national board for technical education national diploma (nd) in

NATIONAL BOARD FOR TECHNICAL EDUCATION

NATIONAL DIPLOMA (ND)

IN

MECHATRONICS ENGINEERING TECHNOLOGY

CURRICULUM AND COURSE SPECIFICATIONS

2005

PLOT 'B' BIDA ROAD, P.M.B. 2239, KADUNA - NIGERIA

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1.0 GENERAL INFORMATION

CERTIFICATION AND TITLE OF THE PROGRAMME : The certificate to be awarded and the programme title shall read:

“NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHN OLOGY”

A transcript showing all the courses taken and grades obtained shall be issued on demand.

2.0 MECHATRONICS ENGINEERING TECHNOLOGY

The Mechatronics Engineering Technology is an engineering programme that integrates the knowledge of Mechanical, Electrical, and Electronic engineering with Computer technology. The study of Mechatronics involves relevant aspects of electrical, electronics and mechanical engineering together with an understanding of manufacturing methods. It is a relatively new field of engineering with many exciting developments such as internet control of machines, autonomous robots and engine management systems. There is, and will continue to be, a strong demand for engineers who are capable of designing, implementing and operating these systems to meet an increasing need in industry where complexity of projects is done with limited resources. This document should provide the diplomates with skills and knowledge in rapidly developing fields such as digital electronics, manufacturing, information technology and robotics. The target at the National Diploma level is to make the diplomates skillful in Automotive and related industries. The programme includes substantial training in design techniques to prepare the diplomates for an exciting career in this emerging field of engineering at the higher level.

3.0 GOALS AND OBJECTIVES

The National Diploma Programme in Mechatronics Engineering Technology is aimed at producing technicians with entrepreneurial skills for both the public and private sectors of the economy.

On the completion of this programme, the diplomate should be able to:

Function as a technician in automotive and related industries; Produce good Engineering drawings and schedules using CADD and other relevant software; Interpret relevant Engineering drawings; Carry out necessary general tests procedures and standard trouble-shooting techniques in fault detection and rectification of automotive and related products; Use sophisticated diagnostic equipment in trouble shooting automotive products parts;

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Carry out the construction and maintenance of Mechatronics Engineering works; Observe relevant safety precautions in Mechatronics Engineering practice; Use Mechatronics techniques to design, implement and operate automated machines, robots and manufacturing machines/engines to manage systems to meet the needs of the automotive and related industries; Adapt technical, creative, communication, management and team-working skills to meet the needs of the industry; manage own

` enterprises effectively and efficiently. 4.0 ENTRY REQUIREMENTS

Applicants with any of the following qualifications may be considered for admission into the National Diploma Programme by direct entry:

a. S.S.S.C or its equivalent (NTC, WASC, G.C.E, etc) with passes at credit level in Mathematics, Physics, a Science subject (i.e.

Chemistry, Biology, or Agricultural Science), and one other subject and an ordinary pass in English Language at not more than two sittings. In addition credit or ordinary pass in any of the following subjects will be an advantage: Wood Work, Metal Work, Auto-mechanics, Basic Electronics, Basic Electricity, Technical Drawing, Fine Art;

b. Four passes at credit level in relevant subjects as stated in (a) above obtained at the final examination of an NBTE recognised

preliminary ND Programme offered in a Polytechnic or similar post-secondary technical institution provided that students admitted into the Pre-ND have a Pass in English Language.

5.0 CURRICULUM 5.1 The curriculum of the ND programme consists of four main components. These are:

General Studies/Education Foundation Courses Professional Courses Industrial Works Experience (IWE)

5.2 The General Education component shall include courses in:

Art and Humanities - English Language, Communication and History. These are compulsory. Social Studies - Citizenship Education (the Nigerian Constitution), Political Science, Sociology, Philosophy, Geography, Entrepreneurship, Philosophy of Science and Sociology are compulsory.

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Physical and Health Education (one credit unit only).

5.3 The General Education component shall account for not more than 10% of total contact hours for the programme. 5.4 Foundation Courses include courses in Economics, Mathematics, Pure Science, Computer Applications, Technical Drawing, Descriptive

Geometry, Statistics, etc. The number of hours will vary with the programme and may account for about 10-15% of the total contact hours.

5.5 Professional Courses are courses which give the student the theory and practical skills he needs to practice his field of calling at the

technician/technologist level. These may account for between 60-70% of the contact hours depending on the programme. 5.6 Industrial Work Experience (IWE) shall be taken at the third and sixth semesters in the second and third year of the ND programme

respectively. See details of IWE at Paragraph 10.0. 6.0 CURRICULUM STRUCTURE

The structure of the ND programme consists of four semesters of classroom, laboratory and workshop activities in the college and two semesters (9-12 months) of Industrial Work Experience. Each semester shall be of 17 weeks duration made up as follows:

15 contact weeks of teaching, i.e. lecture recitation and practical exercises, etc. and 2 weeks for tests, quizzes, examinations and registration.

7.0 ACCREDITATION

The programme offered shall be accredited by the NBTE before the diplomates shall be awarded the diploma certificate. Details about the process of accrediting a programme for the award of the ND or HND are available from the Executive Secretary, National Board for Technical Education (NBTE), Plot 'B' Bida Road, P.M.B. 2239, Kaduna, Nigeria.

8.0 CONDITIONS FOR THE AWARD OF THE ND

Institutions offering accredited programmes will award the National Diploma to candidates who successfully completed the programme after passing prescribed course work, examinations, diploma project and the industrial work experience in automotive and related industries. Such candidates should have completed the minimum prescribed credit units.

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Diploma Certificate shall be awarded based on the following classifications:

Distinction - CGPA 3.50 - 4.0 Upper Credit - CGPA 3.00 - 3.49 Lower Credit - CGPA 2.50 - 2.99 Pass - CGPA 2.00 - 2.49

9.0 GUIDANCE NOTES FOR TEACHERS TEACHING THE PROGRA MME 9.1 The new curriculum is drawn in course units. This is in keeping with the provisions of the National Policy on Education, which stress the

need to introduce the credit units, which will enable a student who so wishes to transfer the units already completed in an institution to another institution of similar standard.

9.2 In designing the units, the principle of the modular system has been adopted; thus making each of the professional modules, when completed self-sufficient and providing the student with technical operative skills, which can be used for employment purposes. 9.3 As the success of the credit unit system depends on the articulation of programmes between different institutions and industries, the

curriculum content has been written in terms of behavioural objectives, so that it is clear to all, the expected performance of the student and diplomate of the programme who successfully completed some or all of the courses is clearly defined. There is a slight departure in the presentation of the performance based curriculum which requires the conditions under which the performance are expected to be carried out and the criteria for the acceptable levels of performance. It is a deliberate attempt to further involve the staff of the department teaching the programme to write their own curriculum stating the conditions existing in their institution under which the performance can take place and to follow that with the criteria for determining an acceptable level of performance. Departmental submission on the final curriculum may be vetted by the Academic Board of the institution. Our aim is to continue to see to it that a solid internal evaluation system exists in each institution for ensuring minimum standard and quality of education in the programmes offered throughout the polytechnic system.

9.4 The teaching of the theory and practical work should, as much as possible, be integrated. Practical exercises, especially those in

professional courses and laboratory work, should not be taught in isolation from the theory. For each course, there should be a balance of theory to practice depending on the course objectives and content.

10.0 GUIDELINES ON IWE PROGRAMME

For the smooth operation of the IWE the following guidelines shall apply:

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10.1 Responsibility for Placement of Students (i) Institutions offering the ND Programme shall have a memorandum of understanding (MOU) with the relevant industries for the placement

of students in the industries. By the end of second semester and fifth semesters of the programmes, the required copies of the master list showing where each student has been placed shall be submitted to the Executive Secretary, NBTE who shall, in turn, authenticate the list and forward it to the Industrial Training Fund.

(ii) The Placement Officer should discuss and agree with industry on the following:

A task inventory of what the students should be expected to experience during the period of attachment. It may be wise to adopt the one already approved for each field.

The modality of supervision with the industry-based supervisor of the students during the period.

The evaluation of the student during the period.

N/B: It should be noted that the final grading of the student during the period of attachment should be weighted more on the evaluation by his industry-based supervisor.

IWE shall take place in semesters 3 and 6. During the period, specialized and advanced training courses will be provided to the students. This will guarantee long lasting practical experience for the diplomate. The IWE shall therefore be carried out in relevant factory/industry environment.

10.2 Evaluation of Students During IWE

In the evaluation of the student, cognisance should be taken of the following items:

i. Punctuality ii. Attendance iii. General Attitude to Work iv. Respect for authority v. Interest in the field/technical area Technical competence as a potential technician in his/her field

10.3 Grading of IWE

To ensure uniformity of grading scales, the institution shall ensure that the uniform grading of students’ work which has been agreed to by all polytechnics is adopted.

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10.4 The Institution Based Supervisor The institution-based supervisor should sign the logbook during each visit. This will enable him to check and determine to what extent the objectives of the scheme are being met and to assist students having any problems regarding the specific assignments given to them by their industry-based supervisor.

10.5 Frequency of Visit

Institution should ensure that students placed on attachment are visited within one month of their placement. Other visits shall be arranged so that: i. there is another visit not more three months after the first visit; and a final visit in the last month of the attachment.

10.6 Stipend for Students on IWE

The rate of stipend payable shall be determined from time to time by the Institutions and the industries. 10.7 IWE as a Component of the Curriculum

The completion of IWE is important in the final determination of whether the student is successful in the programme or not. Failure in the IWE is an indication that the student has not shown sufficient interest in the field or has no potential to become a skilled technician in his field. The IWE should be graded on a fail or pass basis. Where a student has satisfied all other requirements but failed IWE, he/she may only be allowed to repeat another six months IWE at his/her own expense.

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TABLE OF CONTENTS Foreword………………………………………………………………………………………………………………………….....…..i General Information…………………………………………………………………………………………………………………….ii Curriculum Table……………………………………………………………………………………………………………………….x GENERAL STUDIES COURSES Use of English I ……………………………………………………………………………………………………………………….2 Citizenship Education……………………………………………………………………………………………………………..…..7 Use of English II……………………………………………………………………………………………………………………..11 Entrepreneurship Development……………………………………………………………………………………………………...14 MATHEMATICS COURSES Algebra and Elementary Trigonometry………………………………………………………………………………………………19 Calculus…………………………………………………………………………………………………………………………...…..30 Logic and Linear Algebra …………………………………………………………………………………………………….……...33 Trigonometry and Analytical Geometry………………………………………………………………….…………………...……...39 INFORMATION & COMMUNICATION TECHNOLOGY (ICT) COURSE S Introduction to Computing……………………………………………………………………………….……………………..………46 Computer Aided Design and Drafting ………………………………………………………………………………………………….50 Introduction to Computer programming………………………………………………………………………………………………...56 Computer programming using object oriented Basic…………………………………………………………………………………....61 ELECTRICAL/ELECTRONIC ENGINEERING COURSES Electrical Engineering Science ……………………………………………………………………………………………………….…71 Digital Electronics …………………………………………………………………………………………………………………........80 MECHANICAL ENGINEERING COURSES Mechanical Workshop Technology and Practice………………………………………………………………………………………..89 Technical Drawing ……………………………………………………………………………………………….……………………. 97 Mechanical Engineering Science ……………………………………………………………………………………………………...104 Engineering Measurement …………………………………………………………………………………………………………….111 Properties of Materials…………………………………………………………………………………………………………………115

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AUTOMOTIVE COURSES Spark Ignition Engine………………………………………………………………………………………………………….….…..123 Engine Fuel System……………………………………………………………………………………………………………….…..127 Cooling and Lubrication Systems……………………………………………………………………………………………………..131 Compression Ignition Engine………………………………………………………………………………………………….……....135 Transmission System I……………………………….………………………………………………………………………………..142 Brake system…………………………………………………………………………………………………………………………..148 Chassis System…………………………………………………………………………………………….…………………………..152 Engine Maintenance and Diagnostics Management……………………………………………………………………………….…..157 Safety and Comfort systems…………………………………………………………………………………………………………...165 Workshop Supervisory Management……………………………………………………………….………………………………….174 Fundamental of Auto-Electricity………………………………………………………………………………………………………180 Automotive Electronics………………………………………………………………………………………..………………………185 Automotive Hydraulic and Pneumatics………………………………………………………………………………………………...175 MECHATRONICS ENGINEERING COURSES Fundamental of Mechatronics I…………………………………………………………………………………………………………191 Fundamental of Mechatronics II………………………………………………..……………………………………………………….196 Mechatronics Technology and Practice……………………………………………….…………………..……………………………..200 Technical Report Writing……………………………………………………..……………………………………..…………………..205 Electronic Devices and Circuits I………………………………………………………………………………………………………..208 Control System I…………………………………………………………………………………………………………………………213 Electronic Devices and Circuits II………………………………………………………………………………………………………..219 IWE …………………………………………………………………………………………………………………………………..224 List of Minimum Resources……………………………………………………………………………………………………………… 226 List of Participants……………………………………………………………………………………………………………………...247

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CURRICULUM TABLE FOR NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHNOLOGY

1ST SEMESTER Course Code Course Title L T P CU CH GNS 101 Use of English I 2 0 0 2 2 MTH 112 Algebra and Elementary Trigonometry 1 1 0 2 2 COM 101 Introduction to Computing 1 0 2 3 3 EEC 115 Electrical Engineering Science 1 0 2 3 3 MEC 102 Technical Drawing 0 0 4 4 4 MEC 111 Mechanical Engineering Science 1 0 2 3 3 MCE 111 Mechanical Workshop Technology and Practice 0 0 4 4 4 MCE 113 Engineering Measurement 2 0 3 5 5 MCE 117 Thermo fluids 1 0 2 4 4 TOTAL 9 1 20 30 30

2ND SEMESTER Course Code Course Title L T P CU CH GNS 201 Communication Skills I 2 0 0 2 2 MTH 211 Calculus 1 1 0 2 2 COM 113 Introduction to Computer Programming 1 0 2 2 2 MCE 115 Spark Ignition Engine 1 0 2 3 3 MEC 224 Properties of Materials 1 0 2 3 3 MCE 104 Electronic Devices and Circuits I 1 0 2 3 3 MCE 106 Cooling and Lubrication systems 1 0 3 4 4 MCE 108 Fundamental Of Auto-Electric Systems 1 0 2 3 3 SDV 201 Entrepreneurship Development 1 0 2 3 3 MCE 110 Fundamental of Mechatronics I 1 0 2 3 3 MCE 112 Automotive Hydraulic and Pneumatics 2 0 2 4 4 TOTAL 13 1 19 32 32

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3RD SEMESTER Industrial Work Experience (In-Plant Training) 6 4TH SEMESTER Course Code Course Title L T P CU CH GNS 111 Citizenship Education 1 1 0 2 2 MTH 202 Logic & Linear Algebra 1 1 0 2 2 COM 201 Computer Aided Design & Drafting 0 0 3 3 3 MCE 202 Electronic Devices and Circuits II 1 0 2 3 3 MCE 204 Automotive Electronics 1 0 2 3 3 MCE 206 Engine Maintenance And Diagnostic Management 1 0 2 3 3 MCE 208 Control System I 1 0 2 3 3 MCE 210 Fundamental of Mechatronics II 1 0 2 3 3 MCE 212 Chassis System 1 0 2 3 3 MCE 214 Technical Report Writing 1 0 2 3 3 MCE 216 Compression Ignition Engine 1 0 2 3 3 TOTAL 10 2 19 31 31 5TH SEMESTER Course Code Course Title L T P CU CH

MTH 122 Trigonometry and Analytical Geometry 1 1 0 2 2

COM 211 Computer Programming using Object Oriented Basic 1 0 2 3 3

EEC 437 Digital Electronics 1 0 2 3 3

MCE 301 Engine Fuel Supply System 1 0 2 3 3

MCE 303 Mechatronics Technology and Practice 1 0 3 4 4

MCE 305 Safety and Comfort Systems 1 0 2 3 3

MCE 307 Workshop Supervisory Management 1 0 2 3 3

MCE 309 Modern Brake System 1 0 2 3 3

MCE 311 Transmission System I 1 0 2 3 3

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MCE 311 Project 0 0 3 3 3

TOTAL 9 1 20 30 30

6TH SEMESTER Industrial Work Experience (In-Plant Training) 6

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GENERAL STUDIES COURSES

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USE OF ENGLISH I

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEE RING TECHNOLOGY COURSE: Use of English I (Grammar) Course Code: GNS 101 Contact Hours: 2-0-0 Hrs/Wk Course Specification: Theoretical Contents

General Objective 1.0: Understand ways of promoting the necessary language skills which will enable student to cope effectively.

General Objective: WEEK

Specific Learning Outcome Teachers Activities Resources Specific Learning Outcome

Teachers Activities Resources

1-3 1.1 Explain the necessity for acquiring good note- taking/making techniques. 1.2 List the methods of note- taking/making.’ 1.3 Explain the use of dictionary. 1.4 Explain the use of the library. 1.5 Explain the type of information sources in the library. 1.6 Identify good reading habits. 1.7 Explain the different methods of reading viz, scan, skim, normal and study. 1.8 Use the different methods of reading explained in 1.7 above.

Ask the students: The techniques of

note taking/making and list the various methods.

The correct ways of using the dictionary.

The best ways of using the library.

To list the various information sources in the library and how to locate these information sources.

The different methods of reading and the difference between the methods.

Chalkboard, Duster, Recommended Textbooks.

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General Objective 2.0: General Objective:

WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning Outcome


4-6 2.1 Explain the concept of language 2.2 List the characteristics of language. 2.3 Explain the four language skills, viz, speaking, listening, writing, readings. 2.4 Explain the functions of language. 2.5 List the uses of English Language in Nigeria, e.g. as the language of research, government, commerce etc.

Ask the students: The basic concept

of language. To mention the

characteristics of language.

To identify the functions of language.

To list the uses of English Language in Nigeria.

Chalk and Blackboard

General Objective 3.0: Understand the basic rules of grammar. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning

Outcome Teachers Activities Resources

7-10 3.1 Explain grammar 3.2 Explain parts of speech 3.3 Analyse the use of parts of speech in sentences. 3.4 Correct common errors in the use of parts of speech in sentences. 3.5 Explain how to construct sentences with correct syntactic arrangement. 3.6 List punctuation marks. 3.7 Enumerate the uses of punctuation marks and explain how to punctuate a given passage. 3.8 Explain idioms, figures of speech and affrication.

Ask the students: To explain

grammar, parts of speech and how to apply them in a sentence.

To identify common errors in the use of parts of speech in sentences.

To construct sentences with correct syntactic arrangement.

Chalk, chalkboard, Duster.

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To identify punctuation marks and their uses, and how to punctuate a given passage.

To construct sentences to illustrate idioms, figure of speech and affixes.

General Objective 4.0: Understand the essential qualities of paragraph. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


11-13 4.1 Define a paragraph? 4.2 Name the parts of a paragraph viz: topic, sentence, development and conclusion/transition. 4.3 Explain the thematic qualities of a paragraph viz, unity, coherence and emphasis. 4.4 Explain methods of paragraph development viz, example, definition comparison and contrast etc. 4.5 Explain method of ordering details in a paragraph, viz, less complex to more complex and vice versa, less important to more important and vice versa, spatial, chronological etc. 4.6 Write specific paragraphs to illustrate 4.2 to 4.45 above.

Ask the student: To define a

paragraph and to name the part of a paragraph.

What they understand by the thematic qualities of a paragraph.

To explain the various methods of paragraph development and the methods of ordering details in a paragraph.

Chalk, chalkboard, Duster

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General Objective 5.0: Appreciating Literary Works in English. General Objective: 14-15 5.1 Give the meaning of literature.

5.2 Trace the development of literature. 5.3 Differentiate between the literary genres. 5.4 Explain the functions of literature. 5.5 Explain the terminology of prose fiction, e.g. plot setting, characterization etc. 5.6 Answer an essay question on a given novel.

Ask the students: The meaning of

literature and the development of literature.

The functions of literature and the terminology of prose fiction.

Chalk, chalkboard, Duster

Assessment: Course work 20%, Course tests 20%, Examination 60%

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CITIZENSHIP EDUCATION

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEE RING TECHNOLOGY COURSE: Citizen Education Course Code: GNS 111 Contact Hours: 2-0-0 Hrs/Wk Course Specification: Theoretical Contents

General Objective 1.0: Understand the Constitution of Nigeria. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning

Outcome Teachers Activities

Resources

1-4 1.1 Explain the term constitution. 1.2 Distinguish the different types of constitution. 1.3 Highlight some provisions of an International Constitution. 1.4 Explain the effectiveness of International Constitution. 1.5 Explain the supremacy of the Nigeria Constitution to other laws with emphasis on the 1989 constitution. 1.6 Evaluate the main parts of the Nigeria Constitution. 1.7 Draft a constitution for an association. 1.8 Trace the historical development of the Nigerian Constitution. 1.9 Discuss the merits and demerits of each of the Nigerian constitutions. 1.10 Explain the concept of “rule of law”

Ask the students: What they

understand by the term constitution and to distinguish the different rules of constitution known.

To explain the effectiveness of International Constitution.

To explain Nigerian Constitution to other laws.

To identify the main parts of the Nigerian Constitution.

Assess the students by giving them assignment to draft a constitution for an association

Chalkboard, Duster, chalk

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General Objective 2.0: Understand the Federal system of government in Nigeria.

General Objective:


Teachers Activities

Resources

5-7 2.1 Describe a federation. 2.2 Distinguish a federation from a confederation. 2.3 Outline the basis for the federal system in Nigeria. 2.4 Examine the evolution, structure and functions of the federal system in Nigeria. 2.5 Analyse the relationships among the three tiers of government in Nigeria. 2.6 Evaluate the revenue allocation formula in operation in Nigeria. 2.6 Compare and contrast

other federations with Nigeria.

Ask the students: To describe a

federation and to differentiate between a federation and a confederation

To define the functions of the federal system in Nigeria and the relationship among the three tiers of government.

To evaluate the revenue allocation formula operation in Nigeria.

Chalk, Blackboard, Duster

General Objective 3.0: Know the constitutional rights and obligations of Nigerian citizen.

General Objective:


Teachers Activities

Resources

8-9 3.1 Examine the significance of right and obligations in Nigeria, 3.2 Assess government’s protection of fundamental rights as contained in the Nigerian constitution. 3.3 Evaluate the responsibilities and duties of Nigerian citizenships

Ask the students to identify the responsibilities and duties of Nigeria citizenship.


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and the benefits for performing them. 3.4 Assess the responsibilities and duties of constituted authority to the people. 3.5 Evaluate the responsibilities and duties of government to the people.

General Objective 4.0: Understand Citizenships. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

10-12 4.1 Discuss the significance of citizenship. 4.2 Analyse the principles and benefits of citizenship 4.3 Explain the difference in the modes of acquiring citizenship. 4.4 Evaluate the merits and demerits of each type of citizenship. 4.5 Analyse the basis for the acquisition and withdrawal of Nigerian citizenship. 4.6 Examine the benefits derivable from Nigeria citizenship.

Ask the students: To discuss and

analyse the principles and benefits of citizenship.

To analyse the basis for the acquisition and withdrawal of Nigerian citizenship.


General Objective 5.0 Fundamental objectives and directive principles of state policy in Nigeria.

General Objective:


Teachers Activities

Resources

13-15 5.1 State the fundamental obligations of governments as provided in the constitution.

Ask the students to explain the directive principles and policy of the


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5.2 Explain the general provisions of the fundamental objectives and directive principles of state policy. 5.3 Explain the political, economic, social and education policies of Nigeria. 5.4 Explain the directive principles and policy of the Nigerian government on culture, the mass media, national ethics and duties of the citizen. 5.5 Assess the conformity observance and application of the fundamental objectives and directives principles of state policy by governments and people of Nigeria. 5.6 Recommend improvements on the provision conformity, observance and application of the fundamental objectives and directive principles of state policy.

Nigeria government on cultures, the mass media, national ethnics and duties of the citizen.


