very few places in Ghana.Schools offering Metal work could checkwith the Obuasi Anglo Gold or the TarkwaGold mines and possibly take students tosee the machinery and the die castingprocess. The syllabus treats only sandcasting.

Tools and equipment for sand casting- mould box (drag, cope)- moulding board- parting compound- rammer- sprue pin- riser pin- gate cutter- trowel etc.

Assist students to explain casting.

Help students to differentiate between sand castingand die casting giving reasons for situations whereeach of them may be used.

Using samples of sand casting tools andequipment assist students to identify and discussthe characteristics of sand casting.

Students to sketch the various tools and equipment

Students to:

Explain casting.

Differentiate betweensand and die casting

Identify and sketchtools and equipmentfor sand casting


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UNIT 2 (CONTD)

SAND CASTING


2.2.2 describe processes insand casting

2.2.3 apply the principles ofsand casting to producearticles

Processes in sand casting- prepare the pattern

- prepare the mould- allow mould to dry- dress mould cavity- pour molten metal- allow the content to solidify- remove the unit from the mould- remove all flashes or projections

Design and make simple sand castingarticles

NOTE: Make students aware of a castingproblem like the blow hole which doesoccur accidentally sometimes.

Guide students to describe the processes used insand casting.

Demonstrate the sand casting process for studentsto observe

Students to prepare patterns and mould

NoteEmphasize safety precautions to be observedwhen casting.

Students in groups or individually to design andmake articles using sand casting process.

NOTE: Take students to a local casting industryto observe the processes of sand casting

Students to:

Write down sandcasting sequence of

operation.

Write a report aftergoing through thepractical process of

casting a blankwheel.


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BEATEN METALWORK


1. understand the principle of beaten metal work2. apply the principles of beaten metal work to make simple articles.


UNIT 1

TOOLS ANDEQUIPMENT FOR

BEATENMETALWORK


3.1.1 identify tools andequipment for beaten

metalwork

3.1.2 sketch tools andequipment for beaten metalwork.

Tools and equipment- sand bag

- wooden block

-stakes. raising stake. horse and stake heads. mushroom head stake etc.

-hammers. raising. sinking. hollowing. planishing. collet

- folding bar- mallets (bossing)

Sketching and labeling tools andequipment.

Using samples of tools and equipment, assiststudents to identify and discuss their uses.

Assist students to sketch and label the tools andequipment for beaten metal work

Students to:

Identify the tools andequipment for beaten

metalwork.

Sketch tools andequipment for beatenmetalwork.


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UNIT 2

PROCESSES INBEATEN METAL

WORK


3.2.1 describe the processesinvolved in beaten metal

work.

3.2.2 apply the appropriatetechniques to producebeaten metalarticles/items.

Processes in beaten metalwork- hollowing

- seaming- raising- sinking- planishing- polishing

Design and make beaten metalworkarticles (a semi circular bowl).

Demonstrate the processes in beaten metal workfor students to observe.

NoteEmphasize the various safety measures to beobserved during the various processes.

Students to discuss the processes in beatenmetalwork as well as the safety measures to beobserved.

Guide students to design and make beatenmetalwork articles.

Students to:

Identify the variousbeaten metalwork

processes anddescribe each ofthem.

State difficultiesencountered inmaking beatenmetalwork articlesand solutions to these

problems.


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METHODS OF JOINING METAL II (RIVETING)


Develop skills in riveting pieces of metal together


UNIT 1

TOOLS ANDEQUIPMENT FORRIVETING

UNIT 2

TYPES OFRIVETED JOINTS


4.1.1 explain the process ofriveting.

4.1.2 identify the various tools

and equipment for rivetingoperations.

4.2.1 identify types of rivet.

4.2.2 sketch various shapes ofrivet heads.

Explanation of Riveting

Tools and equipment for riveting

- rivet set- rivets- pop Riveter- dolly- ball pein hammer- rivet snap

Types of rivet- snap or round head

- raised countersunk- pan head- mushroom or universal head- flat head- conical head- countersunk head.

Sketching type of rivet heads

Assist students to explain riveting.

Using samples of riveting tools and equipment,

assist students to identify and discuss their uses.

Guide students to sketch tools and equipment forriveting

Using types of rivet, assist students to identify anddiscuss their shapes and uses.

Students to draw and label selected rivets.

Guide students to sketch shapes of rivet head.

Students to:

Explain riveting

Identify the various

tools and equipmentfor riveting

.

Identify type of rivets.

Sketch type of rivetheads.


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UNIT 2 (CONTD)

TYPES OFRIVETED JOINTS


4.2.3 identify the types of rivetedjoint

4.2.4 use various types of rivet tojoin pieces of metaltogether.

4.2.5 design and make anartifact involving riveting

Type of riveted joints- single riveted joint

- double riveted joint- single strap butt joint- double strap butt joint

Making a riveted joint.

Designing and making an artifact involvingriveting

Using samples of riveted joints, assist students to

identify and discuss the various types.

Guide students to sketch the cross section of theriveted joints.

Students in groups to make the various types ofriveted joints

Guide students to design and make an artifactinvolving riveted joints

Students to:

Identify type of riveted

joints and sketchthem

Make different typesof riveted joint.

Prepare sequences ofoperation and add

solutions to problemsencountered.


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UNIT 2

WELDINGOPERATIONS


5.2.1 differentiate between gasand electric arc weldingand explain situationswhere each may be used

5.2.2 identify the safetymeasures to be observedduring welding operations.

5.2.3 identify types of gaswelding flames.

5.2.4 differentiate between twotypes of weldingtechniques and explainsituations where eachmay be used.

5.2.5 perform simple weldingoperations using gas andelectric arc.

Difference between gas and electric arcwelding and situations for choosing eachof the two.

Safety rules during welding operations.

Welding flames- oxidising flame- neutral flame- carburising flame

Types of gas welding techniques

- the rightward method of welding- the leftward method of welding

Performing simple welding operations(gas and arc welding).

Assist students to differentiate between gas andelectric are welding and discuss situations wheregas welding or electric arc welding may be used.

Guide students to discuss the various safety rulesand regulations to be observed during weldingoperations (gas and arc)

Discuss the types of welding flame and set thevarious types of flame for students to observe andpractise.

Discuss the two types of welding techniques, theiradvantages and disadvantages and when eachmay be used.

Demonstrate simple gas and electric arc weldingoperations for students to observe.

Guide students to perform simple gas and electricarc welding operations.

Students to:

Differentiate betweengas and electric arcwelding.

State various safetyrules in weldingoperations.

Identify and set typesof gas weldingflames.

Identify types of gaswelding techniques,giving situationswhere each may beused

Carry out anassignment on bothgas and electricwelding forassessment.


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MACHINE TOOLS II


Use the centre lathe, shaping and milling machines to perform simple operations


UNIT 1

CENTRE LATHE


6.1.1 identify major parts of thecentre lathe.

6.1.2 identify the center lathecutting tools.

Major parts- the bed- head stock- tail stock

- carriage- tool post- compound slide- centre height- lead screw- feed shaft etc

Centre lathe cutting tools- knife facing tool- round nose tool- parting off tool- knurling tool- boring bar

- thread cutting tools- tool holder etc

Basing the lesson on a centre lathe, assist studentsto identify the major parts of the centre lathe andtheir functions.

With samples of centre lathe cutting tools, assiststudents to identify them and discuss theirfunctions.

Guide students to sketch lathe turning tools andshow the following: side rake, side clearance, front

rake and front clearance

Note:Lathe cutting tools and lathe turning tools are thesame. The two terms can be used interchangeably.

Students to:

Identify the majorparts of the centrelathe and explain theirfunction

Students to identifythe centre lathecutting tools.


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UNIT 1 (CONTD)

CENTRE LATHE


6.1.3 perform simple/basic latheturning operations.

6.1.4 set cutting toolsaccurately

6.1.5 carry out basicmaintenance

Basic centre lathe operations- facing- parallel turning- parting off

- knurling- boring

Tools setting

Weekly maintenance- lubrication- cleaning

Demonstrate the various basic lathe turningoperations for students to observe and practise(Emphasize safety measures to be observed)

Guide students to perform basic lathe turningoperations.