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USE OF ENGLISH II

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEE RING TECHNOLOGY COURSE: Use of English II (Essay and Comprehension) Course Code: GNS 201 Contact Hours: 2-0-0 Hrs/Wk Course Specification: Theoretical Contents

General Objective 1.0: Understand the rules of grammar. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


1-3 1.1 Define the phrase? 1.2 Explain the different types of phrases, i.e. structural and functional. 1.3 Define the clause? 1.4 Explain the different types of clauses i.e. structural and functional. 1.5 Define the sentence? 1.6 Explain the different types of sentences, i.e. structural and function. 1.7 Explain the constitution of different types of sentences.

Ask the students: To identify the

different types of phrases.

To define a clause and to identify the different types of clauses.

To define a sentence and to identify the different types of sentences.

Assess the students on the construction of different types of sentences.

Chalkboard, Duster, Recommended Textbooks Lecture Notes etc.

General Objective 2.0: Know how to write good essay. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


4-5 2.1 List the different types of essays. 2.2 Explain the features of each type of essay listed in 2.1 above. 2.3 Generate/gather relevant information on a given topic.

Ask the student to list the different types of essays and to identify the features of each types of essay listed above.

Assess the students

Chalk and Blackboard, Duster Recommended Textbook Lecture Notes, etc.

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2.4 Draw up a good outline. 2.5 Write a good essay on a given topic.

on essay writing.

General Objective 3.0: Understand the difference between denotative and connotative uses of words.

General Objective:



6-8 3.1 Explain the term denotation. 3.2 Identify words used denotatively. 3.3 Explain the term connotation. 3.4 Identify words used connotatively. 3.5 Use word Connotatively. 3.6 Compare denotative and connotative usage in groups of synonyms, e.g. women, lady, female, client, customer, patient, fear, terror, dread etc.

Ask the students to define the terms denotation and connotation and how to identify words used denotatively connotatively.

Assess the student.


General Objective 4.0: Understand the techniques of comprehension and summary writing.

General Objective:



9-12 4.1 Answer questions on comprehension passage at a higher level of difficulty. 4.2 Give contextual explanations to statements from the texts used. 4.3 Identify colloquialisms, slangs and jargons. 4.4 Explain summary writing. 4.5 Distinguish between types

Ask the students to distinguish the various types of summary writing and the steps in summary writing.

Give the students passages to summarise.

Assess the students.


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of summary writing. 4.6 Explain the steps in summary writing. 4.7 Write, within a specified length, a goal summary of a given passage.

General Objective 5.0 Appreciating Literature in English. General Objective WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


13-15 5.1 Describe drama. 5.2 Explain the types of drama. 5.3 Explain the terminology of drama, e.g. act, resolution, conflict, denouement, etc 5.4 Distinguish between radio drama and television drama. 5.5 Answer an essay question on a given drama text.

Ask the students to identify the various types of drama and to explain the terminology of drama to differentiate between radio drama and television drama to answer essay question on a given drama text.


Television, Video Cassette Recorder, Radio Cassette Player

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ENTREPRENEURSHIP DEVELOPMENT

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEE RING TECHNOLOGY COURSE: Entrepreneurship Development I Course Code: SDV 201 Contact Hours: 2-0-0 Hrs/Wk Course Specification: Theoretical Contents

General Objective 1.0: Understand the basic concept of Entrepreneurship. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

1 1.1 Define entrepreneurship, entrepreneur, small business and self- employment. 1.2 State the entrepreneurship philosophy and identify entrepreneurship characteristics. 1.3 Identify entrepreneurial characteristics. 1.4 Define development enterprise.

Lecture and site examples of each.

Chalk, Blackboard, Duster Recommended Textbooks Lecture Notes etc

General Objective 2.0: Understand the historical perspective of entrepreneurship development.

General Objective:


Teachers Activities

Resources

2 2.1 Historical perspective. 2.2 Trace the origin of

entrepreneurship. 2.3 Explain organizational structure. 2.4 Explain the role an entrepreneur. 2.5 Explain the reasons for business failure.

Trace the historical; evolution of business enterprise citing example.

Highlight the reasons for their failure/success.


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General Objective 3.0: Know how to plan a business Entrepreneurship/Project.

General Objective:


Teachers Activities

Resources

3 3.1 Define the concepts: planning, business enterprise and project. 3.2 Explain the importance of planning to a business enterprise. 3.3 Analyse the skills and techniques of starting and managing small business successfully. 3.4 Prepare and present project proposal. 3.5 Manage a small business profitably.

Lecture and illustrate with examples.

Highlight the students the initial problems likely to be faced.

Invite a successful entrepreneur to deliver lecture to the student.

Lecture and introduce the students to the formats of various project proposals.


General Objective 4.0: Know how to operate simple stock keeping records. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

6 4.1 Ordering spare parts/materials. 4.2 Receipt of parts/materials. 4.3 Storage of parts/materials. 4.4 Issue of parts/materials.

Lecture and demonstrate to students how to write receipt and keep records of ordering storage and issue materials.

Store or any storage facility record note-book.

General Objective 5.0: Know how to prepare and operate cash flow on spreadsheets.

General Objective:


Teachers Activities

Resources

7 5.1 Need for different records (capital, revenue, credit

Lecture and demonstrate for the

Chalkboard and Computer

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transaction, tax) 5..2 Formatting spreadsheet 5..3 Operating spreadsheet

students to appreciate.

Give practical exercise to students.

General Objective 6.0: Understand employment issues. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

8 - 9 6.1 Define the terms: education, training and development. 6.2 Relate education, training and development to employment. 6.3 Distinguish between skills and employment. 6.4 Explain the role of the private sector in employment generation. 6.5 Identify the forms and informal sectors. 6.6 Explain the issues of: (i) Rural Youth and Employment (ii) Urban Youth and Employment.

Lecture and cite examples.

Chalkboard, Chalk, Duster, Recommended, Textbooks, Lecture Notes, etc.

General Objective 7.0 Understand the Nigerian legal system General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

10 7.1 Explain the nature of law. 7.2 Analyse the sources of Nigerian laws. 7.3 Evaluate the characteristics of Nigerian Legal System.

Lecture Chalkboard, Chalk, Duster, Recommended Textbooks, Lecture Notes, etc.

16

General Objective 8.0 Comprehend the nature of contract and tort. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

11 - 12

8.1 Define contract. 8.2 Explain types of contracts. 8.3 State the basic requirements for a valid contract. 8.4 Analyse contractual terms. 8.5 Examine vitiating terms. 8.6 Explain breach of contract and remedies. 8.7 Define Tort. 8.8 Explain types of Tort. 8.9 Discuss tortuous liabilities and remedies.

Lecture

Chalkboard, Chalk, Duster, Recommended Textbooks, Lecture Notes, etc.

General Objective 9.0: Understand Agency and Partnership General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

13-15

9.1 Define agency. 9.2 Explain creation of agency. 9.3 Explain authority of the agent. 9.4 Analyse the rights and duties of principal agent and third parties. 9.5 Explain termination of agency and remedies. 9.6 Define partnership. 9.7 Examine creation of partnership.

Lecture Lecture and cite

examples

Chalkboard, Chalk, Duster, Recommended Textbooks, Lecture Notes, etc.

17

9.8 Explain relations of partners to one another and to persons dealing with them. 9.9 Analyse dissolution of partnership and remedies.

Assessment: Coursework 20%, Course Test 20%, Practical 0%, Examination 60%. References: 1. Wole Adewunmi, “Business Management An Introduction”, McMillan Nig. Ltd. Lagos. 1988. 2. Soji Olokoyo, “Small Business Management Guide Entrepreneurs”, Ola Jamon Printers and Publishers, Kaduna.

18

MATHEMATICAL COURSES

19

ALGEBRA AND ELEMENTARY TRIGONOMETRY

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEE RING TECHNOLOGY COURSE: Algebra And Elementary Trigonometry

Course Code: MTH 112 Contact Hours: 1-1-0 Hrs/Wk

Course Specification: Theoretical Contents General Objective 1.0: Understand laws of indices and their applications in simplifying algebra expressions.



Teachers Activities

Resources

1 1.1 Define index. 1.2 Establish the laws of indices. 1.3 Solve simple problems using the laws of indices.

Explain index and the laws of indices.

Solve problems using the laws of indices.

Chalkboard, Textbooks, Calculators, Chalk etc.

General Objective 2.0: Understand theory of logarithms surds and their applications in manipulating expression.

General Objective:


Teachers Activities

Resources

2-3 2.1 Define logarithm 2.2 Establish the four basic laws of logarithm. 2.3 Solve simple logarithms problem. 2.4 Define natural logarithm and common logarithm. 2.5 Define characteristic and mantissa. 2.6 Read the logarithmic table for given numbers. 2.7 Simplify numerical expressions using tables e.g. 18D = 3/4JPC2AMB find D when J = 0935, 0 = 35, P = 1.6

Explain logarithm and its four basic laws.

Solve logarithmic related problems.

Recommended Textbook, Chalk, Chalkboard, Duster, Lecture Note. etc

20

106, C = 55, M = 00025 П = 3.142 2.8 Apply logarithm in solving non-linear equations. e.g. y = axn, logy=log a + n log x; y = bcx , logy = logb + xlogc; y = a + bxn , Log (y- a) = Logb + nlogx, 2.9 Define surds. 2.10 Reduce a surd into it’s simplest form. 2.11 Solve simple problems on surds.

General Objective 3.0: Understand principles underlying the construction of charts and graphs.

General Objective:


Teachers Activities

Resources

4 3.1 Construct graphs of functions such as Y + ax = b, n = 1, 2Y= CST (a+a) Y = axk, including cases of asymbles. 3.2 Apply knowledge from 3.1 in termination as laws from experimental data.

Ask the students to draw graphs.


General Objective 4.0: Know the different methods of solving quadratic equations.

General Objective:


Teachers Activities

Resources

5 4.1 Solve quadratic equation by factorisation. 4.2 Solve quadratic equations by method of completing

Ask the students to solve quadratic equations.

Recommended Textbook, Chalk, Chalkboard,

21

squares. 4.3 Solve quadratic equations by formula. 4.4 Determine the roots. 4.5 Form equations whose roots are given in different methods.

Duster, Lecture Note. etc

General Objective 5.0: Understand Permutations and Combinations. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

6 5.1 Define permutation. 5.2 State examples of permutations. 5.3 Define combination. 5.4 State examples of combination. 5.5 Establish the theorem nPr=n!/[!] giving examples e.g. number of ways of collecting two out of 8 balls.

Explain with good examples the meaning of permutation and combination.

Solve problems relating to permutation and combination.


General Objective 6.0: Understand the concept of set theory. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

7 6.1 Establish nCr = nCn – r. 6.2 Define sets, subsets, and null sets. 6.3 Define union, inter-section and completion of sets. 6.4 Draw Venn diagrams to demonstrate the concepts in 6.1 – 6.3 above. 6.5 Calculate the size or number of elements in a given set.

Explain with good examples sets, subset, null sets, and union, intersection and completion of sets.

Solve set theory problems using venn diagrams.


22

General Objectives 7.0 Understand the properties of arithmetic and geometric progressions.

General Objective:


Teachers Activities

Resources

8-9 7.1 Define an Arithmetic progression (A.P.). 7.2 Obtain the formula for nth term and the first n terms of an A. P. 7.3 Give examples of the above e.g. find the 20th term of the series e.g. 2,4,6,8…... Find also the series of the first 20 terms. 7.4 Define a geometric progression (G.P.) 7.5 Obtain the formula for the nth term and the first n terms of a geometric series. 7.6 State examples of 7.5 above e.g.; given the sequences 1/3, 1, 3 ¼ find the 20th term and hence the sum of the 1st 20 terms. 7.7 Define Arithmetic Mean (AM) and Geometric Mean (G.M.). 7.8 Define convergence of series. 7.9 Define divergence of series.

Ask the students to apply progression to solve problems.

Explain in detail with examples Arithmetic and Geometric progressions.


23

General Objectives 8.0 Understand the binomial theorem and its application of expressions in approximations.

General Objective:


Teachers Activities

Resources

10 8.1 Explain the method of mathematical induction. 8.2 State and prove the binomial theorem for a positive integral index. 8.3 Expand expressions of the forms (x=y)2, (x 2– 1)8 applying binominal theorem. 8.4 Find the coefficient of a particular term in the expansion of simple binomial expressions. 8.5 Find the middle term in the expansion of binomial expression. 8.6 State the binomial theorem for a rational index. 8.7 Expand expressions of the form: (1=x)-1, (1-x)1/2 (1- x)- applying binomial theorem. 8.8 Expand and approximate expressions of the type (1.001)n, (0.998)n, (1=x)1/2, (-x)- to a stated degree of accuracy applying/scalar expression.

State the importance and application of the theorem.

Explain in details binominal theorem and its applications in approximations.


24

General Objectives 9.0: Understand the basic concepts and manipulation of vectors and their applications to the solution of engineering problems.

General Objective:


Teachers Activities

Resources

11 - 12 9.1 State the definitions and representations of vectors. 9.2 Define a position vector. 9.3 Define unit vector. 9.4 Explain scalar multiple of a vector. 9.5 List the characteristics of parallel vectors. 9.6 Identify quantities that may be classified as vector e.g. displacement, velocity, acceleration, force, etc. 9.7 Compute the modules of any given vector up to 2 and 3 dimensions. 9.8 State the parallelogram law in solving problems including addition and subtraction of vectors. 9.9 Apply the parallelogram law in solving problems including addition and subtraction of vectors. 9.10 Explain the concept of components of a vector and the meaning of orthogonal components. 9.11 Resolve a vector into its orthogonal components. 9.12 List characteristics of coplanar localized vectors

Explain in details and apply the techniques of vectors to solve various problems.


25

9.13 Define the resultant or composition of coplanar vectors. 9.14 Compute the resultant of coplanar forces acting at a point using algebraic and graphical methods. 9.15 Apply the techniques of resolution and resultant to the solution of problems involving coplanar forces. 9.16 Apply vectorial techniques in solving problems involving relative velocity. 9.17 State the scalar product of two vectors. 9.18 Compute the scalar product of given vectors. 9.19 Define the cross product of two vectors. 9.20 Calculate the direction ratios of given vectors. 9.21 Calculate the angle between two vectors using the scalar product.

General Objectives 10.0: Understand the concepts of equations and apply it to engineering problems.

General Objective:


Teachers Activities

Resources

13-14 10.1 Explain the concept of equation, i.e. AX + B = D where A and B are expressions.

Ask the student to solve carious equations as indicated in section

Recommended Textbook, Chalk, Chalkboard,

26

10.2 List different types of equations:- Linear, quadratic, cubic, etc. 10.3 State examples of linear simultaneous equations with two unknowns and simultaneous equations with at least one quadratic equation. 10.4 Apply algebraic and graphical methods in solving two simultaneous equations a linear equation and a quadratic equation. 10.5 Apply the algebraic and graphical methods in solving two simultaneous and quadratic equations. 10.6 Define a determinant of nth order. 10.7 Apply determinants of order 2 and 3 in solving simultaneous linear equations.

10. Duster, Lecture Note. etc

General Objectives 11.0: Understand the definition, manipulation and application of trigonometric functions.

General Objective:


Teachers Activities

Resources

15 11.1 Define the basic trigonometric ratios, sine, cosine and tangent of an angle. 11.2 Derive the other trigonometric ratios,; cosecant, secant and

Define and Derive the trigonometric ratios and identities.

Recommended Textbook Chalk Chalkboard Duster Lecture Note etc

27

cotangent using the basic trigonometric ratios in 11.1. above. 11.3 Derive identities involving the trigonometric ratios of the form; Cos2+Sin2=1, Sec2=1=tan2, etc 11.4 Derive the compound angle formulae for sin (A-B), Cos (A-B) and Tan (A-B).


28

CALCULUS PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEER ING TECHNOLOGY

COURSE: CALCULUS Course Code: MTH 211 Contact Hours 1-1-0 Hrs/wk

Course Specification: Theoretical Content Practical Content General Objective: 1.0 Understand the basic concepts of differential Calculus and in application in solving engineering problems

General Objective: 1.0

Week Specific Learning Outcome Teachers

Activities Resources Specific Learning


Resources

1 – 4

1.1 Define limits with examples. 1.2 State and prove basic theorems on limits 1.3 Prove that lim sin θ/θ, lim Tan θ/θ = 1 as θ→0 1.4 Define differentiation as an incremental notation of a function. 1.5 Differentiate a function from first principles. 1.6 Prove the formulae for derivative of functions, Function of a function, products, and quotient of functions. 1.7 Differentiate simple algebraic, trigonometric, logarithmic, exponential, hyperbolic parametric, inverse and implicit functions. 1.8 Derive second derivative of a function. 1.9 Apply differentiation to simple engineering and

Teachers are explain to give and solve simple engineering and technological problems

Chalkboard, textbooks, lecture notes, chalk, etc

29

technological problems. 1.10 Explain the rate of change of a function. 1.11 Explain the condition for turning point of a function. 1.12 Distinguish between maximum and minimum value of a function. 1.13 Sketch the graph of a function showing its maximum and minimum points and points of reflexion. 1.14 Estimate error quantities from the small increment of a function. 1.15 Determine the tangent to a curve. 1.16 Determine the normal to a curve.

General Objective 2.0: Know integration as the reverse of differentiation and its application to engineering problems


Week Specific Learning Outcome: Teachers Activities

Resources Specific Learning Outcome

Teachers Activities

Resources

5-8

2.1 Define integration as the reverse of differentiation. 2.2 Explain integration as a limit of summation of a function. 2.3 Distinguish between indefinite and definite integrals. 2.4 Determine the indefinite and definite integrals. 2.5 Determine the definite

Ask students to apply integral calculus to simple function.

Explain in details with solved examples, the principle of

Chalkboard, textbooks, lecture notes, chalk

30

integral of a function. 2.6 Integrate algebraic, logarithmic, trigonometric and exponential simple functions. 2.7 List possible methods of integration. 2.8 Integrate algebraic and trigonometric functions by the substitution method. 2.9 Integrate trigonometric and exponential functions by parts. 2.10 Integrate algebraic functions by partial fraction. 2.11 Integrate trigonometric and logarithmic functions applying reduction formula. 2.12 State standard forms of some basic integrals. 2.13 Calculate length of arc, area under a curve, area between two curves, volume of revolution, center of gravity, center of surface area, second moment and moment of inertia. 2.14 Define Trapezoidal and Simpson’s rule as methods of approximating areas under given curves.

integration.

31

2.15 Find approximate area under a curve applying Trapezoidal method. 2.16 Find approximate area under a curve applying Simpson’s rule. 2.17 Compare result obtained from Trapezoidal and Simpson’s rules with the results by direct integration. 2.18 Apply integration to kinematics.

General Objective 3.0: Understand first order homogenous linear ordinary differential equations with constant coefficients as applied to simple engineering problems




Teachers Activities

Resources

9-12

3.1 Define first order differential equation 3.2 List order, degree, general solution, boundary or initial conditions and particular solution of differential equations. 3.3 List examples of various types of first order differential equations. 3.4 Define first order homogenous differential equations 3.5 List the methods of solving differential equations by separable variables.

Ask students to apply differential equation to solve engineering problems.

Explain in details with solved examples the application of differential equations to engineering problems.

Chalkboard, textbooks, lecture notes, chalk, etc.

32

3.6 Identify differential equations reducible to the homogenous form. 3.7 Explain exact differential equations. 3.8 Solve exact differential equations, e.g. (a) Show that (3x2 + y cos x) dx+(sin x-4y3) dy = O is an exact differential equation. (b) Find its general solution. 3.9 Define integrating factors. 3.10 Determine the solution of differential equations using integrating factors. 3.11 Define linear differential equations of the first order.

General Objective 4.0: Understand the basic concepts of partial differentiation and apply same to engineering problems




Teachers Activities

Resources

13-15

4.1 Define partial differentiation 4.2 List and explain the uses of partial derivatives. 4.3 Solve problems on partial differentiation. e.g. f (x, y) = x2 + y2 = 2xy find dy/dx, dx/dy 4.4 Apply partial differentiation to engineering problems.

Solve problems on partial differential Equations.

Chalkboard, textbooks, lecture notes, chalk


33

LOGIC AND LINEAR ALGEBRA PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY

COURSE: LOGIC AND LINEAR ALGEBRA Course Code: MTH 211 Contact Hours 1-1-0 Hr/W k

Course Specification: Theoretical Content Practical Content General Objective: 1.0 Understand the basic rules of mathematical logic and their application to mathematical proofs.


Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

1-2 3-4

1.1 The essential connectives, negation, conjunction, disjunction, implication and bi-implication 1.2 State the essential connectives defined in 1.1 above. 1.3 Explain grouping and parenthesis in logic, 1.4 Explain Truth Tables. 1.5 Define tautology 1.6 Give examples of types of tautology. e.g i. If P and Q are distinct atomic sentences, which of the following are tautologies? (a) P - Q (b) PUQ - QUP (c) PV(P*Q) ii. Let P = Jane Austen was a contemporary of Beethoven. Q = Beethoven was a contemporary of Gauss. R = Gauss was a

Explain and illustrate 1.1 to 1.6 and ask the students to find the truth value of the logic statement.

Assess the student. Explain and

illustrate 1.7 to 1.2 and asked the students to solve problems on 1.7 to 1.11.

Lecture notes, Recommended textbooks, charts, chalkboard Recommended textbooks, lecture notes, chalkboard, chalk

34

contemporary of Napoleon S = ‘Napoleon was a contemporary of Julius Caesar’. (Thus P, Q and R and true, and S is false). Then find the truth values of sentences:- (a) (P *Q) = R (b) (P - Q) (c) P *Q - R - S 1.7 Define universal quantifier and existential quantifier. 1.8 Translate sentences into symbolic form using quantifiers. e.g. ‘some freshmen are intelligent’ can be stated as for some x, x, is a freshman and x is intelligent’ can translate in symbols as (/x) (Fx & Ix). 1.9 Define the scope of a Quantifier. 1.10 Define ‘bound’ and ‘free’ variables 1.11 Define ‘term’ and formula’. 1.12 Give simple examples of each of 1.9 to 1.11 above. 1.13 Explain the validity of formulae.

35

General Objective 2.0: Know permutation and combination General Objective: 2.0 Week Specific Learning Outcome: Teachers


Outcome: Teachers Activities

Resources

5-7

2.1 Define permutations and combinations. 2.2 Give illustrative examples of each of 2.1 above 2.3 State and approve the fundamental principle of permutation. 2.4 Give illustrative examples of the fundamental principles of permutation. 2.5 Establish the formula nPr = n!/ (n - r)! 2.6 Prove that nPr = (n - r + 1) x nP r - 1. 2.7 Solve problems of permutations with restrictions on some of the objects. 2.8 Solve problems of permutations in which the objects may be repeated. 2.9 Describe circular permutations. 2.10 Solve problems of permutation of N things not all different. 2.11 Establish the formula nCr = n!/[(n - r)! r!] 2.12 Solve example 2.11 2.13 State and prove the theorem nCr = n Cn-r. 2.14 Solve problems of combinations with

Explain and illustrate the activities in 2.1 to 2.15 and ask the student to: establish the formula nPr = n!/(n-r)! - Prove that nPr = (n-r+1)(nPr-1 - Establish the formula nCr = n!/[n-r!]r! - Prove that nCr = nCn-r

Recommended textbooks, lecture notes, chalkboard, chalk, etc.

36

restrictions on some of the objects. 2.15 Solve problems of combinations of n different things taken any number at a time.

General Objective 3.0: Know binomial theorem Week Specific Learning Outcome: Teachers



Resources

8-10

3. 1 Explain with illustrative examples - the method of mathematical induction. 3.2 State and prove binomial theorem for positive integral index. 3.3 Explain the properties of binomial expansion. 3.4 State at least seven (7) examples of 3.3 above. e.g. i. A (x2 - 1/x) ii. Find the constant term in the expansion of (x + 1/x)A iii. Find the co-efficient of xv in the expansion of (x + k)A where v is a number lying between -n and n- 3.5 State the binomial theorem for a rational number 3.6 State the properties of binomial coefficients. 3.7 Apply binomial expansion in approximations (simple

Explain and illustrate activities in 3.1 to 3.7 and ask the students to solve problems on them.

Recommended textbooks, lecture notes, chalkboard, chalk, etc

37

examples only).

General Objective 4.0: Know matrices and determinants General Objective 4.0: Week Specific Learning Outcome: Teachers



Resources

11-15

4.1 Define Matrix 4.2 Define the special matrices - zero matrix, identity Matrix, square matric, triangular matrix, symmetric matrix, skew symmetric matrix. 4.3 State example for each of the matrices in 4.2 above. 4.4 State the laws of addition and multiplication of matrices. 4.5 Illustrate the commutative, associative, and distributive nature of the laws stated in 4.4 above. 4.6 Explain the transpose of a matrix. 4.7 Determine a determinant for 2 x 2 and 3 x 3 matrices. 4.8 Define the minors and cofactors of a determinant. 4.9 Explain the method of evaluating determinants. 4.10 State and prove the theorem “Two rows or two columns of a matrix are identical, then the value of it’s determinant is

Explain and illustrate the activities in 4.1 to 4.19.

Ask the student to prove the theorems and solve problems on the illustrated activities.

Assess the student


38

zero”. 4.11 State and prove the theorem “If two rows or two columns of a matrix are interchanged, the sign of the value of its determinant is changed”. 4.12 State and prove the theorem “If any one row or one column of a matrix is multiplied by a constant, the determinant itself is multiplied by the constant”. 4.13 State and prove the theorem “If a constant times the elements of a row or a column is added to the corresponding elements of any other row or column, the value of the determinant itself is multiplied by the constant”. 4.14 State five examples of each of the theorems in 4. 10-4.13 above. 4.15 Define the adjoint of a matrix. 4.16 Explain the inverse of a matrix. 4.17 State the linear transformations on the rows and columns of a matrix.

39

4.18 Apply Crammer’s rule in solving simultaneous linear equation. 4.19 Apply Linear transformation in solving simultaneous linear equations.


40

TRIGONOMETRY AND ANALYTICAL GEOMETRY PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: TRIGONOMETRY AND ANALYTICAL GEOMETRY

Course Code: MTH 112 Contact Hours 1-1-0Hrs/Wk

Course Specification: Theoretical Content Practical Content: General Objective: 1.0 Understand the manipulation of trigonometric equations.

General Objective 3.0:

Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

1-3

1.1 Convert sums and differences of trigonometric ratios to products. 1.2 Prove the sine and cosine formulae of triangles 1.3 Solve problems triangles using the sine and cosine formulae e.g.:- The sides a,b,c, of a triangle are 4cm, 5cm, and 6cm respectively. Find the angles. 1.4 Calculate angles of elevation and depression using trigonometric ratios e.g.:- From the top of a tree 120m high an observer sees a boat 560m away. Calculate the angle of depression. 1.5 Compute bearings, heights and distances of inaccessible objects and projections, e.g. - A man walks 3km due North, and the 3km N.52o W. How far is the man from his starting point? What is his

Illustrate with good examples activities in 1.1 to 1.10 and ask the students to solve problems on them.

Assess the student.


41

bearing from his original position. 1.6 Derive half angle formulae from sin, cos and tan. 1.7 Define inverse circular function. 1.8 Explain inverse circular functions graphically. 1.9 Solve problems involving 1.8 and e.g.:- Draw the graph of 1/(cos 2θ) Taking values from 0o to 90o inclusive. 1.10 Apply the concepts in 1.8 above to three dimensional problems.

General Objective 2.0: Understand the concept of mensuration and its application to engineering problems


Week Specific Learning Outcome: Teachers Activities Resources Specific Learning Outcome:

Teachers Activities

Resources

4 – 5

2.1 Explain circular measure. 2.2 State the relation between radians and degrees 2.3 Prove the formulae for arc length and area of a sector. 2.4 Identify segment and chord of a circle. 2.5 Determine the area of a segment and the chord of length of a given circle. 2.6 Calculate the surface areas and volumes of simples shapes such as cylinder, sphere and cone. E.g. A solid sphere has radius 8cm. Calculate its volume.

Describe circular measure and state the relationship between radian an degrees.

Solve problems relating to surface areas and volumes of cylinder, sphere, cones, and irregular shapes applying Simpson’s Rule.

Lecture notes, Recommended textbooks, charts, chalkboard

42

2.7 Determine the areas and volumes of irregular shapes applying Simpsons rule. 2.8 Apply mid-ordinate rule to determine the areas and volumes applying mid- ordinate rule.

General Objective 3.0: Understand the concept of analytical geometry and their applications


WEEK Specific Learning Outcome: Teachers Activities Resources Specific Learning Outcome:

Teachers Activities

Resources

3.1 Explain two dimensional coordinate systems: Cartesian and Polar- coordinate systems. 3.2 Explain plotting and sketching of graphs w.r.t. the two coordinate systems. 3.3 Relate Cartesian coordinate to polar coordinates. 3.4 Explain the slope of a line in relation to the above concepts in 3.3. above. 3.5 Explain the intercept of a line. 3.6 Derive the formula for the gradient of line passing through two points. 3.7 Derive the equation of a straight line given the gradient and the co-ordinates of a point. 3.8 Reduce a given linear equation to the intercept form. x/a + y/b = 1

Illustrate the activities in 3.1 to 3.20 with good examples and ask the students to solve problems on them.

Illustrate the activities in 3.21 to 3.26 and ask the students to solve problems on them.

Assess the students

Lecture notes, recommended textbooks, chalkboards, chalk, duster etc.

43

3.9 Determine the coordinates of the point of intersection of two straight lines. 3.10 Define locus 3.11 Derive the slope-intercept form of the equation of a straight line: y = mx+c 3.12 Derive the point - slope form of the equation of a straight line: y - y1 = m(x – x1). 3.13 Derive the double - point form of the equations of the straight line: y - y1 = y2 - y1 (x - x1) x2 - x1 3.14 Derive the perpendicular form of the equation of a straight line 3.15 Solve examples of 3.11 to 3.14 above. 3.16 Find the angle (Q) between two lines whose slopes, (m1, and m2) are Known: Q = tan (m2 - m1)/1 + m1 m2 3.17 Determine the conditions for two lines to be parallel and to be perpendicular. 3.18 Derive the expression for the perpendicular distance from a point to a line. 3.19 Draw a circle. 3.20 Derive the equation of a circle with center at the origin and radius r.

44

3.21 Derive the equation of a circle with center outside the origin. 3.22 State general equation of a circle. 3.23 Determine the coordinates of the center of a circle from a given equation of a circle. 3.24 Draw orthogonal circles 3.25 Find the equations of the tangent and the normal at a point circle 3.26 List illustrative examples of each of 3.20 to 3.25 above

General Objective 4.0: Understand the concept of Parabola, ellipse and hyperbola.


WEEK Specific Leaning Outcome Teachers Activities Resources Specific Leaning Outcome

Teachers Activities

Resources

4.1 Define the Parabola 4.2 Derive the standard equation of a Parabola y2 = 4ax 4.3 State the properties of the parabola 4.4 Define the focal chord, axis and locus rectum of the parabola 4.5 Determine the equation of the tangent and normal from a given point to the parabola. 4.6 Solve problems on parabola e.g. Write down the equation of the parabola and state its vertex if the focus - is (2,0) and the directex x = - 2. 4.7 Define an ellipse.

Illustrate activities in 4.1 to 4.19 with good examples.

Ask the students to solve them.


45

4.8 Derive the equation of an ellipse x2/G2 + y2/b2 = 1 4.9 State the properties of the Ellipse. 4.10 Determine the equation of the tangent and the normal to an ellipse from a given point. 4.11 Define focal chord and axis of ellipse. 4.12 Solve problems on ellipses e.g. Find the length of the axis and the eccentricity for the ellipse: 4x2 + 9y2 = 36 4.13 Define the Hyperbola. 4.14 Derive the equation of the Hyperbola. 4.15 Identify the properties of the Hyperbola. 4.16 Define asymptoes, chord, tangent and normal to a hyperbola. 4.17 Solve problems on hyperbola e.g. Find the foci and directrices for hyperbola: x2/16 - y2/9 = 1 4.18 Explain rectangular hyperbola. 4.19 Determine tangent and normal to the rectangular hyperbola.


46

INFORMATION AND COMMUNICATION TECHNOLOGY COURSES

47

INTRODUCTION TO COMPUTING

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY COURSE: INTRODUCTION TO COMPUTING Course Code: COM 101 Contact Hours: 1-0-2 Hrs/Wk Course Specification: Theoretical Contents Practical Content:

General Objective 1.0: Understand the basic components of the computer and how it has evolved over the year.



Teachers Activities

Resources

1-4 1.1 Know a brief history of computer development. 1.2 State the uses of computer and understand the impact of the PC on computer technology. 1.3 Differentiate between hardware and software. 1.4 Understand the input- process- output algorithm with the following in mind: 1. Central Processor 2. Input Mechanism 3. Output Mechanism

Relate the present idea of computer to other equipment and items that assess man to perform tasks faster.

Trace the historical evolution of computers

Assess the impact of computers to every day living

Conduct the students through the various parts of the computer and how data is managed by the various parts in the system.

Maximum of 4 students to a computer system. Maximum of 4 computers to a printer except when a network is in use. Paper and computer accessories. Magic Board Multimedia projector system

General Objective 2.0: State the importance and application of operation systerm.

General Objective:


Teachers Activities

Resources

5-8 2.1 List the application of the following: i. RAM ii. ROM

Explain the need for data storage.

Dismantle a computer system

Maximum of 4 students to a computer system. Maximum of 4

48

iii. Fixed discs iv. Removable v. MS Office vi Lotus Smart Suite vii. MS Encarta 2.2 Understand the concept of an operating system. i. PC-DOS/MS DOS ii. Windows iii. Linux iv. Unix

and show the students the RAM card, the Hard disk and the processors.

Explain the concept of an operating system.

computers to a printer except when a network is in use. Paper and computer accessories. Magic Board Multimedia projector system

General Objective 3.0: Understand the operation of windows operating system and application packages.


Teachers Activities

Resources

9-12 3.1 Access computers correctly through windows operating system. 3.2 Understand the steps for opening and closing windows. 3.3 Understand the application of program manager. 3.4 Know the uses and application of the various windows bars. 3.5 Understand how to move

from one window to another and how to

operate them concurrently. 3.6 Understand file management and how to manage files. 3.7 Know the step in creating files and folders.

Discuss the advantage of windows operating system.

Explain the windows menu and tools. Each student must be given an opportunity to start a computer, open/close the window operating system, understand the program manager and move around in the windows environment.

Explain the process of creating a file,


3.1 Demonstrate the steps for opening and closing windows. 3.2 Use the various windows bars. 3.3 Create files, folders and manipulate them. 3.4 Perform printing operation using print manager.

Give opportunity to each student to boot a computer, work on window operating system and shut down the computer.


Maximum of 4 students to a computer system. Maximum of 4 computers to a printer except when a network is in use. Paper and computer accessories. Magic Board Multimedia projector system.

49

3.8 Understand file manipulation (moving copying saving deleting etc). 3.9 Understand the use of Print Manager. 3.9 Understand the concept of the following software package.

manipulating the file and use of the print manager.

Assess the student. Load MS Office

with the student and explain the various packages that make up MS office. Load MS Encarta and discuss its use with the student.

Assess the student General Objective 4.0: Understand file management and software package. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

13-15 4.1 Demonstrate ability in the use of a word processing packages such as MS Word or Word Perfect and covering the following: i. Entering text ii. Formatting text (emboldening font size, italising, etc) iii. Creating and saving text files iv. Importing objects v. Spelling and grammar checking vi. Creating and manipulating

Demonstrate the installation of MD Word

Identify the different features of the software.

Ask students to type a short document and save it.

Ask student to edit a document and carry out a spell check.

Demonstrate the use of tables.


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tables, text boxes equations. vii. Printing and file export.

Competency: The student should be able to identify various hardware and software components of the computer and operate a computer. Assessment: Course work 20%, Course tests 20%, Practicals 10%, Exam 50%. Reference: Computer Information System : An Introduction by Adams and Wagner

51

COMPUTER AIDED DESIGN AND DRAFTING

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY COURSE: Computer Aided Design And Drafting

Course Code: COM 201 Contact Hours: 0-0-3 Hrs/Wk

Course Specification: Theoretical Contents Practical Content: General Objective 1.0: Understand the use of computer in the design and

drafting process. General Objective:


Teachers Activities

Resources

1 - 3

1.1 State the advantages and disadvantages of computer in the design process. 1.2 Explain the links between CAD and CAM. 1.3 Understand the principles of operation capabilities and system requirements of AutoCAD. 1.4 Identify the main parts of the screen of Auto CAD 14 or later version. 1.6 Explain the functions of the above. 1.7 Understand and use the different input methods: keyboards, mouse, digitisers, and scanners. 1.8 List the different coordinate systems.

Explain advantages and disadvantages of computer in the design process.

Explain the links between CAD and CAM.

Show the students the main parts of the screen of Auto CAD 14.

Explain the function of the above.

Ask the students to explain and use the different input methods.

Ask students to explain differences between Cartesian and polar coordinates systems.

Ask students to demonstrate the above options on the computer screen.

Complete Computer Sets. 1 Computer to 2 Students 1 Large Format Printer or Plotters in a Network 1 Digitiser to 2 students. Manuals, Recommended Textbooks. Complete Computer Sets 1 Computer to 2 Students 1 Large Format Printer or Plotters in a Network 1 Digitiser to 2 students.

1.1 Install the AutoCAD Software correctly. 1.2 Demonstrate the

uses of HELP Menu in solving problems when using the package.

1.3 Use the OSNAP facility to select options.

1.4 Use layer control to change the layers in a drawing.

1.5 Use Cartesian and Polar coordinates to draw lines.

1.6 Prepare and change the size

of the drawing field. 1.7 Show how to save drawings on demand and also how to set up the auto-save

Provide the students the AutoCAD CDROM for the inatallation.

Complete Computer Sets, 1 Computer to 2 Students, 1 Large Printer or Plotters in a Network, 1Digitizer to 2 Students.

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Ask students to construct lines at set lengths and angles using above coordinate systems.

Ask students to use snap points to construct lines.

Ask students to explain the use of snap points and ortho-commands.


features.

General Objective 2.0: Understand how to construct simple geometric shapes.


Teachers Activities

Resources

4 2.1 Know how to hatch the shapes drawn and change the hatch pattern and scale. 2.2 Explain how to draw circles, ellipse and arcs to given dimensions. 2.3 Explain how to construct polygons and squares to given dimensions. 2.4 Produce a simple drawing – Drawing 1.

Ask the students to hatch the shapes drawn.

Ask the students to change the hatch pattern and scale.

Ask the students to draw circles, ellipse and arc to given dimensions.

Complete Computer Sets 1 Computer to 2 Students 1 Large Format Printer or Plotters in a Network 1 Digitiser to 2 students.

2.1 Produce a simple drawing.

Ask the students to construct polygons and squares to a given dimensions.

Complete computer sets, 1 computer to 2 students, 1 large format printer or plotters in a network, 1 Digitiser to 2 students.

53

General Objective 3.0: Understand the different edit boxes. WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

5 3.1 Explain the different edit boxes, how to use them and their attributes. 3.2 Explain how to select the shapes using edit boxes. 3.3 Explain how to use the offset command.

Ask students to explain the different edit boxes.

Ask students to use them.

Ask students to explain their attributes.

Ask students to draw both polar and rectangular arrays using array command.

Ask students to draw using the offset command.


3.1 Use array command to draw both polar and rectangular arrays.

General Objective 4.0: Understand how to use edit commands. General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

6 4.1 Explain how to use edit commands. 4.2 Demonstrate how to move objects accurately; using both snap commands and coordinates. 4.3 Demonstrate how to copy objects from one position to another accurately using snap and coordinate entry. 4.4 Demonstrate how to erase object. 4.5 Demonstrate how to trip objects.




Ask student to edit a document and carry out a spell check.



4.1 Demonstrate how to move objects accurately; using

both snap commands and coordinates. 4.2 Demonstrate how to copy objects from one position to another accurately using snap and coordinate entry. 4.3 Demonstrate how to erase object.




Ask student to edit a document and

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4.4 Demonstrate how to fillet and chamfer angles.

4.4 Demonstrate how to trip objects.

carry out a spell check.


General Objective 5.0: Understand how to create layers General Objective: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

7-8 5.1 Demonstrate how to create layers. 5.2 Demonstrate how to change colour of layers. 5.3 Demonstrate how to change the line types of a layer. 5.4 Demonstrate how to move objects from one layer to another. 5.5 Demonstrate how to switch layers on and off. 5.6 Understand the use of layers and how they help in the construction and understanding of a draw.

Ask students to create layers.

Ask students to change colour of layers.

Ask students to change the line type of a layer.

Ask students to move objects form one layer to another.

Ask students to switch layers on an off.

Ask students to use layers to construct drawings.


5.1 Demonstrate how to create layers. 5.2 Demonstrate how to

change colour of layers.

5.3 Demonstrate how to change the line types of a layer.

5.4 Demonstrate how to move objects from one layer to

another. 5.5 Demonstrate how to

switch layers on and off.

5.6 Understand the use of layers and how they help in

the construction and understanding of a draw.

Ask students to create layers.

Ask students to change colour of layers.

Ask students to change the line type of a layer.

Ask students to move objects form one layer to another.

Ask students to switch layers on an off.

Ask students to use layers to construct drawings.


General Objective 6.0: Understand how to create linear and aligned dimensions.


Teachers Activities

Resources

9-10 6.1 Explain how to create linear and aligned dimensions. 6.2 Understand how to create angular dimensions.

Sets of Personal Computers Recommended Textbooks

6.1 Demonstrate how to add to tolerances to dimension.

Complete computer sets, 1 computer to 2 students,

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6.3 Demonstrate how to add to tolerances to dimension. 6.4 Demonstrate how to create leader lines. 6.5 Demonstrate how to add single line and multiple line texts to drawings. 6.6 Demonstrate how to edit

dimensions and text.

Manuals etc. 6.2 Demonstrate how to create leader lines. 6.3 Demonstrate how to add single line and multiple line texts to drawings. 6.4 Demonstrate how to edit dimensions and text.

1 large format printer or plotters in a network, 1 Digitiser to 2 students.

General Objective 7.0: General Objective 7.0: WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

11 – 14 7.1 Create the title block for a drawing Write letters and numbers on drawings 7.2 Draw circles be able to erase parts lines or circles. 7.3 Produce a simple drawing with correct details in terms of title block etc. 7.4 Select parts of a drawing in order to do further work. 7.5 Move, copy and rotate drawing parts. 7.6 Produce a full drawing with title

Ask each student to carry out his/her own drawing.

Let each student carry out his/her own drawings.

Ask each student to carry out his/her own drawing.

Ask each student to carry out a drawing that is specific to his/her department.

Assess the students

Grade each student’s drawing


56

blocks from a real engineered object. 7.7 Show all the views. 7.8 Produce a fully dimensioned drawing of a component appropriate to the engineering specification of the department.

Competency: The student should be able to use the computer to draw schematic diagrams, graphic diagrams using object oriented technique. Assessment: Course work 20%, Course tests 20%, Practicals 10%, Exam 50%. Reference: Mastering AutoCAD by George Omura

57

INTRODUCTION TO COMPUTER PROGRAMMING

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY Course: INTRODUCTION TO COMPUTER PROGRAMMING Course Code: COM 113 Contact Hour: 0-0-2 Hrs/Wk Course Specification: Theoretical Content Practical Content General Objective 1: Understand features of a good program. Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning

Outcomes Teacher’s activities Resources

1 1.1 Define a program. 1.2 Explain features of good program (Accuracy, maintenance, efficiency, reliability, etc).

Define and explain program with concrete illustration.

Explain indetails the various feature of a good program.

PC loaded with traditional lanqauges such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

1.1 View some programming languages in computer

To assist student view some programming languages in computer

PC loaded with traditional languages such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal in a networked laboratory

General Objective 2: Understand the concept of algorithms and flowcharting Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


2-4 2.1 Define algorithm on a general basis. 2.2 Explain features of an algorithm (e.g. please, effective, finite). 2.3 Describe the methods of algorithm representation of

Describe the concept of algorithm with its features.

Give concrete examples algorithms.

Teach the various methods of oppressing

PC loaded with traditional languages such as Basic, Cobol,

2.1 Draw flowcharts for simple programming problems.

To assist students in drawing flowcharts for simple programming problems.

PC loaded with traditional languages such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-

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English language, flowchart, pseudocode, decision table, data flow diagram (DFO) etc. 2.4 Describe main ANSI flowcharts as describe algorithms. 2.5 Draw flowcharts to implement some simple programming tasks

algorithm with examples.

Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

COBOL, OO-Pascal in a networked laboratory

General Objective 3: Understand the principles of designing algorithms for common programming problem Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


5-6 3.1 Design algorithm for problems involving. i. Strictly sequence control structure ii Selection control Structure. iii Iteration control Structure.

Show the structure and how to develop simple programming problem involving each of basic control structure.

Give class exercise, assignments to students to practice on.

Correct the algorithm developed by the students.

PC loaded with traditional languages such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

2.1 Write simple programs using different control structure

To assist student in writing simple programs using different control structure.


59

General Objective 4: Understand general modular program design principles. Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


7-8 4.1 Explain modular programming concept. 4.2 Explain top-down design technique. 4.3 Illustrate program design with program structure charts, hierarchical Network, Hierarchical. 4.4 Demonstrate each of the 4.1 – 4.3 above.

Discuss the concept and advantage of modular programming

Discuss and illustrate with like programs e.g. payroll, student records, etc.

Top-down design principles.

PC loaded with traditional languages such as Basic, CoBol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

4.1 Design a program using top-down technique

To assist student to design a program using top-down technique


General Objective 5: Understand the procedure in solving a programming problems Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


9 5.1 Identify the problem and confirm it solvable. 5.2 Design algorithm for the chosen method of solution with flowcharts or pseudo codes. 5.3 Code the algorithm by using a suitable programming language. 5.4 Test run the program on

the computer.

Discuss the stages involved developing program.

Demonstrate the stages above with real life program possible.

PC loaded with traditional languages such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL,

5.1 Code a simple algorithm using any suitable language.

To assist student in coding a simple algorithm using any suitable language.


60

OO-Pascal and connected to OHP.

General Objective 6: 0 Understand the various levels of programming languages Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


10 6.1 Explain machine language, low-level language and high level languages. 6.2 Give examples of the languages stated above. 6.3 Explain the

distinguishing features of languages in 6.1.

6.4 Distinguish between system commends and program statements.

Discuss the feature of machine language, low level language, and high level language.

High light the advantages and disadvantage of level of programming layout

PC loaded with traditional lanqauges such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

6.1 To be able to code a very simple high level language and translate it to assembly language.

To assist student code a very simple high level language and translate it to assembly language.

.PC loaded with traditional lanqauges such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal in a networked laboratory

General Objective 7.0 Understand the concept of debugging and maintaining program:

Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning Outcomes

Teacher’s activities Resources

11 7.1 Define debugging. 7.2 Identify sources of bugs in a program. 7.3 Explain syntax, run-time and logical errors. 7.4 Identify techniques of locating bugs in a program

Discuss various methods of debugging, aids.

High light classes Differentiate between debugging and maintenance.

PC loaded with traditional languages such as Basic, Cobol, Fortran etc

7.1 Create a simple bug in a simple program and correct it.

To assist student create a simple bug in a simple program and correct it

PC loaded with traditional languages such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-

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7.5 Explain program maintenance. 7.6 Distinguish between debugging and maintaining a program.

Discuss sources of bugs in program

and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

Pascal in a networked laboratory

General Objective 8.0: To understand good programming practices Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


12 8.1 Employ structured approach to both flow charting and program development. 8.2 Employ program documents technique HIPS, data flow diagram, pseudo- cal. 8.3 Explain graphic user Interface (GUI). 8.4 Define interactive processing.

Discuss structured approach to flowcharting and programming.

PC loaded with traditional languages such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

8.1 To be able to write simple structured program

To assist student write simple structured program


General Objective 9.0: Understand the concept of object oriented (OO) programming. Week Specific Learning Outcomes Teacher’s activities Resources Specific Learning


13 9.1 The concept of OO programming. 9.2 The features of OO programming.

Explain object oriented program (OOP).

State the features of OOP.