Guide students to set tools accurately

Guide students to top-up oil levels in gear box,grease essential parts and carry out basicmaintenance

Students to:

Select the right toolfor the right operation.

Set tools accurately

Write weekly reportson maintenance.


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UNIT 2

SHAPINGMACHINE


6.2.1 identify the major parts ofthe shaping machine anddescribe their functions.

6.2.2 identify the shapingmachine cutting tools.

6.2.3 perform simple shapingmachine operations.

6.2.4 perform basic maintenanceon shaping machine.

Major parts- the ram- tool slide- the work table- the base- the clapper box- the bull gear- quick return motion

Shaping machine cutting tools- round nose roughing tools- straight nose rouging tool- cranked tool- slot cutting tool

- flat nose swan necked finishingtool.

Basic shaping operation- horizontal shaping- vertical Shaping

Basic maintenance- cleaning- lubrication

Show the shaping machine and assist students toidentify its major parts and their functions.

NoteMake students aware of the stroke and the dangerof standing in its way.

Guide students to sketch the quick return motionmechanism and the clapper box

Show shaping machine cutting tools and assiststudents to identify them and describe theirfunctions.

Guide students to sketch shaping machine cutting

tools

Demonstrate the various basic operations forstudents to observe and practise.(Emphasize Safety measures to be observed)

Guide students to perform basic shapingoperations.

NOTE: Remind students of the difference in thesize of tools for the lathe and shaping machine:solid tools for shaping and tools bit for lathe

machine.

Students to carry out basic maintenance of shapingmachine.NoteInsist on thorough cleaning and oiling of machineparts.

Students to:

Identify the shapingmachine and its majorparts.

Identify the shapingmachine cutting tools.Students to sketchshaping machinecutting tools.

State solution toproblemsexperienced in bothvertical and horizontalshaping operations.

Students to writereports on basicmaintenance ofshaping machine.


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UNIT 3

MILLINGMACHINE


6.3.1 identify the types ofmilling machine.

6.3.2 identify the major partsof the milling machineand their functions.

6.3.3 identify the millingmachine cutters.

6.3.4 perform millingmachine operations.

Types of milling machine- horizontal- vertical- universal

Major parts (Horizontal)- the work table- the arbor- the knee- the base- cross-deed- overarm- arbor steady- spindle speed, gear change etc.

Vertical milling Machine

- tilting head- worktable- knee- knee elevating handle- cross traverse handle etc.

Milling cutters- side and face cutter- slab mill- face cutter- end mill- slotting cutter

- concave/convex cutter

Milling operations- up-cut milling (conventional)- down-cut milling (climbing)- form milling- straddle milling- gang milling

Assist students to identify the milling machine andits types.

Introduce the horizontal and vertical millingmachines and assist students to identify their majorparts and their functions.

Students to describe the functions of the majorparts of the horizontal and vertical millingmachines.

Introduce milling machine cutters to students andassist them to identify and name the cutters.

Explain milling operations.

Demonstrate some of the milling operations forstudents to observe, identify the operations andpractise the operations.NoteEmphasize safety measures to be taken to preventaccidents when using the milling machine.

Students to:

Identify types ofmilling machine andstate characteristics

Identity the parts ofthe horizontal millingmachine.

Identity the parts ofthe vertical millingmachine.

Identity variousmilling cutters

Explain differencesbetween down cutmilling and up cutmilling and state thedifficulties in gang-milling.


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SCREW THREADS


Acquire the skill of cutting internal and external screw threads using taps and dies.


UNIT 1

TYPES OFSCREW THREAD


7.1.1 list the types of screwthreads.