PC loaded with traditional languages

9.1 Identify properties, events, objects and class in a running OOP.

To assist students identify properties, events, objects

PC loaded with traditional languages such as Basic, Cobol,

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9.3 The concept of properties, events, objects and classes.

Explain the concept of properties.

Know the obstacles to internet growth in Nigeria.

Discuss writes, methods, events, objects and classes.

List various objects oriented programming languages

State the advantages of OOP

such as Basic, Cobol, Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal and connected to OHP.

and class in a running OOP

Fortran etc and OO languages Such as VB, OO-COBOL, OO-Pascal in a networked laboratory

Competency: The student should be able to write simple programs to solve engineering problems using flow chart & algorithms. Assessment: Course work 20%, Course tests 20%, Practicals 20%, Exam 40%. Reference: Computer Information System: An Introduction by Adams and Wagner

63

COMPUTER PROGRAMMING USING OBJECT ORIENTED BASIC PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY Course: COMPUTER PROGRAMMING USING OBJECT ORIENTED BASIC LANGUAGE

Course Code: COM 211 Credit Hours: 1-0-2 Hrs/Wk

General Objective 1.0: Understand the integrated Development Environment Week Specific Learning

Outcomes Teacher’s activities Resources Specific Learning

Outcomes Teacher’s activities

Resources

1

1.1Explain the concept of integrated development environment 1.2 Explain the

following:- i. Project window ii. Toolbox iii. Form layout window iv. Properties window v. Menu and toolbars

The teacher to develop a simple programming displaying a line of text.

Writing Material, Magnetic Writing Board, Computer Systems, Printers, Multimedia Projector System

General Objective 2.0: Understand the visual basic programming concept.

Week Specific Learning Outcomes

Teacher’s activities Resources Specific Learning Outcomes

Teacher’s activities

Resources

2

2.1 Explain statements, expression Data types and Data type Conversion. 2.2 Explain various types of variables. 2.3 Understand the rules for forming variable names. 2.4 Storing and retrieving

The teacher should explain statements, expression, and data types.

The teacher should practically demonstrate this before the student.

The teacher should test and


64

data in a variable. 2.5 Declaration of variables. Visual programming VB charactertics set. 2.6 Discuss the event- Driving Programming. Variable concept, operators, expressions.

access the student understanding.

The teacher enumerates the rules for forming variable names.

The teacher should write a sample program to demonstrate the above.

The teacher should describe constant, scope of variables and constant. He should illustrate with a practical example.

General Objective 3.0: Understand operators and object variables. Week Specific Learning



Resources

3

3.1 Describe the various types of operators

3.2 Describe the application of these operators. 3.3 Explain object data Types. 3.4 Explain object variable declaration. 3.5 Explain the scope of object variables.

The teachers should enumerate operators and give the order of precedence.

The teacher should explain object data types.

The teacher should explain


3.1 write a simple program involving of operators and object variable.

Teacher should write a sample program to demonstrate object programming and put the student through.

Computer sets with integrated development environment packages.

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3.6 Explain how to create instances of an object.

scope of variable e.g. private or public.

The teacher should explain and demonstrate how to create instances of an object.

General Objective 4.0: Know control statements in OOP Week Specific Learning



Resources

4

4.1 Explain the IF….ELSE, statement. 4.2 Explain the switch statement. 4.3 Explain the FOR….NEXT loop statement 4.4 Explain the WHILE…DO loop statement. 4.5 Explain the DO… while loop statement.

He should explain the control statements and write a sample program to show their practical application


4.1 write simple programs to demonstrate the application of control statement in OO programs.

Teacher should explain and demonstrate how to develop OO programs with control statements.


66

General Objective 5.0: Know the use of procedure and functions Week Specific Learning



Resources

5

5.1 Explain the scope of variables such as public, private, global and static. 5.2 Explain the different

types of constants e.g. system defined.

5.3 Explain the scope of constants. 5.4 Discuss the concept

of circular referencing.

5.5 Explain the concept of procedure.

5.6 Explain User’s defined

functions 5.7 Understand how to

define and call a function. 5.8 How to define recursive procedures. 5.9 Write simple program to demonstrate 5.1 – 5.4 above.

Describe the scope of variables such as public, private, global and static.

Describe the different types of constants e.g. system defined and users defined.

Describe the cope of constants.

Describe the concept of circular referencing.

Explain and illustrate with examples functions, subroutine.

The teacher should also access the understanding of the students by making the students solve a problem.


67

The teacher should give a practical problem.

General Objective6.0: Understand the use of arrays and structures. Week Specific Learning



Resources

6

6.1 Explain array declaration and subscript range. 6.2 Explain multiple array declaration. 6.3 Explain static,

global and dynamic array declaration.

6.4 Explain static and dynamic allocations.

The teacher explain array and when they are required in a program.

He should demonstrate the multiple arrays using a practical problem.

He should illustrate and explain with example static and dynamic array declaration.

The teacher should give a practical test to use student.


General Objectives 7.0: Understand how to create classes and objects. Week Specific Learning



Resources

7

7.1 Explain the constructors and destructors 7.2 Explain information

The teacher should explain constructor and destructors and

Writing Material, Magnetic Writing Board, Computer Systems, Printers,

7.1 Demonstrate how to create classes and objects with

Teacher should explain with a sample program.

Computer sets with integrated development environment

68

guiding using private, public and protected. 7.3 Explain instances of class variables 7.4 Explain the creation of methods. 7.5 Demonstrate 7.1 – 7.4 above with a sample program.

explain their role in the utilization of objects.

He should explain the instances access and now it is done.

Examples should be given by it.

The teacher should explain methods and the procedure for creating it.

The teacher should explain with a sample program.

Multimedia Projector System.

simple program.

netwrork.

General Objectives 8.0: Know how to create and manipulate Data files. Week Specific Learning



Resources

8

8.1 Describe the different types of Data files e.g. sequential, random, Binary. 8.2 Explain how to create the file types. 8.3 Explain how to read and write to the file type mentioned above.

The teacher should explain data files, the sequential and purpose of each type.

The teacher should explain, demonstrate how to create data file.


8.1 Demonstrate the creation and manipulation of data file with a sample program.

Teacher should explain and write program to demonstrate how to read and write a file.


69

8.4 Demonstrate 8.1 – 8.3 above with a Sample program.

The teacher should also explain and write program to demonstrate how to read and write a file.

The teacher should explain and give procedural steps for creating, linking a database using codes, data control and data environment.

The teacher should demonstrate and explain the importance of SQL in database access.

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General Objective 9.0: Understand database management concept in OO BASIC. Week Specific Learning



Resources

9

9.1 Explain database. 9.2 Describe the procedure for creating a database. 9.3 Describe the different ways of accessing a database e.g. codes, data control, and data environment. 9.4 Describe how to perform the following operations: adding, editing, updating, deleting and searching. 9.4 Explain the relevance of structure query language (SQL ).

The teacher should explain data skills.

The teacher should explain and give procedural steps for creating, linking a database using codes, data control and data environment.

The teacher should demonstrate and explain the importance of SQL in database access.


71

General Objective 10.0: Know to design report format. Week Specific Learning



Resources

10

10.1 Explain how to design a report format using data report object. 10.2 Describe how to retrieve output using the format in 10.1 above. 10.3 Demonstrate 10.1 above with a sample data.

The teacher should explain and demonstrate with example how to create and use a report format.


General Objective 11.0: Understand different Dialogue boxes Week Specific Learning



Resources

11

11.1 State the different Dialogue boxes available e.g message box, input box file/open dialogue box file/save Dialogue Box, File/print Dialogue Box e.t.c. 11.2 Write a program to demonstrate the use of 13.1 above.

They should explain and demonstrate with example the available custom control and their uses.

The teacher should revise the course content.

The teacher should complete revision.


11.1 Write a program to demonstrate the use of different types of dialogue boxes.

Assess the students programs.


Competency: The student should be able to design and develop an application software using object oriented basic language. Assessment: Course work 20%, Course tests 20%, Practicals 20%, Exam 40%. Reference: Mastering Visual Basic 6.0 by Evangelous Petroulsos

72

ELECTRICAL/ELECTRONIC ENGINEERING COURSES

73

ELECTRICAL ENGINEERING SCIENCE

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY Course: ELECTRICAL ENGINEERING SCIENCE Course Code: EEC 115 Contact Hours: 1 – 0 – 2 Hrs/Wk Course Specification: Theoretical Content Course Specification: Practical Content General Objective 1.0: Understand the concept of electric

current flow. General Objective 1.0: Perform experiments on d.c circuits to understand electrical quantities

Week Specific Learning Outcome:

Teacher Activities

Resources Specific Learning Outcome:

Teacher Activities

Learning

1-2

1.1 Define an atom. 1.2 Explain the structure and composition of an atom 1.3 Differentiate between conductors, insulators and semiconductors. 1.4 Explain the concepts of current and electron flow. 1.5 Define electric current, potential difference electromotive force (e.m.f) and resistance, state their units and symbols. 1.6 State multiples and sub- multiples of Electric quantities; (e.g. Mega 106, kilo- 103, etc)

• Draw atomic structure to explain to the student its composition. • Explain the electron mobility • Draw the atomic structure to explain the unique differences in their structure. • Explain with the aid of diagrams how the current & electron flow. • Write down the formulae and symbols for current flow, p.d. or e.m.f., resistance. • Explain them to

Chalk Board, Chalk, recommended Textbook, Charts, writing materials, calculator.

1.1 Perform experiment

on a single loop d.c circuit with variable e.m.f

Teachers should ensure that necessary precautions are taken during the experiment.

Resistors, capacitor, voltmenter ohmmeter, cable emf sources, thermometer, practical notebook, practical manual.

74

the students. • Explain quantities of electricity and their units.

General Objective 2.0: Understand simple dc circuits


Teacher Activities Resources Specific Learning Objectives

Teacher Activities Resources

3-4

2.1 Define d.c. current. 2.2 State the analogy between current flow and water flow. 2.3 Describe basic d.c. circuits .2.4 Explain Ohm's law. 2.5 Solve problems using Ohm's law. 2.6 Define resistively and conductivity of a conductor. 2.7 State the relationship between resistance of a conductor, its resistively, length and area. 2.8 Differentiate between series and parallel circuits. 2.9 Solve problems involving resistively and conductivity 2.10 Deduce the equivalent resistance of series and parallel circuits. 2.11 Explain Kirchoff's

State the definition of current.

Explain how flow of current is similar to the flow of water.

Draw the basic d.c circuit with source.

Explain the flow of current.

Use diagrams to explain Ohms law.

Give some circuit with resistive components.

Verify Ohms laws.

Explain how to obtain resistively and

Chalk Board, Chalk, remember Textbook, Charts, writing materials, calculator.

2.1 Verify Ohm’s law. 2.2 Carry out experiments on series and parallel circuits. 2.3 Verify Kirchoffs law with d.c circuits. 2.4 Verify superposition principles. 2.5 Determine by experiment the temperature coefficient of resistance. 2.6 Verify by experiment the heating effect.

Teachers should ensure necessary precautions are taken during the experiments.

Resistor, capacitor, voltmeter, ammeter, ohmmeter, cable emf sources, thermometer, practical notebook, practical manual.

75

laws. 2.12 Explain the Superposition principles. 2.13 Solve problems involving series and parallel circuits using Kirchoff's laws and superposition principles. 2.13 Define temperature coefficient of resistance. 2.15 Use the expression for resistance at temperature T°k and to calculate change in resistance. 2.16 See from 2.17 the change in resistance due to change in temperature. 2.17 Solve problems involving effect of temperature on resistance.

conductivity from the formula R =ρ1/a.

Explain how to obtain resistivity from the formula R =ρ1/a.

Draw the circuit diagrams for series and parallel connections.

Explain the differences between the Kirchoff's laws and superposition principles. Give examples. Explain the relationship between the temperature and resistance of a wire.

Show how to calculate a change in resistance when the temp

76

changes. Explain why

there is a temperature change when the current flows through a wire.

Show a typical graph of resistance against temperature. Solve problems.

General Objective 3.0: Understand various types of energy and their inter-relationships


Teacher Activities


Teacher Activities

Learning

5-6

3.1 Explain various types of energy. 3.2 Explain the relationship between electrical, mechanical and thermal energy. 3.3 State S.I units of various types of energy in 3.2 3.4 State Joule's law. 3.5 Solve problems involving Joule's law.

Explain the sources of various energy generations.

Show how they are related to electrical energy. Explain their units.

Solve problems.

Recommended textbooks, chalkboard, writing materials, calculator, and chalk.

3.1 Perform experiment to determine the d.c power. 3.3 Verify Joules’ law 3.4 Perform experiment on charging and discharging of a capacitor.

Teachers should ensure necessary precautions are taken during the experiment.

Resistors, capacitor, voltmeter, ammeter, ohmmeter, cable emf source, thermometer, practical notebook, practical manual.

77

General Objective 4.0: Understand the concept of electrostatics, electric charge and capacitance of capacitors.


Teacher Activities


Teacher Activities

Learning

7-8

4.1 Explain electric charge. 4.2 State its unit. 4.3 State Coulomb's law. 4.4 Solve problems involving coulomb's law. 4.5 Define electric field strength, electric flux density, permittivity, and relative permittivity, and field intensity, potential and electric flux. 4.6 Solve problems involving the terms in 4.5. 4.7 Define capacitance. 4.8 Derive an expression for the capacitance of parallel plate capacitors in terms of area, the distance between plates and permittivity of the dielectric. 4.8 Derive an expression for the capacitance of parallel plate capacitors in terms of area, the distance between plates and permittivity of the dielectric.

Explain sources of electric charges and electrostatic charges.

Explain the mathematical formula for the electric charge, electrostatic charges.

Treat energy store in capacitor.

Recommended textbooks, chalkboard, writing materials, calculator, and chalk.

4.1 Perform experiment on charging and discharging of a capacitor.

Teach the students how to perform the experiments with minimum error.

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4.10 Derive an expression for the capacitance of a capacitor with composite dielectrics 4.11 Derive an expression for the voltage distribution between series connected capacitors. 4.12 Deduce an expression for the equivalent capacitance for capacitors connected in series and in parallel. 4.13 Derive an expression for the energy stored in a capacitor 4.14 Solve problems involving 4.8 to 4.12

General Objective: 5.0 State the general concept of magnetism and magnetic circuits.


Teacher Activities


Teacher Activities

Resources

5.1 Define magnetic flux, magnetic flux density magnetic motive force, magnetic field strength, reluctance, permeability of free space (magnetic constants),

State the general concept of magnetism and electromagnetism

The teacher is to derive formulae for field strength

Magnetic Writing Board, textbooks, coil of conductor,

magnetic materials, magnet, Calculator, writing materials.

Ask students to perform the experiments

with minimum error.

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relative permeability. 5.2 State the symbols, units and relationships of terms in 5.1 5.3 Draw the electrical equivalent of a magnetic circuit, with or without air-gap. 5.4 State analogies between electrical and magnetic circuits 5.5 Solve simple magnetic circuit problems 5.6 Distinguish between soft and hard magnetic materials.

force etc. Show analogies between electrical and magnetic circuits.

Solve problems in the class.

General Objective: 6.0 Understand the concept of electromagnetism and electromagnetic induction.


Teacher Activities


Teacher Activities

Resources

11-12 6.1 Explain the magnetic affect of electric current 6.2 Draw magnetic fields around straight conductors, adjacent parallel conductors and solenoids. 6.3 Explain the force on a current carrying conductor in a magnetic field. 6.5 State the direction of the force in 6.4.

The teacher to show right hand rule and explain the concept of electric field and electromagnetic Induction.

Chalk Board, textbooks, coil of conductor, magnetic materials, magnet, and Calculator writing materials.

6.1 Verify by experiment faraday's law of electro magnetic induction. 6.2 Perform experiment on Lenz's law of electro magnetic induction.

Conduct the experiments with students.

Arrange the practical session in such a way that students participate actively in it

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6.6 Derive the expression for the magnitude of the force in 6.4 (i.e. F = BIL Newton). 6.6 Explain the concept of electromagnetic induction. 6.7 State Faraday's Laws of electromagnetic induction. 6.8 State Lenz's law of Electromagnetic induction. 6.8 Derive the expressions for magnitude of e.m.f induced in a conductor or a coil. 6.10 Solve problems involving 6.6 to 6.10 above. 6.11 State the applications of electromagnetic induction.

General Objective: 7.0 Understand the concept of inductance and its applications Week Specific Learning



Teachers Activities

Resources

13 7.1 Define self and mutual inductance. 7.2 State the symbols and

units of the terms in 3.1 above. 7.3 State the expression

Explain mutual inductance and how to calculate various

Recommended textbooks, writing materials, chalkboard, chalk, and calculator.

7.1 Determine by experiment the inductance of a coil. 7.2 Determine by

Conduct the experiments with students.

Arrange the practical session in

Basic Electricity, Measurement and Instrumentation Laboratory, Inductors, Power Supply Unit.

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for the equivalent inductance of inductances connected in series and in parallel. 7.4 State the expression for the induced voltage across an inductor. 7.5 State the expression for inductance in coupled coils connected in series aiding or opposing. 7.5 Derive an expression

for energy stored in an inductor. 7.7 Solve problem involving 3.3 to 3.6. 7.8 Describe using suitable diagram, the operation of the induction coiled in a car ignition system.

parameters. Show with

examples how energy stored is.

experiment energy lost in an inductor.

such a way that students participate actively in it.

General Objective: 8.0 Understand the fundamentals of a.c. theory. Week Specific Learning



Teachers Activities

Resources

14 -15 8.1 Describe the production of an alternating e.m.f. by a rotating coil in a magnetic field. 8.2 Sketch a.c. waveforms both to scale and not to scale. 8.3 Define r.m.s, instantaneous, average,

The teacher should explain in detail the theory of alternating current and voltage.

Solve problems on a.c circuits.

Recommended textbooks, writing materials, chalkboard, chalk, and calculator.

8.1 Demonstrate by experiment the relationship between the following: Frequency period and amplitude of

Show the students the necessary precautions to be taken during the experiment.

Provide well developed practical

Basic Electricity, Measurement and Instrumentation Laboratory, Resistors, Inductors, Capacitors, Ac circuits, Practical manual and Notebooks.

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and peak values, period, and frequency of an a.c. waveform. 8.4 State relationship between instantaneous, and peak values of a sinusoidal wave. 8.5 Solve problems involving 4.2. to 4.4 8.6 Solve problems graphically on a.c circuits with different combinations of resistance, inductance and capacitance. 8.7 Differentiate between series and parallel resonance. 8.8 Explain phase lag or phase lead as applied to a.c. circuits. 8.9 Explain the difference between single-phase and three-phase supply. 8.10 State advantages and disadvantages of three phase supply over single phase supply.

sinusoidal wave. 8.2 Determine by

experiment the Q factor of circuit containing R, L, and C in Series

Parallel

manuals for the experiments.

Competency: The students should be able to identify basic electrical and electronic components and their applications in electrical, magnetic and

electromagnetic circuits. Assessment: Course work 20%, course tests 20 %, Practical 20%, Examination 40% Reference: Electrical Technology by Hughes

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DIGITAL ELECTRONICS

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGI NEERING TECHNOLOGY Course: DIGITAL ELECTRONICS Course Code EEE 437 Contact Hour:1-0- 2Hrs/Week Course specification: Theoretical Content Course specification: Practical Content Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

General Objective 1.0 Understand the concept of data and information presentation digital system. 1.1 Define digits of a

number. 1.2 Explain the base of a number. 1.3 List the number of digits of figures available in various number systems:- Base 10 Base 8 Base 2 Base 16 1.4 Outline the significance of weighting of digits in a number system. 1.5 Convert other number systems to decimal and vice-versa. 1.6 Explain why binary number system is used in digital system. 1.7 State the special

relationship between binary, octal and hexa- decimal.

Discuss with the students the advantages and disadvantages of various number systems.

Explain the application of various binary-based codes listed in 1.9.

Ask students to solve problems on number systems.

Writing materials, lecturer notes, recommended textbooks, magnetic writing board and calculator.

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1.8 Explain the advantages of octal and hexa- decimal over the binary data. 1.9 Describe the various

binary based codes:-

i. BCD code ii. Excess-3

code; iii. Gray codes; iv. ASC II

code; v. Seven –

segment display code.

1.10 Perform exercise in problems involving the conversion from one number system to another.

General Objective 2.0 Understand the different codes used in digital systems. Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

2.1 Explain the following binary operations; addition; subtraction, multiplication, and division. 2.2 Explain signed Dinary number system. 2.3 Explain the different

between the representation of positive

Discuss the merits and demerit of various binary number systems

Ask students to solve problem on involving number system.

Writing materials, Lecture notes, recommended textbooks, magnetic writing board, calculator

2.1 Demonstrate practically the binary operations.

Demonstrate the experiments to the students with proper guidance.

Digital circuit trainers, electronic counters, electronic registers, A/D and D/A converters, practical notebook/ logbooks,

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and negative numbers. 2.4 Define ‘N’s complement – where N is any number. 2.5 Perform addition and subtraction using 1’s complement. 2.6 Explain the limitation of 1’s complement. 2.7 Explain 2’s complement. 2.8 Perform addition and subtraction using 2’s complement. 2.9 Identify fixed point and floating point numbers. 2.10 Explain the mantissa and characteristics of a floating-point number.

practical manuals

General Objective 3.0 Understand basic digital logic functions. Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

3.1 Explain how YES/NO, TRUE/FALSE, ON/OFF can be coded by ‘1’ and ‘0’ 3.2 Draw logic gate symbols to represent AND, OR and NOT. 3.3 Explain the operation of AND, OR and NOT using true table and logic gates. 3.4 Distinguish between positive and negative logic. 3.5 Realize “AND”, “OR”, “NOT” gates using:- Diode Resistor Logic (DRL).

Ask students to solve problems on logical operation using timetable and logic gates.

Discuss the advantages and disadvantages of diode resistor logic, diode transistor logic, transistor-transistor logic and resistor transistor logic.

Writing materials, lecture notes, recommended textbooks, magnetic writing board, and calculator.

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Diode Transistor Logic (DTL).

Transistors Transistor Logic (TTL).

Resistor Transistor Logic (RTL).

3.7 Explain the basic differences between:- Open collector output. Tempoles output. Three state output structure

of TTL circuits. Fan in and fan not

limitations. 3.8 Solve problems involving basic logic functions.

General Objective 4.0: Understand the design of simple combinational logic circuits using the basic logic devices.

Week Specific Learning Outcome Teachers Activities Resources Specific Learning Outcome

Teachers Activities

Resources

4.1 Explain the principle of operation of combinational logic. 4.2 Write down a logical sum of product equations. 4.3 Draw circuit diagram that implements the equation of 4.2 using; AND, OR, NOT gates:- AND NOR Exclusive-OR Exclusive-NOR functions. 4.4 Draw the circuit diagram for 4.3.

Teachers should give assignments involving the design of simple combinational logic circuits to students.

Discuss the practical applications of combinational logic

Solve problems involving the design of simple combinational logic circuits using basic logic gates.

Writing materials, drawing materials recommended textbooks, magnetic writing board, lecture notes.

4.1 Demonstrate practically the logic operations of AND, OR, NOT using: i. Logic gates; ii. Discrete elements


Digital circuit trainers, electronic counters, electronic registers, A/D and D/A converters, practical notebook/logbooks, practical manuals

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General Objective 5.0 Understand the various methods of minimization required to simplify digital combinational circuit . Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

5.1 State the following Boolean Algebra theorems: Commutative; Associative; Distributive law; Absorptions law; Double negation; De Morgan’s Law. 5.2 Reduce a given Boolean equation, having up to four variables to its simplest form. 5.3 Sketch logic diagram that implement the simplified logic expression in 5.5 above using ‘AND, OR’ and NOT. 5.4 Implement the circuit of 5.6 above using gates: NAND NOR 5.5 Explain the principles underlining the quality of switching function. 5.6 Use duality of a switching function to prove identities. 5.7 Explain the complement of a function. 5.8 Solve problems by finding the complement of various functions using duality- method. 5.9 Explain Venn’s diagram 5.10 Use the Venn’s diagram to explain:

Give students assignment on duality of switching.

Discuss set theory with the students as it applies to digital circuits.

Ask students to solve problems involving minimization producers.

Writing materials, recommended textbooks, magnetic writing board, lecture notes.

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Union of a set; Intersection of a set; Universal sets; Complement of a set. 5.11 Apply Venn’s diagram to simplify Boolean expression. 5.12 Explain the principle of Karnaugh map. 5.13 Draw Karnaugh’s map for two, and three and four variables. 5.14 State the advantages of Karnaugh’s map techniques for simplification of Boolean algebra. 5.15 Solve problems involving minimization procedures.

General Objective 6.0 Understand the basic principles of bistable elements. Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

6.1 Describe the operation of the following bistable elements:- RS flip-flop; Clocked RS flip- flop; D-flip, T-flip-flop (Toggle flip-flop), J.K. flip flop. 6.2 Explain the function of present and clear of the bistable element. 6.3 Describe some specific I.C bistables elements e.g.:- SN 7474 SN 7476

Discuss the practical application of bistable elements listed in 6.1

Writing materials, recommended textbooks, magnetic writing board, lecture notes.

6.1Demonstrate practically the operations of combinational logic functions.


Digital circuit trainers, electronic counters, electronic registers, A/D and D/A converters, practical notebook/logbooks, practical manuals

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General Objective 7.0 Under stand the principles of operation, construction and application of electronic registers. Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

7.1 Explain the term ” Electronic Register” 7.2 Distinguish between parallel and shift registers 7.3 Explain the principles of operations and construction of the following types of registers i. Serial In, seial out ii. Serial in, parallel out iii. Parallel in, serial out iv. Parallel in, parallel out 7.4 Explain the construction of a shift register, using master- slave flip-flops. 7.5 Explain the construction of psendo-random sequence generator, using shift registers. 7.6 State the practical applications of registers.

Solve problems involving registers.

General Objective: 8.0 Know the Construction of digital- analogue (D/A) and analogue-digital (A/D) Converters. Week Specific Learning Outcome Teachers Activities Resources Specific Learning


Resources

8.1 Define D/A and A/D converters. 8.2 Explain the construction and operation of a D/A converter, using:- Weighted resistor; Resister ladder network

Explain the basic elements of D/A and A/D converters.

Ask students to solve problems involving A/D and D/A converters.

Writing materials, lecture notes, magnetic writing board, calculator, recommended textbooks.

8.1 Perform experiments to illustrate the principle of operation of counters in: i. Decade counters ii. BCD counters.

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8.3 State the practical difficulties in producing a: Weighted resistor D/A converter; Resistor ladder network D/A converter. 8.4 Describe the characteristics, error sources and specification of a D/A Converter. 8.5 Explain the construction and operation of A/D converter using:- i. parallel comparator method; ii. Single-ramp method. 8.6 State the merit and demerit of the A/D converters in 8.5 above. 8.7 Explain A/D conversion specifications e.g.:- Quantization error. Resolution; Linearity; Conversion time etc. 8.8 State the practical applications of A/D and D/A Converters. 8.9 Solve problems involving A/D and D/A converters.

iii. Module – 3 counters. iv. Module – N- counters. v. Reversible counters. vi. Ring counters 8.2 Demonstrate practically the operations of D/A and A/D converters.

Competency: The student should be able to construct and apply digital circuitries in a simple Mechatronics circuits. Assessment: Course work 20%, Course tests 20%, Practicals 20%, Exam 40%. Reference: Digital Systems and Principle of Applications Roland T. Tocci

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MECHANICAL ENGINEERING TECHNOLOGY COURSES

92

MECHANICAL WORKSHOP TECHNOLOGY & PRACTICE

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: MECHANICAL WORKSHOP TECHNOLOGY AND PRACTICE

COURSE CODE: MCE 111 CONTACT Hours: 0-0-4Hrs/Wk

Course Specification: Theoretical Contents Practical Content

General Objective: 1.0 Know safety precautions. General Objective: 1.0 Use safety equipment.

WEEK Specific Learning Objective Teachers Activities Learning Resources

Specific Learning Objective Teachers Activities Learning Resources

1 – 2

1.1 State safety Precautions. 1.2 Explain protective Wears. 1.3 List all safety rules and regulation.

Explain in details safety rules and regulations in workshop practice.

• Chalkboard, textbooks, Safety posters

1.1 Observe safety precautions 1.2 Operate safety equipment e.g. fire extinguishers, safety water hose etc. 1.3 Use of protective wears 1.4 Observe all safety rules and regulations

Demonstrate activities 1.1 to 1.4 for the students to learn and ask them to carry out all the activities.

Assess students’ knowledge of safety precautions

Fire extinguisher Water hoses Sand buckets, Overalls, safety boots, goggles, hand gloves, etc.

General Objective: 2.0 General Objective: 2.0 use simple measuring and testing instruments.



2.1 Perform simple measuring exercises using steel rules, vernier calipers and micrometer.

2.2 Use dial indicators to set up jobs on the lathe roundness testing etc. 2.3 Carry out exercises

involving flatness squareness.


Micrometers External and internal Vernier calipers, Steel rule, test mandrel/test bars, 070 x 300mm long dial indicator with stand etc.

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General Objective: 3.0 General Objective:3.0 Demonstrate skills in the use of hand tools.



3.1 Use marking-out tools on the bench correctly.

3.2 Produce simple objects using bench/hand tools such as files, chisels, scrappers, saws etc.

3.3 Maintain files, dividers, saws gauges try squares, bevel edge square etc.


Work bench Bench vice Hammers Set of drills Steel rule Scribers Scribing blocks Inside and outside caliper Surface plate etc.

General Objective: 4.0 Drilling and reaming operations. General Objective: 4.0 Demonstrate skills in drilling and reaming



4.1 Discuss the nomenclature of a twist drill.

4.2 Discuss the formulae for calculation of speed of various sizes of drills:

N = (v x 1000)/ (1 x d) Where N = no. of rev/min d = diameter of drill V = cutting Speed in mms-1

Explain in details the features and processes of drilling and reaming operations.

Guide the students to calculate the speed of various sizes of drills.

Recommended textbooks. Lecture notes, Chalkboard, Chalk, Duster etc..

4.1 Operate different types of drilling machines.

4.2 Carry out operations such as counter-boring and cou8nter-sincking.

4.3 Grind drill bits accurately.

4.4 Select correct drilling speeds.

4.5 Carryout reaming operations on the bench on drilling/lathe.

4.6 Select correct speeds for reaming small and large holes.


Radial drilling machine, Bench drilling machine, Pillar drilling machine, Column type drilling machine, Hand reamers, Machine reamers, Tap wrench, Jacobs Churk and key, Medium size Lathe and reduction sleeves.

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General Objective: 5.0 Know various tapping and metal joining operations.

General Objective: 5.0 Demonstrate skills in tapping and metal joining operations.



5.1 State the correct tapping drill size 5.2 Explain how to select correct taps 5.3 Explain the processes of fabrication of metal container by knock-up joining. 5.4 Explain soft soldering process.

Explain in details the principles of tapping and metal joining operations.

Guide the students to calculate the tapping drill size for v-threads.

Recommended textbook, Lecture notes, Chalkboard, Chalk ,Duster, etc.

5.1 Select correct tapping drill size. 5.2 Select correct taps 5.3 Carry out tapping operation (i) on the work bench (ii) on drilling machine (iii) on lathe 5.4 Fabricate metal container by Knock-up joining 5.5 Join metals by the grooving technique 5.6 Carry out soft soldering.


- Taps and wrenches - Drill churk and key - Lathe machine - medium size - Bench drilling machine - Pillar drilling machine - Cutting fluid or lubricants

General Objective: 6.0 Know various welding operations. General Objective: 6.0 Cut and join metals by gas welding.



6.1 List various welding operations.

6.2 Explain the operations listed in 6.1 above.

Explain in details the various welding operations e.g. Arc Welding,

Gas Welding etc.

Chalkboard, Chalk, Lecture notes etc.

6.1 Assemble OXY – Acetylene welding plant.

6.2 Select various welding regulators, clips blow pipe and nozzles.

6.3 Perform gas welding techniques and cut by techniques.

Demonstrate activities 6.1 to 6.3 for the students to learn and ask them to carryout all the activities.

OXY-acetylene gas welding set, Manual rolling machine, Guillotine shear, Assorted cutting snips, Bending machine.

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General Objective: 6.0 General Objective: 7.0 Demonstrate skills in arc welding operations.



7.1 Regulate current and determine polarity for metal arc welding. 7.2 Determine polarity and select current.. 7.3 Select prepare metal edges for various thickness and techniques welding. 7.4 Perform various arc welding by up and down operations.


Electric arch welding machine and its accessories.

General Objective: General Objective: 8.0 Employ various techniques for controlling distortion in welding operations.



8. 1 Apply correctly the stop back and skip method of controlling distortion. 8.2 Apply pre and post heating technique.


Electric arc welding machine, OXY-acetylene welding plant etc.

General Objective 9.0: Know the various wood working tools and their operations.

General Objective 9.0: Demonstrate skills in the use of various wood working tools.

Specific Learning Outcome Teachers Activities Learning Resources

Specific Learning Outcome Teachers Activities Learning Resources

9.1 State and explain the applications of the following:- Geometric/ marking out tools

• Explain in details the features and operations of various wood

Recommended textbook, Lecture notes, Chalkboard,

9.1 Carry out the applications using the following:- Geometric/ marking out Tools e.g. try square,

Demonstrate activities 9.1 to 9.4 for the students to learn

Try square Dividers, Gauges Jack plane,

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e.g. try square, divider and gauges. Planing tools e.g. jack, smooth, try planes, spokes shaves, etc. Cutting tools e.g. saws, chisels, knives, etc. Boring tools. Impelling tools e.g hammer and mallet Pneumatic tools. 9.2 Describe portable electric hand tools in woodwork e.g. portable saw, planer, drill, sander and jig saw. 9.3 List basic wood working machines such as surface planning and thicknessing machine, Circular Sawing Machine, Morticing Machine, etc.

working tools. Chalk, Duster, etc

dividers and gauges. Planning tools e.g. jack, smooth, try planes, spoke shaves, etc. Cutting tools, e.g. saws, chisels, knives, boring tools. Impelling tools e.g. hammers and mallets. Pneumatic tools. 9.2 Mark out and prepare wood to a given specification using the tools in 7.1 above. 9.3 Maintain all tools in 9.1 above. 9.4 Carry out various wood work operations using the tools in 9.1 above.

and ask them to carry out all the activities.

Smooth plane Try plane, Panel saws Chisels, Knives Boring tools Hammers, Mallets Oil stone, Bench/table grinder, Oil can Portable saw Portable planner Portable drill Portable sander Jig saw

General Objective 10.0: Demonstrate skills in simple operations on plastics.

WEEK Specific Learning Outcome Teachers Activities Resources Specific Learning Outcome Teachers Activities Resources 10.1 Identify various types of

plastic groups such as thermo-setting and thermo-plastic. 10.2 Use conventional metal cutting tools to perform operations on each type

Demonstrate activities 10.1to 10.4 for the students to learn and ask them to carry out all the activities.

Set of drills, Wood lathe, HSS cutting tools, Adhesives, etc.

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in 10.1. 10..3 Carry out joining operations using plastics in 10.1. 10.4 Review previous

activities and assess students.

Assess the students’ practical works and reports.

ASSESSMENT PROFILE: Course Work = 20% Practical = 20% Test and quizzes = 20% Semester Examination = 40%

COMPETENCY: Students exposed to these activities should be able to weld, fabricate and do simple machining works.

RECOMMENDED TEXT BOOK: Chapman, Workshop Technology (Vols. 1-3) Edward Arnold, London.

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TECHNICAL DRAWING

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: TECHNICAL DRAWING COURSE CODE: MEC 102 CONTACT HOURS: 0-0-4 Hrs/Wk Course Specification: Theoretical Content Course Specification: Practical Content General Objective 1.0: Know different drawing instruments, equipment and materials used in technical drawing. Week Specific Learning

Outcome Teacher Activities Resources Specific Learning

Outcome Teacher Activities Resources

1 1.1 Identify the different types of drawing instruments, equipment and materials. 1.2 Outline the uses of the various instruments, equipment and materials. 1.3 State the precautions necessary to preserve items 1.1 above. 1.4 Use each of the items in 1.1 above. 1.5 Maintain the various instruments and equipment.

• Present the students all drawing instruments: a. Drawing set b. T-Square c. Drawing board d. Set squares e. Types of pencils (H to B) f. Show to demonstrate and explain the uses of all of the above.

• Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk • Complete drawing table

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General Objective 2.0: Know Graphical Communication Week Specific Learning



2 - 3 2.1 Explain graphics and the different types of graphic present 2.2 Illustrate the various convention present in graphical productions of construction lines, finished lines, hidden and overhead details projections, centre lines, break lines, dimensioning of plane, elevation and sections of objects. 2.3 Layout of drawing sheets with the following (a) Margins (b) Title block etc. 2.4 State the various standards of drawing sheets. 2.5 Print letters and figures of various forms and characters. 2.6 Illustrate conventional signs, symbols and appropriate lettering characters.

Ask the students to illustrate in a drawing the various types of lines based on BS 308 1972 Part 2. and assess.

Ask the students to set drawing area on A1 paper with a title block and the boarder lines and assess.

Ask students to illustrate technical lettering in capital and small letters, using, free hand and using letter stencils and assess.

Ask students to identify the various standard sheets Ao -A4 and assess

Ask students to draw

Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk • Complete drawing table Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster

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conventional signs and symbols and assess.

• Chalk • Complete drawing table

General Objective: 3.0 Know the construction of simple geometrical figures and shapes. Week Specific Learning



4 3.1 Explain the purpose of geometrical construction in drawing parallel. 3.2 Construct parallel and perpendicular lines 3.3 Construct and bisect lines, angles and areas 3.4 Divide a straight line into given number of equal parts. 3.5 Identify polygons (regular or irregular) 3.6 Construct regular polygons with N sides in a given circle, given (a) distance across flats (b) distance across corners 3.7 Define a circle 3.8 Explain the properties of a circle, e.g. radius, diameter, normal, tangent, circumference etc.

Ask students to illustrate the construction of simple geometrical figures and shapes and assess.

Ask students to construct parallel and perpendicular lines and assess.

Ask students to construct and bisect lines, angles and areas and assess.

Ask students to divide a straight line into a graph number of equal parts using the compasses and assess.

Ask students to differentiate between regular

Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk • Complete drawing table

101

and irregular polygons and assess.

Ask students to construct regular polygon with N side and assess.

General Objective 4.0: Know the construction of simple geometrical figures and shapes. Week Specific Learning



5 4.1 Carry out simple geometrical constructions on circles e.g. (a) diameter of a of a circle of a given circumference. (b) the circumference to a circle of a given diameter (c) a circle to pass through 3 points (d) a circle to pass through 2 points and touch a given line (e) a circle to touch a given smaller circle and a given line (f) tangents to circles at various points (g) an arc of radius tangent to two lines at an angle to less than and more than 90. (h) an area externally

Ask students to explain the various properties of a circle and assess..

Ask students to differentiate the different methods of constructing ellipses and assess. • Ask students to construct an ellipse using the various methods and assess.

Ask students to explain the various draughting techniques and assess.

Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk • Complete drawing table Black board ruler (1m) • Black board Tee-Square • Black board compass

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tangent to two circles (i) inscribing and circumscribing circles 4.2 Define an ellipse 4.3 Construct ellipse by using (a) trammal method (b) concentric circle method. 4.4 Explain the following draughting techniques (a) Projection method (b) Measurement method (c) Transposition method. 4.5 Construct plane scales and diagonal scales, using appropriate instruments.

Ask students to construct plane and diagonal scales and assess.

• Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk • Complete drawing table

General Objective 5.0: Know Isometric and Oblique Projections. Week Specific Learning



5.1 Explain isometric and oblique projections. 5.2 Draw a square in isometric and oblique forms. 5.3 Draw a circle in Isometric and oblique Forms. 5.4 Draw an ellipse in Isometric and oblique forms. 5.5 Draw a polygon with a minimum of eight sides in Isometric and oblique forms.

Ask students to differentiate between Isometric and oblique projections and assess.

Ask students to construct a square and circle in isometric and oblique projections and assess.

Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk

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5.6 Dimension holes, circles, arcs and angles correctly on isometric and obliques. 5.7 Use appropriate convention symbols and abbreviations.

Ask students to draw a polygon in isometric and oblique projections and assess.

Ask students to construct and dimension holes circles, arcs and angles in isometric and oblique projection and label with appropriate conventional symbols and abbreviations and assess.

• Complete drawing table

General Objective 6.0: Know single orthographic projections. Week Specific Learning



11 - 12

6.1 Explain the principle of orthographic projection. 6.2 Illustrate the principle planes of projection (a) Vertical plane (b) Horizontal plane . 6.3 Explain why the first and third angles are used and the second and fourth angles not used. 6.4 Project views of three-

Ask students to differentiate between first and third angle orthographic projection and assess.

Ask students to explain the vertical and horizontal planes in orthographic

Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set

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dimensional objects on to the basic planes of projection in both first and third angle to obtain (a) the front view or elevation (b) the top view or plan.

projection and assess.

Ask students to construct orthographic projections of simple objects in first and third angle orthographic projections and assess.

• Templates • Duster • Chalk • Complete drawing table

General Objective: 7.0 Understand the intersections of regular solids. Week Specific Learning



13 - 15

7.1 Explain interpretation or intersections of solids. 7.2 Draw the lines of intersections of the following regular solids and planes in both first and third angles.

a. Two square-prisms meeting at right angles.

b. Two dissimilar square prisms meeting at and angle.

c. Two dissimilar square prisms meeting to an angle

d. A hexagonal prism meeting a square prism at right

Ask students to give examples of intersection of solids

Ask students to construct:

Two square-prisms meeting at right angles

a. Two dissimilar square prisms merely at " b. Two dissimilar square prisms meeting 60 c. An hexagonal prism meeting a square prism d. Two dissimilar cylinders meeting at an angle

Black board ruler (1m) • Black board Tee-Square • Black board compass • Blackboard protector • Adjustable set-square • 60 set square • 45 set square • French curve set • Templates • Duster • Chalk • Complete drawing table

105

e. angles. f. Two dissimilar

cylinders meeting at an angle.

g. Two dissimilar cylinders meeting at right angle, their centres not being in the same vertical plane.

e. Two dismal cylinders meeting at right angle, then centres at long in the same vertical place. f. As in 6.2

106

MECHANICAL ENGINEERING SCIENCE PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEER ING TECHNOLOGY COURSE: MECHANICAL ENGINEERING SCIENCE Course Code: MEC 111 Contact Hours 1-0-2 Hrs/Wk Course Specification: THEORETICAL CONTENT PRACTICAL CONTENT

General Objective 1.0: Understand the concept and effect of forces and their moments.

General Objective1.0: Demonstrate the concept and effect of forces and their movements.

Week Specific Learning Outcome

Teachers Activities Resources Specific Learning Outcome Teachers Activities Resources

1 – 2

1.1 Define force 1.2 Explain how to construct parallelogram of force. 1.3 Calculate the resultant of a system of two forces 1.4 State the principle of triangle of force 1.5 Resolve forces into Components. 1.6 Resolve a force into force and couple 1.7 State the conditions for the equilibrium of co-planar forces 1.8 Define moment of a Force. 1.9 State the principles of moments. 1.10 Solve problems related to 2.1 to 2.9 above.

Explain in details the concept and effects of forces and their moments.

Guide the students to solve problems relating to forces and its moments.

Assess students’ assignments.

Recommended textbook, Chalkboard, duster, Chalk, Lecture notes, etc.

1.1 Construct parallelogram of force. 1.2 Draw triangle of forces 1.3 Draw polygon of forces 1.4 Verify Lami’s theorem using a force board 1.5 Verify the parallelogram law of forces

Demonstrate activities 1.1 to 1.5 for the students to learn and ask them to carry out all the activities

Drawing materials/instruments.

107

General Objective: 2.0 Understand the effect of Friction and the law governing it.

General Objective 2.0: Determine the effect of Friction.


Teachers Activities Resources Specific Learning Outcome: Teachers Activities Resources

3 -4

2.1 Define friction 2.2 State advantages and disadvantages of friction. 2.3 Define coefficient of Friction. 2.4 Define limiting angle of friction. 2.5 Define angle of Repose. 2.7 Solve problems related to 3.1 to 3.5.

Explain in details the principles and effects of friction and the law governing it.

Guide the students to solve problems relating to friction.

Recommended textbook, Chalkboard, duster, Chalk, Lecture notes, etc.

2.1 Determine the co-efficient of friction by means of an inclined plane.

Demonstrate activity 3.1 for the students to learn and ask them to carry out the activity.

Specimens of mosses and inclined plain set-up. Protractor, etc.

Week General Objective 3.0: Understand Linear and Angular motions of bodies.

Specific Learning Outcome


5- 6

3.1 Define displacement, speed, distance, velocity and acceleration. 3.2 State units of displacement, speed, distance, velocity and acceleration. 3.3 Derive the relationship between displacement, velocity and acceleration. 3.4 Draw velocity time graph. 3.5 Add velocities vector ally.

Explain in details the concepts of linear motion of bodies.

Guide the students to draw velocity - time graph and solve problems relating to displacement, velocity and acceleration.


Chalk, Chalkboard, Duster, Recommended textbooks, Lecture notes, Graph sheets, etc.

108

3.6 Define relative velocity. 3.7 Solve simple problems related to 1.1 to 1.6 above. 3.8 Define angular motion of a body in a circle. 3.9 Derive the relationship between angular velocity and acceleration. 3.10 Draw angular velocity- time graph.

General Objective4.0: Understand curvilinear motion of bodies. General Objective 4.0: Determine Curvilinear motion of bodies. Week Specific Learning

Outcome Teachers Activities Resources Specific Learning Outcome Teachers

Activities Resources

7

4.1 Develop the relationship between angular and linear motions. 4.2 Define circular motion. 4.3 Explain centrifugal acceleration and centrifugal force. 4.4 Develop expressions for centripetal and centrifugal forces. 4.5 Give examples of centrifugal effects e.g. Planetary motion, Conical pendulum, etc.

Explain in details the concept of curvilinear motion of bodies.

Guide students to develop expressions for centripetal and centrifugal forces and solve problems on them.

Chalk, Chalkboard, Duster, Recommended textbooks, Lecture notes, etc.

4.1 Show that centrifugal force varies with mass, speed of rotation, and the distance of the mass from the centre of rotation using centrifugal force apparatus. 4.2 Verify the equation of motion using Fletcher’s trolley.

Illustrate 4.1 to 4.2 and ask the students to perform experiments.

Assess the students’ reports.

Practical guide, Centrifugal apparatus. Fletcher’s trolley Weights

109

Week General Objective 5.0: Understand Momentum of Bodies. General Objective 5.0: Determine Momentum of Bodies. Specific Learning

Outcome Teachers Activities Resources Specific Learning


8-9

5.1 Define Mass and Weight of a body. 5.2 State Newton’s Laws of motion. 5.3 Define Impulse and Momentum. 5.4 State the Law of Conservation of Momentum. 5.5 Define Angular Momentum. 5.6 Define Radius of Gyration. 5.7 Explain Moment of inertia. 5.8 Solve problems related to 5.1 to 5.7.

Describe in details the concepts and principles of momentum.

Guide the students to solve problems relating to momentum.



5.1 Determine moment of inertia. 5.2 Verify the law of conservation of moment on Fletcher’s trolley.

Illustrate activities 5.1 to 5.2 and ask the students to perform experiments.


Recommended apparatus. Fletcher’s trolley.

Week General Objective 6.0: Understand the concept of Work, Energy and Power

General Objective 6.0: Determine Forces and Torque of a system.


Teachers Activities Resources Specific Learning Outcome


10-11

6.1 Define Work, Energy and Power. 6.2 State the units of work, energy and power. 6.3 Develop expressions for Work, Energy and Power. 6.4 Define Torque and work done by Torque.

Explain in details with the concepts of work, energy, torque and power.

Guide the students to solve problems on work, energy, power and torque.

Assess the students’ graded assignments.

Chalk, Chalkboard duster, Recommended textbooks, Lecture notes, etc. Chalk, Blackboard.