7.1.2. state the uses of thevarious types of screwthread

Type of screw threads

1. Vee threads- British Association (BA)

- British Standard Fine (BSF)- British Standard Whitworth

(BSW)- Metric Thread

2. Square thread3. ACME4. Buttress

Uses of screw threads

i. Vee Threads

- B.A. instrument- BSF bolt and nut-fine adjustment- BSW bolt and nut- Metric thread conventional

ii. Square thread machine vices, lathelead screws

iii. ACME machine vices, screw jacksiv. Buttress bench vices screw

Assist students to list types of screw threads andguide them to sketch the various Vee and Squarethreads and label them.

Assist students to discuss the uses of the types ofscrew thread.

Students to:

List types of screwthreads.

State to the uses ofScrew threads.


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UNIT 2

TAPS

UNIT 3

DIES


7.2.1 identify types of tap.

7.2.2 sketch and label taps

7.2.3 produce internalthreads using hand taps

7.3.1 identify types of dies andtheir stocks .

7.3.2 sketch types of dies andtheir stock .

7.3.3 produce external threadsusing dies and stock

The set of taps:- taper tap- second (tap)- plug or bottoming tap

- tap wrench

Sketching the three (3) taps.

Internal threads using the taps.

Types of dies- circular split die- angular or adjustable dies- die nut- die stock

Sketching the type of dies and their stocks

Producing external threads using the typeof dies.

-Guide students to identify the three(3) types of tapin a set and their holder (Tap wrench)

-Demonstrate the uses of taps for students topractise.

Guide students to sketch and label the three (3)types of tap and their tap wrench.

Demonstrate the process of fixing the taps to thetap wrench for students to observe.

Demonstrate the production of internal thread usingthe set of tap for students to observe.

Guide students in groups or individually to produceinternal threads.NoteEmphasize safety where necessary.

Emphasize the application of lubricant to improvefinish

Guide students to discuss the types of dies andtheir stocks.

Guide students to sketch and label types of die andtheir stocks.

Demonstrate the following:i. techniques for fixing the dies to their stocks.ii. the process of producing external thread using

dies and stock.iii. use of die nut to correct damaged threads.

Guide students to produce external threads.NOTE: Guide students to design and make asimple practical work involving tap and dies.Emphasize safety measures where necessary.

Students to:

Identify the 3 types oftaps in a set and theirhandle

Sketch and label thethree (3) taps andtheir handle.

Suggest solutions todifficultiesencountered duringthe use of taps

Identify of dies andtheir stock.

Sketch and label thetypes of dies and theirstock.

Produce externalthreads with stockand dies


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MATERIALS (3)


1. be aware of reasons for choosing plastics material as an alternative to wood or metal for a job.2. recognize the range of alloy steels available and reasons for selecting any of them for a specific use.


UNIT 1

PLASTICS


1.1.1 differentiate betweenthermoplastic andthermosetting plastics.

1.1.2 state the uses of boththermoplastics andthermosetting.

Difference between thermoplastic andthermosetting plastic

Examples of thermosetting plastics.- phenol formaldehyde (bakelite)

and formica

- urea formaldehyde

- polyester resin (glass fibrematerials)

Example of thermoplastic materials

- polypropylene- low density polyethylene- high density polyethylene- polyvinylchloride- polystyrene- nylon

Assist students to differentiate betweenThermosetting plastic and Thermoplastic materials.

Using samples of the two types of plastics, assiststudents to observe and discuss their differencesand uses.

Students to:

Differentiate betweenthermosetting andthermoplastics.

List examples of the 2types of Plastics.


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UNIT 1 (CONTD)

PLASTICS

UNIT 2

ALLOY STEELS


1.1.3 state properties ofthermoplastic andthermosetting plastics.

1.1.4 select appropriatePlastics Material for thejob in hand.

2.2.1 identify common alloysteels.

2.2.2 state the uses of thecommon alloy steels

Properties and uses of the 2 types ofplastics

Thermoplastics- polypropylene (PP)- low density Polyethylene (LDPE)- high density polyethylene

(HDPE)- polystyrene (PS)- nylon

Thermosetting plastics- phenol formaldehyde (PF)- urea formaldehyde (UF)- polyester resin

Designing and making a unit usingthermoplastic material.

Explanation of alloy steels.

Identification of common alloys steels- nickel steel- chromium steel- molybdenum s

metal work

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