6.1 Determine tractive force and driving torque of a system. 6.2 Determine kinetic energy of rotation.

Demonstrate to the students the activities in 6.1 to 6.2 and ask the students to perform the experiments.


110

6.5 Explain Tractive Force and driving Torque of a system. 6.6 Differentiate between Kinetic Energy and Potential Energy. 6.7 Explain Kinetic Energy of rotating bodies. 6.8 Explain Mechanical Efficiency in power transmission. 6.9 Explain power transmission by flat belts, spur gearing and worm gearing.

Week General Objective 7.0: Understand General principle of operation of simple machines.

General Objective 7.0: Determine the practical principle of operation of simple machines




12-13

7.1 Define simple machine. 7.2 Give examples e.g. Lever, Pulley, Screw Jack, etc. 7.3 Explain the operations of 5.2 above. 7.4 Define (i) Mechanical Advantage (ii) Velocity Ratio (iii) Mechanical Efficiency

Explain in details the features, types and principle of operation of simple machines.

Guide the students to derive the expression for the Mechanical Advantage, Velocity Ratio and Efficiency of wheel, pulley and screw jack and


7.1 Determine the velocity ratio, mechanical advantage and mechanical efficiency of a screw jack. 7.2 Determine the velocity ratio and efficiency of simple pulley system.

Demonstrate the activities in 7.1 and 7.2, and ask the students to perform the experiments.

Practical guide, screw jack and pulley system.

111

7.5 Develop the relationship for Mechanical Advantage, Velocity Ratio and Efficiency of a wheel, pulley and screw jack 7.6 Solve simple problems related to 5.1 to 5.5 above.

solve problems on them.

Week General Objective 8.0: Know simple harmonic motion. General Objective 8.0: Demonstrate simple harmonic motion.

14-15

8.1 Describe periodic motion 8.2 Describe period, frequency and amplitude in simple harmonic motion. 8.3 Develop expressions for 6.3 above. 8.4 Analyse the motion of a simple pendulum. 8.5 Solve problems related to the above.

Explain in details the features and principles of Simple Harmonic Motion (SHM).

Guide the students to derive expression for period, frequency and amplitude of SHM and solve problems on them.

Assess the students’ assignments.

Chalk, Blackboard, Duster, Recommended textbooks, Lecture notes, etc.

8.1 Determine experimentally the period and frequency of oscillation of a simple harmonic motion.

Demonstrate the activity in 8.1 and ask the students to carry out experiment..


Simple Pendulum


COMPETENCY: Students exposed to these activities should be able to explain, compute and analyse forces in Mechanical Systems.

RECOMMENDED TEXTBOOK Hannah & Hiller, Mechanical Engineering Science.

112

ENGINEERING MEASUREMENT PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: ENGINEERING MEASUREMENT Course Code: MEC 212 Contact Hours 3hrs/wk Course Specification: Theoretical Content Practical Content

General Objective 1.0: Know the fundamentals of measurement. Week Specific Learning Out

come Teachers Activities Resources Specific Learning Outcome Teachers


1-2

1.1 Describe workshop standards of length. 1.2 List the sub-divisions of standard of length. 1.3 Discuss the sub- divisions in 1.2.

Explain in details the concepts and fundamentals of measurement.

Recommended textbooks, charts, Chalkboard, chalk, etc.

General Objective 2.0: Understand the types and sources of errors.

General Objective 2.0: Identify sources of errors in measurement. Week Specific Learning Outcome: Teachers



3-4

2.1 Describe the types of errors commonly found in engineering measurement. 2.2 Explain sources of errors in measurement such as equipment errors, operational interference, and installation. 2.3 Explain means of overcoming errors mentioned in 2.1 above. 2.4 Describe drunken thread.

Explain in details the types, sources and means of overcoming errors.

Chalk, Chalkboard, Recommended textbooks, Posters showing sources of errors, etc.

2.1 Identify sources of errors in measurement such as equipment errors, operational interference, and installation and ways of eliminating them.

Demonstrate the activity in 2.1 and ask the students to identify the sources of error and suggest ways of overcoming them.

Assess students’ reports.

Comparator, Limit gauges, steel rule, Dynamometers, Thermometer, etc.

113

General Objective 3.0: Understand the constructional details of simple measuring instruments

General Objective 3.0: Identify the Constructional details of simple measuring instruments.




5-7

3.1 Explain the principles of construction and operation of the following (a) dynamometer (b) bourdon tube manometers (c) thermometer, pyrometer, thermocouple etc. 3.2 State the precautions to be observed when using the measuring instruments in 3.1 above. 3.3 Differentiate between direct measurement and measurement by comparison

Explain in details the features, operations and principles of construction of simple measuring instruments.


Chalk Chalkboard, Recommended textbooks, etc.

.3.1 Identify the following: (a) Dynamometer (b) Bourdon tube Manometers (c) thermometer, (d) pyrometer, (e) thermocouple. 3.2 Determine forces acting on a cutting tool using dynamometer. 3.3 Determine the pressure in a vessel using the bourdon tube manometer. 3.4 Determine the temperature in a cutting zone using a thermocouple. 3.5 Determine the speed of a grinding wheel using a tachometer. 3.6 Determine the flow of liquid in an orifice using a flow meter.

Illustrate the activities in 3.1 to 3.6 and ask the students to carry out all the activities observing safety precautions.

Dynamometer, Bourdon tube, Manometers, Thermometer, Pyrometer, Thermocouple, etc

114

General Objective 4.0: Understand the principle of limit gauging. General Objective 4.0: Demonstrate skills in limit gauge measurement and design.




8-10

4.1 Explain the concept of calibration. 4.2 Describe the principles of calibrating (i) pressure gauges (ii) thermometers (iii) flow meters. 4.3 State the precautions to be observed during calibration of measuring instruments. 4.4 Define maximum and minimum metal limits. 4.5 Describe the limits of gauging. 4.6 State Taylor’s principle of gauging. 4.7 Give examples of principle of gauging.

Explain in details the concept of calibration and limit gauging.

Illustrate the precautions to be observed during calibration.


Recommended textbooks, charts, Chalkboard, chalk, Lecture notes, etc.

4.1 Calibrate pressure gauges, thermometer, etc. 4.2 Demonstrate the precautions to be observed during calibration. 4.3 Identify materials for gauges and its heat treatment. 4.4 Compare gauging with direct measurement. 4.5 Design a gauge.

Demonstrate the activities in 4.1 to 4.5 for students to learn and ask the students to carry out the activities.

Assess students’ reports

Gauge apparatus and calibration kits

General Objective 5.0: Know strain gauges, load cells and Piezoelectric devices and their uses.

General Objective 5.0: Demonstrate skills in the use of strain gauges, load cells and piezoelectric devices.

Week Specific Learning Outcome Teachers Activities



11-12

5.1 Describe various forms of strain gauges for measuring strains in radial, axial and biaxial directions 5.2 Describe load cells and piezoelectric devices in measurement.

Explain in details the principle of operation and application of strain gauges.


Recommended textbooks, charts, lecture notes, Chalkboard, chalk, etc,

5.1 Identify the following: a. Strain gauges b. Load cells c. Piezoelectric devices 5.2 Make measurement with strain gauges and compare with other

Demonstrate the activities in 5.1 to 5.3 for students to learn and ask the students to carry out the activities.

Strain gauges, load cells, piezoelectric devices, etc.

115

5.3 Discuss the effect of heat and other environmental factors in the use of strain gauges.

gauges. 5.3 Make measurements with load cells, piezoelectric devices and compare with strain gauge measurement in terms of accuracy.

Assess students’

reports


COMPETENCY: Students exposed to these activities should be able to use precision measuring devices to take and interpret readings on engineering components.

RECOMMENDED TEXTBOOK Chapman, Workshop Technology. Edward Arnold, London

116

PROPERTIES OF MATERIALS

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY

COURSE: PROPERTIES OF MATERIALS Course Code: MEC 224 Contact Hours 1-0-2hrs/wk

Course Specification: THEORETICAL CONTENT PRACTICAL CONTENT General Objective 1.0: Understand the Structural Arrangement of atoms and their influence on the properties of materials.

Week

1

1.1 Distinguish between the various types of atomic bonding in materials such as covalent, ionic, metallic, etc. 1.2 Explain the structural arrangement of materials in 1.1 above.

Explain in details the features and structural arrangement of atoms and their influence on the properties of materials.

Recommended textbooks, Lecture notes, Chalkboard, Chalk, Models, Charts, etc

General Objective 2.0: Appreciate the elementary crystal structure of materials.



2

2.1 Describe the elementary crystal structural of materials. 2.2 Illustrate types of Crystal patterns. For example, body centred cubic (BCC), Face centred cubic (FCC), close packed hexagonal (CPH), etc.

Explain in details the features and types of elementary crystal structure of materials.

Recommended text book, Lecture notes, Chalkboard, Chalk, Duster, Charts, models, etc.

117

Week General Objective 3.0: understand Phase Transformations. General Objective 3.0: Comprehend phase transformation. Specific Learning

Outcome Teachers Activities Resources Specific Learning Outcome Teachers Activities Resources

3 – 4

3.1 Explain thermal equilibrium diagrams. 3.2 Describe phase diagrams in the following transformations: Eutectic, Eutectoid, Peritectic Reaction. 3.3 Apply the lever rule, given an equilibrium diagram to calculate the relative amounts of phases present in an alloy at a given temperature.

Explain in details the features and processes of phase transformations.

Guide the students to use the lever rule to calculate the relative amounts of phases present in an alloy at a given temperature.


Recommended text book, Lecture notes, Chalkboard, Chalk, Duster, Charts, etc

3.1 Construct thermal equilibrium diagrams for the following: (i) complete solid solubility (ii) complete solid insolubility (iii) limited solid solubility (iv) formation of chemical compound (v) limited solid solubility accompanied by peritectic reaction. (vi) Iron-Carbon equilibrium 3.2 Identify solidus and liquidus lines. 3.3 Identify and distinguish between:- Eutectic and eutectoid, solidus and liquidus lines. 3.4 Examine the micro- structure of alloy specimens and make sketches of the structures.

Demonstrate activities 3.1 to 3.4 for the students to learn and ask them to carry out the activities.


Metallurgical microscope, alloy specimens, furnaces, phase diagrams, etc.

Week General Objective 4.0: Understand the process of nucleation and grain growth in metals

General Objective 4.0: Identify nucleation and grain growth in metals.



5

4.1 Describe the process of nucleation and grain growth in Metals.

Explain in details the features and processes of nucleation and grain growth in metals and also the structure of ingots.

Recommended textbooks, Lecture notes, Chalkboard, Chalk, charts, etc.

4.1 View nucleation growth of metals under metallurgical microscope.

Demonstrate activities 4.1 for the students to learn and ask them to carry out the activities.

Metallurgical Microscope, Metal specimens.

118


Week General Objective 5.0: Understand the structural arrangements of atoms of non-metals.

General Objective 5.0: Identify the non-metallic materials in engineering application.



6 – 7

5.1 Describe non- crystalline atomic structure. 5.2 Explain the structure of: clay, glass & plastics. 5.3 List the properties and applications of the non- metals in 5.2 above.

Explain in details the features and structural arrangements of atoms of non-metals.


Recommended text book, Lecture notes, Chalkboard, Chalk, Duster, Charts, etc.

5.1 Identify non-metallic materials such as plastic, ceramics, wood, rubber and concrete, its composition and properties.

Demonstrate for the students to learn and ask them to practice.


Non-metallic materials.

General Objective 6.0: Understand the process of obtaining metals from ores.

General Objective 6.0: Identify crushing/grinding machines and separation technique.



8 – 9

6.1 Classify various ores. 6.2 Explain the crushing and grinding of ores. 6.3 Describe the various processes for concentration of ores. 6.4 Describe the processes of refining metals by electro

Explain in details the processes of obtaining metals from ores.


6.1 Identify machine used for crushing/grinding. 6.2 Carry out simple separation by Floatation Magnetic Gravity and Hand sieve.

Demonstrates activities 6.1 to 6.2 for the students to learn and ask them to carryout them.

Arrange field trips for students.

Assess students

Cope crushers, Hammer mills, Jaw crushers, Ball mills, etc.

119

chemical, carbonthermic, electrolytic and reduction processes.

General Objective 7.0: Understand various types of ferrous metals considering the properties and limitations


Teachers Activities Resources Specific Learning Outcome Teachers Activities

Resources

10 – 11

7.1 Describe the production of iron through: (i) the blast furnace (ii) direct reduction. 7.5 Explain the composition of the final product of Pig Iron and DRI produced. 7.6 Describe the following steel making processes (i) the Bessemer process (ii) the open hearth process (iii) the LD process (iv) Kaldo process (v) spray steel making, etc. 7.7 Describe the various types of plain carbon

Explain in details the processes of production of iron and steel and also various types of metals considering their properties and limitations.



120

steels, their properties and limitations. 7.8 Classify various types of alloy steels, their properties and limitations.

Week General Objective 8.0: Understand the common types of non-ferrous metals and their alloys.



Teachers Activities

12

8.1 Explain the basic properties and uses of common non-ferrous metals like tin, nickel, titanium magnesium, zinc, copper, aluminum and their alloys.

Explain in details the basic properties of non-ferrous metals and their alloys.


Week General objective 9.0: Understand cold and hot working processes


Teachers Activities

Resources


Teachers Activities

Resources

13

9.1 Describe hot working and cold working processes. 9.2 State the effect of hot working and cold working processes on t he mechanical dimensional accuracy and surface finish.

Explain in details the processes of hot and cold working and their effects on the properties of materials.

Recommended text books, lecture notes, chalkboard, chalk, duster, charts etc.

9.1 Carry out hot and cold working processes on a given metal specimen.

Demonstrate for the students to learn and ask them to perform the activity.

Assess the students reports

121

Week General objective 10.0:Understand the basic principles of heat treatment as applied to steel.


Teachers Activities Resources Specific Learning Outcome Teachers Activities

14 – 15

10.1 Describe the following processes: i) hardening ii) annealing iii) normalizing

iv)tempering of steel. 10.2 Describe different types of furnaces. 10.3 List the procedure

for carbonizing.

Explain in details the procedures involved in hardening, annealing, normalising and tempering.


Recommended text book, lecture notes, chalk board, chalk, duster, charts, etc

10.1 Carry out some heat treatment exercises e.g hardening, annealing, normalising and tempering.

Demonstrate for the students to learn and ask them to perform the activities



COMPETENCY: Students exposed to these activities should be able to identify and analyse various properties of engineering materials.

122

AUTOMOTIVE COURSES

123

SPARK IGNITION ENGINE PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: SPARK IGNITION ENGINE Course Code: MCE 115 Contact Hours: 1 - 0 -2 Hrs/Wks Course Specification: Theoretical Content Course Specification: Practical Content

Week Specific Learning Objective Teachers Activities

Learning Resources

Specific Learning Objective


General Objective: 1.0: Identify various types of engines. 1 – 3

1.1 Define internal combustion engine. 1.2 Define External Combustion engine. 1.3 Identify the type used in motor vehicle. 1.4 Explain crankcase arrangement.

Explain and ask the students to:

Define internal and external combustion engines.

Identify the type used in motor vehicle.

White Board & Maker Engine models Textbooks CBT Charts

1.1 Carry out students on a workshop visit. 1.2 Dismantle engine and name the main parts. 1.1 Examine engine Components and inspect for wear and tear visually. 1.4 Use various Measuring Instruments and gauges. 1.5 Reassemble Engine Components and test tuns. 1.6 Carry out final valve Adjustment after engine warm-up.

Guide the students to identify engine components.

Perform wear and tear examination by using measuring instrument.

Service fuel filter.

Replace faulty fuel pumps and adjust carburetor.

Bleed the fuel system.

Perform valve facing.

Check cylinder head for distortion.

Adjust valves for correct clearance.

Live Engine Unit Gauge Filler Gauge Valve refacing equipment Consumables Mechanical tools box Service manuals CBT Compression testers Vernier calipers Micrometers (internal and external) Dial gauge Caliper gauge Cylinder gauge Plastigage

124

1.7 Carry out engine tune- Up using diagnostic

equipment.

Check piston &

gudgeon pin Check con-rod

for alignment. Check main &

big and bearing. Check

crankshaft journals/ alignment

General Objective: 2.0: Describe The Principles of Operation of petrol engine. Week Specific Learning Objective Teachers

Activities Learning Resources


Teachers Activities

Resources

4-6 2.1 Explain the four stroke cycle operation. 2.2 Explain the two stroke cycle operation. 2.3 Identify the major differences between 2.1 and 2.2. 2.4 State the advantages and disadvantages of 2.1 and 2.2.

Using four and two stroke diagram of engine, explain to students;

The sequence of four stroke and two stroke cycle of an engine operation.

Ask the students to identify the major differences between 2.1 & 2.2. Explain and ask

the students to state the advantages and disadvantages of 2.1 & 2.2.

White Board & Maker Engine models Textbooks CBT

2.1 Carry out routine maintenance of an automobile fuel system.

Service fuel filter.

Replace faulty fuel pumps and adjust carburetor

Bleed the fuel system.

.

-Life and dead engine parts. - Filter gauge. - Valve refacing equipment. - Consumables. - Hand tools. - Service manual - Special service tools e.g. oil filter remover etc

125

General Objective: 3.0: Explain engine components and their functions. Week Specific Learning Objective Teachers




7-9 3.1 Identify various engine and components. 3.2 Differentiate between single and multi-cylinder engines. 3.3 Explain V-engines, horizontal opposed engines.

Explain and ask the students to;

Identify various engine and components.

Differentiate between single and multi-cylinder engine v-engine and horizontal etc.

Illustrate with diagrams and make notes.


Recommended textbooks, lecture notes, manuals, CBT Engine models, White Board & Marker etc.

Perform wear and tear examination

by using measuring instrument.

Measuring tools e.g vernier calipers micrometers (internal and external) Dial gauge Caliper gauge Cylinder gauge Plastigage Special Service Tools

General Objective: 4.0: .Describe the operating principle work of valve, and valve timing. Week Specific Learning Objective Teachers




10-13 4.1 Explain valve-operating principle. 4.2 Explain valve timing operation. 4.3 Explain firing order. 4.4 Explain the relationship between valve timing and firing order. 4.5 Explain principles of operation of overhead drives. 4.6 Illustrate – 4 valves arrangement in a cylinder.

Ask students to explain;

Valve operation

Valve timing operation

Firing order-4-6-8-12.

Illustrate activities in 4.1, 4.2 & 4.3 with diagrams and make notes were necessary.

Workshop Manuals Textbooks White Board & Marker Engine Models CBT

4.1Carry out adjustment works on valves.

-Life engine units. - Filter gauge. - Valve facing equipment. - Consumables. - Hand tools. - Service manual - Calipers gauge - Dial gauge - Special service tools

126

Explain and ask the students to relate valve timing and firing order.

State reasons for employing 4-valves in cylinder.

Competency: Students must be able to do the following: 1. Demonstrate the knowledge of engine arrangement/firing orders. 2. Demonstrate the ability to disassemble, clean, inspect measure and reassemble engines of various cylinder arrangements. 3. Demonstrate the ability to use various measuring tools. 4. Demonstrate the ability to use various special service tools. 5. Demonstrate the ability to determine various engine working conditions using special measuring tools.

127

ENGINE FUEL SUPPLY SYSTEM

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: ENGINE FUEL SUPPLY SYSTEM Course Code: MCE Contact Hours:

1-0-2 Hrs/Wk

Course Specification: Theoretical Content Practical Content General Objective: 1.0: Describe Engine Fuel Supply System. Week Special Learning

Objective Teachers Activities

Learning Resources

Special Learning Objective

Teachers Activities

Resources

1-3 1.1 Define the supply system. 1.2 Explain petrol engine fuel system. 1.3 Explain the design of a simple carburetor.

Explain and ask students to;

Define fuel management system.

Explain petrol engine fuel system.

Illustrate and explain with the aid of a diagram the design of a simple carburetor.


Chart, Chalk board, etc.

1.1Dismantle and assemble a typical fuel system. 1.2 Identify common filter and gauge faults and rectify them.

Guide the students to assemble a typical fuel management system.

Guide the students to identify common filter faults and its remedies

- Life and dead fuel units. - Fuel filters. - Gauges and transmitters. - Fire fighting equipment. - Hand tools. - Service manuals.

General Objective: 2.0: Describe The Functions And Operations Of The Carburetor Week Specific Learning


Learning Resources


Teachers Activities

Resources

2.1 State the functions of the various elements of fuel supply system. 2.2 Explain the

Explain and ask the students to;

State the functions of the various elements of fuel supply system.

Carburetor chart, Chalk board, etc.

2.1 Carry out the design of a combustion chamber. 2.2 Carry out safety management.

Guide the students to identify common fuel gauges and transmitter faults.

- Life and dead fuel units. - Fuel filters. - Gauges and transmitters. - Fire fighting equipment.

128

Operation of a carburetor. 2.3 Examine and

Identify possible wears in carburetor elements.

Explain the operation of a carburetor.

Examine and identify possible wears in carburetor elements.



Identify factors that influence combustion chamber designs.

Guide the students to the use of fire fighting equipment available in the workshop.

- Hand tools. - Service manuals.

General Objective: 3.0: Discuss The Functions And Operations Of Petrol Engine Fuel Pump. Week Specific Learning


Learning Resources


Teachers Activities

Resources

3.1 Identify types of fuel pump, e.g. mechanical and electrical, etc. 3.2 Explain the functions and operation of the fuel pump. 3.3 State

Advantages And Disadvantages of the types in 3.1.

Explain and ask students to identify types of fuel pumps.

Demonstrate the function and operation of fuel pumps.

Ask the students to state the advantages and disadvantages of the types in 3.1

Charts, Chalk board, etc.

- Life and dead fuel units. - Fuel filters. - Gauges and transmitters. - Fire fighting equipment. - Hand tools. - Service manual

General Objective: 4.0: Discuss Common Faults And Remedies In Fuel Supply System. Week Specific Learning


Learning Resources


Teachers Activities

Resources

4.1 Identify types Explain and ask Charts, Chalk

129

of filters. 4.2 Identify common filter faults. 4.3 Explain uses of fuel gauges and transmitters. 4.4 Identify

Common faults in gauges and transmitters.

students to; Identify types of

filters and common filter faults.

Explain uses of fuel gauges and transmitters.

Identify common faults in fuel gauges and transmitters.



board, Samples of various types of filters, etc.

General Objective: 5.0: Explain How Combustion Chamber Design Influences Fuel Consumption.

Week Specific Learning Objective

Teachers Activities

Learning Resources


Teachers Activities

Resources

5.1 Identify types of combustion chamber design. 5.2State Advantages and disadvantages of each design.

Ask students to identify types of combustion chamber design.

State advantages

and disadvantages of each design.

Chalk board, Chart showing combustion chamber.

130

General Objective: 6.0 Describe Fuel Injection System. Week Specific Learning


Learning Resources


Teachers Activities

Resources

6.1 Explain diesel fuel injection. 6.2 List component parts of the diesel supply system. 6.3 State the

Functions of parts in 6.2.

Discuss fuel injection

Describe function of component parts of the diesel fuel supply system.

Whiteboard Marker Textbook etc

6.1 Carry out service and maintenance of fuel injection system.

Demonstrate fuel injection system maintenance.

Whiteboard Marker Textbooks Manual etc.

Assessment: Coursework 20%, Course Test 20%, Practical 20%, Examination 40%.

131

COOLING AND LUBRICATION SYSTEM PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY COURSE: COOLING AND LUBRICATION SYSTEM Course Code: MCE 106 Contact Hours: 1-0-3 Hrs/Wk

Course Specification: Theoretical content practical content

General Objective: 1.0: Explain The Purpose And Types Of Cooling And Lubrication System.

Week Special Learning Objective

Teachers Activities Learning Resources



1-4 1.1 Explain cooling and lubrication system. 1.2 State the purpose of cooling and lubrication systems. 1.3 State types of cooling and lubrication systems. 1.4 Mention types of lubricants and their applications. 1.5 State characteristics of lubricants. 1.6 Discuss lubricant rating methods.

With the aid of diagrams show and ask students to: Explain cooling and

lubricating systems. State the purpose of

cooling and lubricating systems.

State types of cooling and lubricating systems.

List types of lubricants and their application.

Explain lubricant characteristic and rating methods.

Recommended text books, lecture notes, whiteboard, marker etc.

1.1 Dismantle and assemble motor vehicle cooling system. 1.2 Identify different types of lubricants. 1.3 Carry out laboratory analysis of motor vehicle lubricants. 1.4 Identify common faults associated with motor vehicle cooling system. 1.5 Identify common faults associated with motor vehicle lubrication system. 1.6 Drain engine oil from engine sump and replace with new one.

Guide the students to assemble motor vehicle cooling system.

Demonstrate flushing a radiator.

Adjust fan belt. Change water hose. Perform the

following test; viscosity, thermal stability, composition, etc. on a typical lubricant.

Guide the students to rectify common faults associated with cooling and lubrication system of a motor vehicle.

- Life and dead cooling system. - Radiator. - Fan belt. - Water hose. - Hand tools. - Service manual. - Laboratory equipment, - Viscometer etc. - Four litres of engine oil

132

General Objective: 2.0: Describe The Principles Of Operation Of The System. WEEK Special Learning Objective Teachers Activities Learning

Resources Special Learning Objective


5-6 2.1 State how cooling system works. 2.2 State how lubricating system works.

Demonstrate and ask students to: State how cooling and

lubricating system works. Illustrate with diagram and

make notes.

Recommended text books, lecture notes, Chalk board, etc.

General Objective: 3.0: Describe Types Of Cooling And Lubricating Media. WEEK Special Learning Objective Teachers Activities Learning

Resources Special Learning Objective


7-9 3.1 Identify the various types of cooling and lubricating media. 3..2 Compare the types identified in 3.1 above. 3.4 State properties and viscosity index of lubricants.

Ask students to: Identify the various types of

cooling and lubricating media.

Compare the types identified in 3.1.

State properties and viscosity index of lubricants.

Assess students.

Marker, White board, recommended text books, etc.

General Objective: 4.0: Demonstrate Knowledge in identifying the parts of Cooling And Lubricating Systems .

WEEK Special Learning Objective Teachers Activities Learning Resources



10-12 4.1 State the various parts of lubricating and cooling systems. 4.2 Explain operating principles of the various parts in 4.1 4.3 State functions of the parts.

Explain with the aid of diagram and ask the students to: State the functions of

cooling and lubricating systems.

Mention causes of cooling and lubricating system failure.

Text books, lecture notes, white board, diagram of cooling and lubricating system models.

133

General Objective: 5.0 Discuss Functions and Common Faults in Cooling and Lubricating System

WEEK Special Learning Objective Teachers Activities Learning Resources



13-14 5.1 State specific functions of cooling system 5.2 State specific functions of lubricating system 5.2 Mention causes of cooling system failures 5.3 Mention causes of lubricating system Failures

Explain using diagram and ask students to: State the functions of

cooling and lubricating systems. Mention causes of cooling

and Lubricating systems

failures

Textbooks, lecture note, whiteboard, diagrams of cooling and lubricating system.

Competencies: Students must be able to: 1. Identify the various colling systems e.g In-line, by-pass etc. 2. Understand the methods of checking cooling system components e.g. Radiator Caps. 3. Understand the methods of checking cooling systems for leaks using the pressing pump. 4. Identify the various types of lubrication systems e.g. fullflew, bypass etc. 5. Understand the methods of checking lubrication system pressure. 6. Understand the methods of checking the lubrication system components for wear. Assessment: Coursework 20%, Course tests 20%, Practicals 20%, Examination 40% References: S. C Mudd Technology for Motor Mechanics I, II, III & IV Heavy and Light Motor Vehicle Encyclopedia VAM Hiller Motor Vehicle Technology

134

COMPRESSION IGNITION ENGINE PROGRAMME: NATIONAL DIPLOMA (ND) IN MECHATRONICS ENGINEERING TECHNOLOGY COURSE: COMPRESSION IGNITION ENGINE Course Code: MCE 216 Contact Hours: 1-0-2 Hr/wk General Objective 1.0: Explain the Simple Circuit Design of Diesel Fuel Systems


Learning Resources



1 Diesel Fuel Systems – Simple circuit explanations 1.1 List the elements of a diesel fuel systems circuits. 1.2 State the functions of the various parts/ elements in the systems. 4.4 Draw a simple circuit of diesel fuel system. 4.5 Explain the circuit principles.

Explain with the aid of diagrams and examples where applicable the principles of operations and circuits of diesel fuel systems.

Guide the students to draw the circuit of the diesel fuel systems.

Ask the students to draw the circuits.

Assess the students graded assignments.

Recommended textbooks, Whiteboard & Maker, duster, lecture notes, CBT Workshop Manual etc.

Diesel fuel System Circuit 1.1 Identify the elements of diesel fuel systems circuits. 1.2 Draw the circuit of diesel fuel systems. 1.3 Demonstrate the functions and principles of the various parts/elements in the system.

Demonstrate activities 1.1 to 1.3 for the students to learn and ask them to perform the activities.

Diesel fuel system circuit with all the component parts.

135

General Objective 2.0: Know the Functions of the Fuel Injection Pump Equipment and Filter


Learning Resources



2-3

2.1 Functions of fuel injection pump equipment and fuel filter 2.2 State the functions of the fuel injection pump equipment and the fuel filters. 2.3 List the components parts of the fuel injection pump equipment. 2.4 Explain the component parts of the fuel filter. 2.1 State the function of fuel lift pump.

Explain with the aid of diagrams and examples the main features, functions and principles of operations of fuel injection pump and filter and lift pumps.

White Board & Maker Recommended textbooks, chalkboard, chalk, duster, lecture notes, CBT (Computer Board Tag) etc.

2.1 Fuel Injection Pump and Filter. 2.2 Identify component parts of the fuel injection pump equipment and filter. 2.3 Demonstrate the functions of each component part. 2.4 Examine each component parts for faults and repair appropriately.

Demonstrate activities 2.1 to 2.3 for the students to learn and allow them to practice till they become competent.

Grade students’ report, practical works, sketches and drawings.

Fuel injection pumps, fuel filter, etc.

General Objective 3.0: Discuss the Combustion Chamber Design and Phases of Combustion 4-5

3.1 State the various types of Combustion chamber designs. 3.2 Give reasons/ advantages of one over the other. 3.5 Explain areas of application of the various designs. 3.6 Describe the phases of combustion in the chambers.

Explain with good diagrams the features, types and applications of combustion chamber designs and the phases of combustion in the chambers.

Recommended textbooks, Whiteboard & Maker, duster, lecture notes CBT, etc.

3.1 Combustion Chamber Designs. 3.2 Identify the various types of combustion chamber designs and their areas of applications. 3.3 Demonstrate the phases of combustion in the chambers. 3.4 Describe hybrid operation 3.5 State reason and

Demonstrate activities 3.1 and 3.2 for the students to learn and ask them to carry out the activities.

Different designs of combustion chamber.

136

advantage. 3.6 Cell chamber design. 3.7 Tube charger operation.

General Objective 4.0: Discuss the Injection Nozzles Week Specific Learning Outcome Teachers




6-7

4.1 List and explain the features of injection nozzles. 4.2 Explain the reasons for the positions of the injection nozzles to the chambers.

Explain with good diagrams the features and applications of injection nozzles.

Assess students graded assignments.

Recommended textbooks, Whiteboard & Maker, duster, lecture notes, CBT etc.

4.1 Identify the injection nozzles. 4.2 Examine injection nozzles for faults and service appropriately.

Demonstrate activities 4.1 and 4.2 for the students to learn and allow them to practice till they become competent.

Grade Students’ reports, practical works, sketches and drawings.

Different types of injection nozzles

General Objective: 5.0 Discuss the overview of diesel fuel-injection systems Week Specific Learning Outcome Teachers




7-8 5.1 Give overview of diesel- fuel injection systems. 5.2 State applications areas and technical requirements. 5.4 Discuss the various types of injection pumps in use especially in modern

Demonstrate using models application of diesel-fuel injection systems.

Explain various types

Workshop models Workshop manuals Textbooks White Board & Maker

5.1 Describe the common rail and the distributor types. 5.2 Explain the operating principles of 5.1 above. 5.3 State the advantages/

137

diesel engine. of injection pumps in uses.

Assess students understanding injection pumps.

disadvantages of the two types. 5.5 Discuss the

influence of electronic control to 5.1.

General Objective: 6.0 Understand the concepts of electronic diesel control (EDC)


Learning Resources



9-10 6.1 Justify the need for an Electronically operated/ controlled diesel engine. 6.2 Give detailed overview of [the “common rail diesel fuel injection” systems (Application areas and Functions). 6.3 List the major components of the systems in 2.2 above. 6.4 Discuss the functions/ operations of components listed in 2.3 above. 6.5 State and discuss the advantages of the diesel control (EDC).

Explain the various components of diesel fuel injection systems and their functions.

Explain using examples various advantages of electronic diesel control over mechanical controls.

White Board * Maker Recommended Textbooks Workshop Model

138

General Objective: 7.0 Know the methods of diagnosing diesel electronic engines.


Learning Resources



11 7.1 Discuss the methods of achieving “phasing and calibration” in diesel electronics.

General Objective 8.0 Understand the basic concept of unit injector system unit pump system (UIS & UPS)


Learning Resources



12-13 8.1 Discuss an overview of UIS & UPS Application fields designs and construction operating concept and basic functions. 8.2 Identify sensors used in electronic diesel control (EDC). 8.3 Differentiate between

PTC and NTC sensors. 8.4 State the applications of 4.3 above.

Explain with the aid of diagram basic concept functions and operating concept of UIS & UPS.

Explain various sensors used in electronic diesel control identified in 4.2.

Vehicle pumps models Textbooks

General Objective: 9.0 Know the purpose of the electronic control unit (ECU) in diesel electronics.


Learning Resources



14 9.1 Identify an E.C.U. 9.2 Explain data processing sequence in E.C.U.

Guide the students to draw block diagram of data

139

processing sequence in E.C.U.

General Objective 10.0: Understand diesel engine basic maintenance procedures.


Learning Resources



15 10.1 Highlight safety precautions while handling diesel fuel. 10.2 Discuss the following service procedures: Water draining Fuel filter replacement Glow plugs checking Idle and maximum speed

adjustment Injector checking/testing Relay testing System self diagnosis Bleeding etc.

Explain various safety precautions while handling diesel fuel.

Explain the importance of carrying out the procedures listed in 6.2 to the students.

Guide students on servicing procedures and items used.

Assess students on service procedures with appropriate tools and materials.

Chalk Chalkboard Recommended Textbooks

140

Competencies: Draw circuits of diesel fuel system. - Trouble shoot on faulty diesel fuel system - Dismantle diesel fuel system. - Reassemble diesel fuel system - Use diesel ;engine analyser in trouble shooting - Present good write-ups on theoretical contents of the diesel fuel system. Assessment: Course work 20%, Course Test 20%, Practicals 20%, Examination 40% References: Newton Advanced Motor Vehicle Technology Heavy and Light Vehicle Automotive Encyclopaedia Vaw Hillia – Fundamentals of Motor Vehicle Technology J. N. Dollan – Motor Vehicle Technology and Practice

141

TRANSMISSION SYSTEM I

PROGRAMME: NATIONAL DIPLOMA MECHATRONICS ENGINEERI NG TECHNOLOGY COURSE: TRANSMISSION SYSTEM I Course Code: MCE 311 Contact Hours: 1-0-2 Hr/wk Course Specification: Theoretical content Course Specification: Practical content General Objective 1.0: Justify the Purpose of the Transmission Units Week Specific Learning Outcome Teachers




1.1 Explain the purpose of transmission units 1.2 Describe the power flow train from the engine to road wheels.

Explain with good diagrams the features and functions of transmission units.

Recommended textbooks, whiteboard, duster, lecture notes, charts, marker, CBT, transmission cut-outs etc.

1.1 Identify Transmission units and its purposes in motor vehicle, e.g. Clutches – propeller shafts. 1.2 Fluid coupling Torque converter and – drive shafts. Gear boxes (Automatic & manual). 1.4 Demonstrate the Power flow train down to road wheels

Demonstrate activities 1.1 and 1.2 for the students to learn and ask them to perform the activities.

Assess the students performance in repeating the demonstration, sketches, drawings.

Cut-out of: - Clutches - Fluid

Coupling - Torque

Converters - Gearboxes - Live units of

the above Workshop manual

General objective 2.0: Know the various types of transmission systems and units





2.1 List out the various types of transmission system e.g. Manual

Explain in details, with good diagrams the

Recommended textbooks, whiteboard,

2.1 Identify the components of clutches and

Demonstrate activities 2.1 to 2.5 for the

Cut-out of: Clutches Fluid Coupling

142

2

gear boxes, utomatic gear boxes. 2.2 List out the various types of transmission units. E.g., Clutches Fluid coupling Torque converter and Planetary gear units

features, types and functions of transmission systems.

duster, lecture notes, charts, markers,CBT, cut-out etc

construction of clutch assemblies, and its operations such as: - mechanical and hydraulic - clutch operating clearance. 2.3 Operate different type of clutches. 2.3 Identify the components and construction assemblies of fluid coupling and torque converter. 2.4 Operate the fluid couplings and torque converters.

students to learn and allow them to practice till they become competent.

Grade student’s reports, practical works, sketches and drawings.

Torque Converters Gearboxes Live units of the above workshop manual

General Objective 3.0: Understand the Principles of Operation of the Clutches Week Specific Learning Outcome Teachers




4 – 6

3.1 Describe the construction of different types of clutch assemblies and its components – clutch plate/pressure plate design. 3.2 Explain the connection between the clutch assembly, engine and

Explain with good diagrams the features, types and operations of clutches, fluid coupling and torque converter.

Recommended textbooks, whiteboard, duster, lecture notes, charts, marker, CBT, cut-outs etc

3.1 Identify various types of gears and gearing e.g., spur, Helical and double helical, Found in gear boxes of motor vehicles.


Cut-out of: Clutches Fluid Coupling Torque Converters Gearboxes Live units of the above Workshop manual

143

transmission. 3.3 List the types of clutch assembly operations (actuation) system: Mechanical and Hydraulic. 3.4 Explain the various clearances in the clutch system and reasons for that. 3.5 Explain the operation of the fluid couplings and torque converter. 3.6 Explain the differences in fluid couplings and torque converters and give reasons.

Assess

students graded assignments.

3.2 Demonstrate the operations of gears in gear boxes such as synchronization, gear ratio, driving torques, Bearing load and types of meshing devices e.g. sliding, constant and synchro meshes. 3.3 Describe gearboxes, while observing cleaning, inspection and measurement procedures. 3.4 Examine gear

for tear and wear.

3.5 Examine synchronizer rings, hubs, springs and keys for wear and weakness.

Grade student’s reports, practical works, sketches and drawings.

General Objective 4.0: Explain various Types of Gears and Gear Meshes in Gearboxes


Learning Resources



4.1 Explain the principles of synchronization, gear ratio, driving torques,

Explain in details, with good

Recommended textbooks, whiteboard, chalk,

4.1 Identify various lubrication points and methods in

Demonstrate activities 4.1 to 4.2 for the

- Lubrication equipment

- Lubricants

144

bearing load and types of meshing devices e.g. sliding, constant, and synchro – meshes. 4.2 Calculate gear, speed/torque ratios. 4.3 State the purpose of locking and inter locking devices in the selector mechanism and the function of the fly wheel and overdrive units. 4.4 Explain types of gears and gearings, e.g. spur, helical and double helical. 4.5 State advantages of constant mesh over the sliding mesh. 4.6 Explain speedometer, types of drive gears, drive shafts propeller shafts. 4.5 Explain the principle of operation of the automatic gear box.

diagrams, the features, principles of operations and functions of gears and gear boxes.

Indicate locking and inter locking devices.

Describe speedometer, types of drive gears, drive shaft and propeller shafts.


Explain in details with good diagrams, the features, principle of operation and function of automatic gear boxes.

duster, lecture notes, charts, markers, CBT etc.

transmission systems and units. 4.2 Describe the various lubrication methods in transmission systems and units.

students to learn and ask them to perform the activities.

Grade students’ reports, practical works, sketches and drawings.

- Gearboxes - Grease guns - Oil filler pumps - Volume chart.

145

General Objective 5.0: Understand Various Lubrication Methods in Transmission Systems and Units


Learning Resources



5.1 Explain lubrication principles. 5.2 Describe various lubrication methods in the transmission systems and units. 5.3 Explain the principles of operations of epicyclic gearing in automatic gearboxes.

Explain in details, with good diagrams, the principles, methods and functions of lubrication methods in transmission systems.

Illustrate the principles of operations, features and functions of epicyclic gearing and automatic gear boxes.


Recommended textbooks, whiteboard, duster, lecture notes, charts, markers, CBT etc

146

Competencies: Drawing Sketches & diagrams of transmission competent. Dismantling of transmission systems Assembling of transmission systems. Writing essay on functions, faults and features of the transmission components.

Assessment: Coursework 20%, Course test 20%, Practical 20%, Examination 40%. References: S. C Mudd Motor Vehicle part I, II, III, IV. LC Rhone Auto Body Repair Third Edition.

147

MODERN BRAKE SYSTEMS

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGI NEERING TECHNOLOGY COURSE: MODERN BRAKE SYSTEMS Course Code: MCE 309 Contact Hours: 1-0-2hrs/wk Course Specification: Theoretical content Course Specification: Practical content General Objective 1.0: Understand Brake Systems WEEK Specific Learning

Outcome Teachers Activities Learning

Resources Specific Learning Outcome Teachers


1-3 1.1 Explain the purpose of brake systems in automobile. 1.2 Define pressure, friction and Pascal’s principles in relation to brake system. 1.3 Explain the types of brake fluid e.g. Dot 3 and Dot 4. 1.4 Analyse the characteristic of brake fluid.

Describe the features of brake system in automobile.

Explain the use of the Duo check equipment.

Illustrate pressure, friction and Pascal’s principles in relation to brake system.

Recommended textbook, lecture notes, whiteboard, marker, duster, Duo check equipment etc.

1.1 Identify the different component parts of the brake system in a motor vehicle. 1.2 Trace faults in brake system. 1.3 Dismantle, service and reassemble master cylinder. 1.4 Dismantle, service and reassemble disc and drum brake systems. 1.5 Carry out bleeding of the hydraulic brake system.


Grade students’ reports, practical works, drawings and sketches.

- Complete brake system of a motor vehicle.

- Brake fluid - Hand tools

148

General Objective 2.0: Classification of Brake Systems Week Specific Learning


Learning Resources

Specific Learning Outcome Teachers Activities Resources

4-7 2.1 Classify the various brake systems in automobile. 2.2 State the uses/ applications of each type in 2.1. 2.3 Emphasize the importance of braking system.

Explain in details the various types and applications of brake system.

Explain the application of the various braking system


Recommended textbook, lecture notes, whiteboard, marker, duster, etc.

General Objective 3.0: Know the Legal Requirements of the Brake System Week Specific Learning


Learning Resources


8-10 3.1 List the safety rules (acts) affecting brake systems. 3.2 Explain the performance of braking effort on different surfaces and weather.

Explain the safety act affecting brake systems and the performance of braking effort on different surfaces and weather.


149

General Objective 4.0: Know the Operating Principles of Various Brake System Week Specific Learning


Learning Resources


4.1 Explain the working principles of: Exhaust braking system. 4.2 Fixed and floating cam. 4.3 Single and multi- piston master cylinders. 4.4 Single and multi- piston types of hydraulic wheel.

Guide the students to understand the working principles of Brake system in 4.1 – 4.4.


General Objective: 5.0 Understand the purpose of Antilock brake system Week Specific Learning


Learning Resources


11-13 5.1 Explain antilock brake system. 5.2 Highlight the Purposes of ABS. 5.2 Explain different types of ABS system. 5.4 List major ABS component and explain the functions. 5.5 Explain the principles of operation of the ABS. 5.6 Explain the

Explain the purpose of ABS.

Discuss different types of ABS.

Identify major components of ABS and their functions.

Discuss the principles of ABS

Recommended text book. Lecture notes White Board Marker Duster Live component for demonstration.

5.1 Identify components of an ABS system. 5.2 Dismantled, inspect and reassemble ABS system. 5.3 Trace and rectify fault in an ABS system.


Live vehicle with ABS system. Or ABS training model

150

relationship between the ABS and normal brake system.

operation.

Competency: 1. Write satisfactory explanations on operations of the brake system. 2. Diagnose faults associated with the brake system. 3. Dismantle a typical brake system. 4. Carry out repairs on faulty brake system. 5. Reassemble the brake system. 6. Trace and rectify faults in an ABS system. Assessment: Coursework 20%, Course tests 20%, Practicals 20%, Examination 40% References: S. C. Mudd Technology for Motor Mechanics 3 Light and Heavy Motor Vehicle Encyclopaedia Hiller VAW – Fundamentals of Motor Vehicle Technology

151

CHASSIS SYSTEM

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY

COURSE: CHASSIS SYSTEM Course Code: MCE 212 Contact Hours: 1 - 0 – 2 Hrs/Wk Course Specification: THEORETICAL CONTENT PRACTICAL CONTENT General Objective: 1.0 Understand the Concept /Functions of chassis system. Week Specific Learning

Outcome Teachers Activities Learning Resources Specific Learning


1.1 Identify types of wheels tyres. 1.2 State the purpose of rims/tyres 1.3 Describe the construction of tyres and state the rims tyre sizes/marking 1.4 Distinguish between tyre designs e.g. radial, cross-ply and tubeless tyres. 1.5 Discuss tyre ervicing

Explain the need for tyres.

Explain functions of wheel/tyres.

Explain tyre construction and markings.

Help students to identify various rims and tyres

State the safety precautions in tyre servicing.

- Marker White board - Duster - Recommended textbooks - Models of

wheel/rim and tyres - Lecture notes etc.

1.1 Show tyre thread pattern and rims tyre sizes/marking. 1.2 Carryout wheel Balancing. 1.3 Carryout tyre inflation and fitting. 1.4 Carryout maintenance on steering system 1.5 Inspect suspension system for component malfunction and draw up repair procedures. 1.6 Carryout wheel alignment exercise using computerized alignment gauge.

Guide the students to identify tyre pattern and perform tyre fitting and inflation.

Guide the students on how to:

- gauge correct - Pressure - Positioning of the tyre and rim - Safety precaution to be observed - Perform wheel balancing operations - carryout steering maintenance - Perform wheel alignment using the computerized

- Workshop air compressor.

- Pressure gauge

- Wheel balancing equipment

- Wheel alignment equipment

- Hand tools

- Services manual etc.

152

alignment equipment. Explain tyre markings.

General Objective: 2.0 Week Specific Learning



2.1 Describe the procedure for tyre inflation and fitting 2.2 Explain the implication of under inflation and over inflation 2.3 Identify various types of tyre valves 2.4 Define Wheel Balancing 2.5 Establish the need for wheel balancing 2.6 State the types of balancing methods.

Explain the procedure for tyre inflation and fitting techniques e.g. tyre positioning and safety precautions.

Explain dynamic and static balancing

Describe a wheel balancing machine

Discuss the implication for tyre under inflation or over inflation.

- Maker Whiteboard, Duster

- Recommended textbooks

- Lecture note etc.

General Objective: 3.0 Week Specific Learning



3.1 State the purpose and functions of the steering

Explain the functions of the steering system

State the

- Marker, Whiteboard

- Duster - Recommended

153

systems. 3.7 Identify the various types of steering system 3.8 Establish the basic requirements of a steering system 3.9 Explain the Ackerman layout and the Ackerman steering geometry. 3.10 Identify

steering system component e.g. steering linkages, tie- rod, pitman arm, and Drag link etc. 3.11 State need for wheel alignment.

Ackerman principles as applied to steering linkage.

Sketch the steering gear layout of (a) rack and pinion (b) worm and worm wheel.

Guide the students to:

(1) identify steering system components in 3.5. (2) Explain "toe in" and "toe out" of front wheels.

textbooks - Lecture notes

etc.

General Objectives: 4.0 Know the vehicle suspension system. Week Specific Learning



10 - 12

4.1 Explain how the suspension system affects the steering and stability of a vehicle

Discuss the functions of a suspension system in motor vehicles

Describe the function and

- Chalk, chalkboard, Duster

- Recommended textbooks

- Lecture notes

154

4.2 List the different types of suspension system. 4.3 Describe with the aid of diagram, the component parts of a compressed air suspension system 4.4 Explain the operation of reactive and non- reactive suspension 4.5 Describe with sketches: (a) coil spring (b) torsion bar (c) rubber springs (d) leaf springs 4.6 Describe with sketches hydro- pneumatic and fluid/gas suspension systems. 4.7 Describe independent suspension utilizing,

operation of a leveling valve in a suspension system

Describe with the aid of diagram, the component parts of a compressed air suspension system

Explain how driving and braking torque in multi-axle suspension arrangements are affected by load distribution.

Explain the difference between reactive and non-reactive types of suspension system.

Explain hydro-pneumatic and fluid/gas suspension system

State the advantages of hydro-pneumatic over gas suspension system

List the reasons for the use of independent front suspension.

etc.

155

system etc 4.8 Describe rigid suspension.

General Objective: 5.0 Know The Techniques Of Wheel Alignment And The Application Of Computerized Wheel Alignment Week Specific Learning

Outcome Teachers Activities Learning Resources Specific Learning Outcome Teachers


13 - 15

5.1 Define wheel alignment. 5.2 Describe the implication of the non alignment of a wheel. 5.3 List the various methods of wheel. alignment 5.4 Define Camber, castor and king pin inclination. 5.5 State the measuring units for castor camber angles and king pin inclination. 5.6 Identify the elements that make up the computerized unit . system.

Explain wheel alignment

Guide the students to (1) list the various method of wheel alignment

Identify the elements that make up the computerized wheel alignment machine.

Apply computerized units for alignment and measuring of castor and camber angles including Toe-in and toe-out

Marker, Whiteboard, Duster Recommended textbooks Lecture notes etc.

156

5.7 State the different

types of camber and castor angles.

Competency: 1. Distinguish the various type of tyres and rims. 2. Diagnose wheel balancing and alignment faults. 3. Execute computerized wheel alignment operations. 4. Draw sketches of the steering layout. 5. Overhaul different types of steering boxes and suspension systems. 6. Observe safety precautions. Assessment: Course work 20%, Course tests 20%, Practicals 20%, Examination 40% References: V.A.W. Hiller Fundamentals of Auto Electronics S. C. Mudd Parts I, II, III, IV Dollon Motor Vehicle Technology and Practice

157

ENGINE MAINTENANCE AND DIAGNOSTIC MANAGEMENT PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY COURSE: ENGINE MAINTENANCE AND DIAGNOSTICS MANAGEMENT

Course Code: MCE 206 Contact Hours: 1 - 0 – 2 Hrs/Wk

General Objective: 1.0 Discuss the various safety requirements WEEK Special Learning


Resources Special Learning outcome Teachers Activities Learning

Resources 1.1 Identify the

various safety precautions and signs. 1.2 Discuss the importance of safety precautions and warning signs. 1.3 Discuss when to

apply various safety precautions notes.

Explain the various safety precautions and warning signs.

Ask the students to state the importance of safety.

Discuss when to apply safety precautions and warning signs.

Whiteboard & Marker Recommended textbooks Lecture notes etc. National Safety Council for posters.

1.1 Demonstrate procedures for checking/ adjusting. incorrect mixture, setting valve clearance, exhaust gas

Leakage, oil pressure etc.

1.2 Demonstrate the procedures for: Fitting a new timing belt/chain/gear, check valve timing with or without manufacturers timing marks. 1.3 Read faults code on diagnostic scan tool.

Guide the students to carry out the procedures in 1.1.

Assign them graded assignments 1 & 2.

Explain causes of fault read from scan tool.

Diagnostic Equipment Live Vehicle Engine White Board & Maker

158

General Objective 2.0: Know The Purpose Of Vehicle Specification For Models And Components

WEEK Special Learning Outcome

Teachers Activities Learning Resources Special Learning outcome Teachers Activities Learning

Resources 2.1 State the purpose

of vehicle specification for models and components 2.2 State the advantages of vehicle specification for models and components

Classify models and components

Explain the purpose of vehicle specification for models and components

Ask the students to state the reasons for specification for model and components.

Whiteboard Maker, Duster Recommended textbooks Models of engine Lecture notes. Workshop Manual CBT

2.1 Test to diagnose the following: - Serviceability, - Correct ignition

timing, - Correct mixture

adjustment, - Leaking

induction system - Exhaust systems - EGR Exhaust

gas recirculating - Exhaust gas

analyser. 2.2 Demonstrate

The following test procedures:

- Compression test,

- Cylinder leak test,

- Abnormal oil pressure,

- High/low/intermittent,

- Cylinder balance test.

Guide the students, to carry out diagnosis process in 2.1 & 2.

Explain tests procedures to students.

Assign them to carry out tests procedure for each item.

Diagnostic Equipment Live Vehicle Engine White Board & Maker Compression Tester Exhaust Gas Analyser

159

General objective 3.0 Understand And Calculate Maintenance Schedule White Board & Maker WEEK Special Learning


Resources Special Learning outcome


3.1 Explain the importance of maintenance schedule. 3.2 Explain the relevance of maintenance interval/worksheets general information. 3.3Describe Maintenance schedule methods Gnat charts, pie charts etc.

Explain maintenance interval/worksheet general information

Ask the students to state the relevance of maintenance interval/worksheet general information,

produce simple charts.

Whiteboard, & Marker Duster Recommended textbooks Maintenance schedule sheet Lecture notes. Vehicle owner handbook Preventive maintenance chart

3.1 Determine ignition system operations using the following: Meters, test lams, cathode- ray, oscilloscope, fault code analysis.

Guide students to operate the equipment listed in 3.1.

Diagnostic Equipment Live Vehicle Engine White Board & Maker Compression Tester Exhaust Gas Analyser

General Objective 4.0 Understand The Method Of Carrying Out Special Maintenance Procedures WEEK Special Learning




6- 7

4.1 Describe the sequence of carrying out engine maintenance 4.2 State various types of engine maintenance 4.3 Explain engine tune-up procedures. 4.5 Differentiate

engine tune up from general

Explain the sequence of carrying out engine maintenance

Ask the students to list the various type of engine maintenance.

Describe engine tune up from general engine maintenance.

CBT

Whiteboard & marker Duster Recommended textbooks Lecture notes etc. Vehicle owner handbook

4.1 Diagnose the following using electronic engine tester;Injectors, cold start injectors, Thermal sensors, Pressure regulators, 4.2 Demonstrate the procedures for remedying the following faults: Difficult cold

List various test to be performed.

Assign students on engine tester and demand report appropriately.

Assess students

160

engine maintenance.

starting, Lack of acceleration, High fuel consumption, Poor control of exhaust gas emission. 4.3 Demonstrate Methods of Checking /adjusting mixture strength CO emission (with specialised equipment).

ability to detect faults in starting vehicles.

General Objective 5.0 Discuss The Concept And Purpose Of Service Data Reminder WEEK Special Learning




8 - 11

5.1 Describe the concept and purpose of hand held tester (HHT) 5.2 Discuss the application of modern diagnostic equipment and their importance. 5.3 Discuss the purpose of engine test-bench and endoscope. 5.4 Discuss the application of service manual

Explain the purpose of hand held tester

Explain the application of various diagnostics equipment and their importance.

Explain the functions of engine test bench

Guide the students to (1) perform test on engine test bench and endoscope. (2) Describe the application of service manual.

White Board & Marker Duster Recommended textbooks Lecture notes etc. Vehicle owner handbook Workshop Manual

161

General Objective 6.0 Discuss application of Engine diagnostic equipment’s. WEEK Special Learning




12-13 6.1 Carry out a safety notes/warning notes signal test. 6..2 Design a Maintenance worksheet. 6.3 Carry out maintenance inspection of an engine using engine test bench or endoscope. 6.4 Describe the application of Engine/Analyser scan tools. 6.5 Carry out a Familiarisation visit to a standard engine maintenance shop.

Perform a signal test on safety notes/warning notes.

Ask the students to calculate maintenance interval.

Perform routine test using engine test bench.

Take the students out to visit a standard automobile workshop.

Guide the students to identified handtools and equipment use in engine maintenance.

Signal tester Worksheet Engine test bench Endoscope Handtools etc Engine analyser Engine CAN Tool

General Objective: 7.0 Discuss the Diagnostic Techniques of Petrol Engines Whiteboard & Marker WEEK Special Learning




11 7.1 Describe the engine speed/load conditions under which the following, when defective produce abnormal noises: Bigend bearings,

Demonstrate engine diagnosis using models or diagrams, engine speed load conditions to detect faults in the engine parts listed in 7.1 that produced abnormal noises.

White Board & Marker Duster Recommended textbooks Vehicle owner handbook Workshop Manual

162

main bearings, cam shaft, drive mechanism, distributor, water pump, generator, overhead twin cam & drive belt. 7.2 Discuss the operational effects of the following: Incorrect mixture

setting, Incorrect valve

clearance, Exhaust gas

leakage.

Show to the students the various effect caused by abnormalities mentioned in 7.2

General Objective: 8.0 Describe the Diagnostic and Repair Techniques of Modern Engines. WEEK Special Learning




12-13 8.1 Describe the diagnostic and repair techniques of modern petrol engines and fuel system using: Analysers, gauges, Meters etc. Highlight the Conditions necessary for the following tests: Serviceability Correct ignition timing,

Compare the modern diagnostic and repair techniques with the current practice.

Guide students to test them on 8.2.

Assess them on graded assignments.

White Board & Maker Recommended Textbooks Workshop Manual Vehicle Owner Handbook

163

Correct mixture adjustment/Co2 Leaking induction system, Exhaust system EGR Exhaust Gas Recirculation (EGR), Compression test, Cylinder leak test, Abnormal oil pressure High/low/intermittent Cylinder balance test, Exhaust Gas Analyser.

General Objective 9.0 Describe the diagnostic/repair techniques of petrol engine. WEEK Special Learning




14 9.1 Describe the construction/ operation of various types of ignition system. 9.2 Discuss the procedure for complete ignition system checks, using electronic engine analyser. Highlight safety precautions while performing operations on 9.2.

Explain to the students construction/operation of the following:

Ballest resistive coil, Electronic with CB (Contact-Breaker) points. Electronic with magnetic/optical/switch distributors. Distributor less ignition systems.

White Board & Maker Recommended Textbooks Assorted switched/distribution Workshop Manual

General Objective 10.0 Explain Fuel Injection System Diagnosis. WEEK Special Learning




164

10.1 Describe the concept of engine fuel economy and emission systems. 10.2 Discuss factors affecting fuel consumption.

Explain (EGR) Explain catalystic

convert. Hydro carbon emission.

White Board & Maker

Competencies: Draw charts on maintenance schedule and ignition circuits

Diagnose faults in petrol engine Use diagnostic equipment Tune up a petrol engine. Effect repairs on faulty modern petrol engine.

Assessment: Coursework 20%, Course Tests 20%, Practical 20%, Examination 40% References: Dollon J. N. Motor Vehicle Technology & Practice

V.A.W Hillier Fundamentals Auto Electronics.

165

SAFETY AND COMFORT SYSTEM PROGRAMME: NATIONAL DIPLOMA MECHATRONICS ENGINEERIN G TECHNOLOGY COURSE: SAFETY AND COMFORT SYSTEM Course Code: MCE 305 Contact Hours: 1-0-2 Hrs/Wk COURSE SPECIFICATION: THEORETICAL CONTENTS PRACTICA L CONTENT Week General Objective: 1.0 Differentiate between the Various Types Of Thermometers And Pressure Gauges Specific Learning



Teachers Activities

Learning Resources

1 – 2 1.1 Define temperature and pressure. 1.2 Identify the various types of thermometers and pressure gauges used in refrigeration and air conditioning. 1.3 Describe various Temperature. measuring scales. 1.4 Plot the various temperature scale on a graph and convert one temperature scale to another .

Describe temperature

measuring instruments. Guide the

students to measure temperature using various thermometers. Explain the

conversion of one temperature scale to another. Guide the

students to measured the pressure using pressure gauges

Marker, whiteboard Recommended textbooks, temperature and pressure gauges

1.1 Read common thermometer and pressure gauges.

Explain the calibration of thermometer and pressure gauge to students.

Demonstrate the procedure of disassembling and assembling of air conditioner and a refrigerator.

Draw up a maintenance schedule of an air conditioner and refrigerator.

Guide the students into effective use of hand tools used in the maintenance of the above.

Marker, whiteboard recommended textbooks, temperature and pressure gauges Life size refrigerator and air conditioner Tool box, manual

166

General Objective: 2.0 Describe The Effect Of Temperature, Pressure And Volume On Refrigeration And Air Conditioning Systems




Teachers Activities

Learning Resources

3

2.1 State the relevant gas laws. 2.2 Carryout calculation using the various gas laws formulae 2.3 Explain the various gas laws and derive their standard equations.

Derive the pressure/ volume relationship and carryout some

exercises.

Marker, Whiteboard Recommended Textbooks Teaching models

2.1 Disassemble and assemble a typical room air conditioning components

General Objective: 3.0 Discuss The Principle Of Conversion Of Electrical Energy To Heat Energy Specific Learning



Teachers Activities

Learning Resources

4-5

3.1 Outline the units of power and heat. 3.2 Calculate the power used and heat generated by the compressor using the pressure and enthalpy chart.

3 Explain power and heat.

4 Ask the students to distinguish between power and heat.

5 Carryout some exercises.

Marker, whiteboard recommended textbooks, steam table etc.

3.1 Disassemble and assemble a typical refrigeration system.

General Objective: 4.0 Describe The Three States Of Matter Specific Learning



Teachers Activities

Learning Resources

6 4.1 Define matter. 4.2 State the three state of matter 4.3 Differentiate between the three states of matter.

Explain matter. Distinguish

between the three states of matter.

Marker, whiteboard recommended textbooks etc.

3.1 Carryout maintenance on flow control elements

167

General Objective: 5.0 Describe The Refrigeration Cycle And Principles Of Air Conditioning Specific Learning



Teachers Activities

Learning Resources

7-9 5.1 Define refrigeration and show refrigerationcycles. 5.2 Define the term Refrigerant. 5.3 Describe the conditions of refrigerant in a refrigeration cycle. 5.4 Define the term air conditioning. 5.5 Explain the principles of air conditioning. 5.5 Use the Psychometer and psychometric chart to determine moist air properties. 5.6 List parts of air conditioner.

Explain the characteristic desire in a refrigerant.

Ask the students to: Identify the

characteristic of a refrigerant .

Explain the refrigerant numbering system.

State the uses of refrigerants.

Explain the effects of moisture on refrigerants.

Distinguish between primary and secondary refrigerants

State the functions of the components of Air-Conditioners.

State the applications of Air conditioners.

Guide the students through the use of

Marker, whiteboard recommended textbooks, Psychometer and Psychometric chart etc.

Carryout trouble shooting and

maintenance of compressors

168

psychometer and psychometric chart.

General Objective 6.0: Describe the Various Types of .Compressors ands Their Working Principles. Specific Learning



Teachers Activities

Learning Resources

10-11 6.1 Define the term compression. 6.2 List the various types of compressors. 6.3 Explain the construction and functions of a compressor. 6.4 Differentiate between the various types of compressors A. Classify them by shapes, size and physical features. B. State their appropriate uses.

Explain the operation of a compressor.

State the advantages and disadvantages of each type of compressor.

Ask the students to explain the difference between open hermetic and semi hermetic compressors.

Guide the students to select a compressor required for a given application using a given design data.

Perform calculations of a power requirement of a compressor .

Marker, whiteboard recommended textbooks, instructional drawing of a compressor, life compressor.

169

General Objective: 7.0 Understand Refrigerant Flow Controls And Functions Specific Learning



Teachers Activities

Learning Resources

12

7.1 Identify the various refrigerant flow controls. 7.2 Explain the principles of operation of a refrigerant flow controls. 7.3 State the functions of the various types of refrigerant flow controls.

Explain the need for the flow controls.

Ask the students to state applications of the flow controls listed in 7.1.

List the factors which guide the selections of flow controls in 7.1.

Carry out maintenance of flow control.

Marker, whiteboard recommended textbooks, samples of flow control elements.

General Objective: 8.0 Describe the charging of refrigeration systems with refrigerants Specific Learning



Teachers Activities

Learning Resources

13

8.1 Explain the charging principles of the refrigeration systems with refrigerants. 8.2 Identify point of leakages and state how to rectify them.

List the tools commonly used in the charging of refrigeration systems.

State the precautions taken when handling toxic and explosive refrigerants.

Marker, whiteboard recommended textbooks, Typical hand tools

170

General Objective 9.0: Understand The Lubrication Of A Refrigeration System. Specific Learning



Teachers Activities

Learning Resources

14 - 15

9.1 State the types and functions of lubricating oil in a refrigeration system. 9.2 Explain the importance of lubricating oil in a refrigeration system. 9.2 State the properties of lubricants used in refrigeration system.

Explain lubrication and its effects on refrigeration systems.

Guide the students in the choice of lubricants to be used in refrigeration systems.

Marker, whiteboard recommended textbooks, Typical hand tools, lubricants.

Competency:

1. Explain in writing the functions and operations of safety and comfort systems. 2. Read common thermometer and pressure gauges. 3. Disassemble typical vehicle air conditioning and refrigeration system. 4. Carry out maintenance operations on air-conditioning and refrigeration systems. 5. Carry out vehicle body interior trimming fittings.

Assessment: Course work 20%, Course Tests 20%, Practicals 20%, Examination 40%. References: Fundamentals of Motor Vehicle Technology

Motor Vehicle Automotive Encyclopedia

171

WORKSHOP SUPERVISORY MANAGEMENT PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: WORKSHOP SUPERVISORY MANAGEMENT Course Code: MCE 307 Contact Hours:1-0-2 Hrs/Wk Course Specification: THEORETICAL CONTENT PRACTICAL CONTENT Week General Objective: 1.0: Discuss workshop supervision

management General Objective: Identify Component parts of spark ignition engine.



Teachers Activities

Resources

1 1.1 Describe single workshop organization chart. 1.2 Explain workshop procedure and its application. 1.3 Discuss workshop procedure and controls.

Explain the feature of a workshop organization chart.

Distinguish the various features in a workshop.

Assess the students on a workshop procedures & control.

Whiteboard and Marker Textbook Automotive /Journal (internet)

Week General Objective: 2.0: Discuss loading and Schedules Specific Learning



Resources

2-3 2.1 Explain simple chart of events in the workshop. 2.2 Explain the function of reception tech. In the workshop. 5.2 Explain the process of work schedule.

Explain and ask students to draw a simple chart of events in the workshop and its hierarchy and their functions.

Assess the students on the organo gram of the workshop.

Whiteboard & Maker Workshop Journal i.e IMI-SAE- (Internet)

172

Evaluate students on allocation of work schedule.

Week General Objective: 3.0 Explain automobile workshop staff organization. Specific Learning



Resources

4 3.1 Describe automobile workshop staff Organization.

Guide students on the organization of staff in an automobile workshop.

Assess to produce simple workshop organogram.

Whiteboard & Marker Sample of organogram Textbook

Week General Objective: 4.0 Explain the basic types of organization structure. Specific Learning



Resources

5 4.1 State the various types of organization structure. 4.1 Draw and label organization structure.

Explain using diagrams various types of organization structure.

Flip chart White Board Organ Chart Model Textbooks

Week General Objective: 5.0 Discuss the responsible of technical adviser schedules. Specific Learning



Resources

6 5.1 Discuss methods of workshop loading. 5.2 Explain the procedure for ordering posts.

Explain requisition form.

Guide students to know responsibility schedule.

Whiteboard & Marker Job order form

173

Week General Objective: 6.0 Discuss the concept of planning and control Specific Learning



Resources

7 6.1 Understand the concept of planning and control. 6.2 Differentiate planning and control.

Explain and ask students the concept of planning.

The difference between planning and control.

Whiteboard & Marker Textbook Supervisor Management

Week General Objective: 7.0 Explain the use of time sheet. Specific Learning



Resources

8 7.1 Discuss the importance of time sheet.

Explain and ask students the importance of time sheet.

Sample of time sheet.

Week General Objective: 8.0 Understand the capital expenditure budget proposal. Specific Learning



Resources

9-10 8.1 Explain the concept of capital expenditure budget proposal. 8.2 Draw up list of materials of expenditure budget proposal.

Explain and ask students the concept of capital expenditure budget proposal.

How to arrange materials of capital expenditure budget proposal.

Sample of Capital expenditure proposal. Whiteboard & Maker

174

Week General Objective 9.0 Discuss direct costs and indirect costs. Specific Learning



Resources

11 9.1 Explain direct costs and indirect costs.

Explain and ask students to differentiate between direct and indirect cost.

Whiteboard & Marker Textbook on Supervisor Management Flip Chart

Week General Objective 10.0 Discuss human relations & industrial psychology. Specific Learning



Resources

12 10.1 Explain human relations and industrial psychology (details of bonus scheme sing a four-part job card set). 10.3 Explain customer relations.

Explain and ask students to enumerate human relations and industrial psychology.

Assess students.

Whiteboard & Marker Textbook on Supervisor Management Flip Chart

Week General Objective: 11.0 Explain the concept of Motivation. Specific Learning



Resources

13 11.1 Explain elements of motivation. 11.2 Discuss MASLOW Hierarchy of needs.

Explain and ask the students to state the elements of motivation.

MASLOW needs.

Whiteboard & Marker Flipchart

Competency: 1. Draw various diagrams of organization structure. 2. Prepare a specimen of a crook schedule. 3. Prepare a capital expenditure budget proposal.

175

AUTOMOTIVE HYDRAULIC AND PNEUMATICS PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: AUTOMOTIVE HYDRAULIC AND PNEUMATICS Course Code: MCE 112 Contact Hours: 2-0-2 Hrs/Wk Course Specification: Theoretical Content PRACTICAL CONTENT Week General Objective: 1.0: Understand the classifications, types, and

characteristics properties.



Teachers Activities

Resources

1 1.1 Define fluids. 1.2 List different types of fluids. 1.3 Differentiate between the fluids listed in 1.2. 1.4 Describe fluid properties. 1.5 State Newton’s law of viscosity. 1.6 Give application of each type of fluids mentioned.

Explain the following fluid properties:

i. Pressure ii. Relative density iii. Specific density iv. Specific volume v. Compressibility vi. Viscosity vii.Vapour pressure viii. Surface

tension ix. Capillary x. Cohesion and

adhesion.

Marker Whiteboard Textbook Conference papers Journals

1.1 Demonstrate the use of :

i. Power unit ii. Relief Valve iii. 2-way flow control

valve iv. manometers v. Shut-off valve

General Objective: 2.0: Analyze the concept of pressure and the principle of pressure measurement. Specific Learning



Resources

2-3 2.1 Derive an expression for the pressure at a point in a fluid (i.e weight and depth). 2.2 Explain the working of the following instrument for

Explain how a fluid can exert pressure due to its weight.

Explain why the pressure in a fluid varies with depth.

Calibrate the bourdon pressure gauge.

Marker, Whiteboard Duster Recommended Textbooks Instructional DrawingsLecture notes etc.

2.1 Demonstrate the application of hydraulic & pneumatic equipment/tools.

176

pressure measurement: a. Barometer b. Piezometer c. U-tube manometer d. Bourdon gauge e. Aneroid barmeter 2.3 Derive an expression for the total thrust acting on plane vertical surface submerged in a liquid. 2.4 Identify the point where the resultant thrust acts. 2.5 State parallel axes theorem.

Solve simple problems related to pressure measurement.

General Objective: 3.0 Understand Archimedes principles. Specific Learning



Resources

4 3.1 State Archimedes principles. 3.2 Define (I) buoyant force (ii) centre of buoyancy. 3.3 Explain the working of a hydrometer. 3.4 Explain the three equilibrium state of floating objects viz:

(i) stable (ii) unstable (iii) neutral.

Explain Archimedes principles.

Apply Archimedes principles to determine the density of a substance.

Use hydrometer to determine the relative density of liquids.

Solve problems associated with floating objects.

Marker Whiteboard Duster Recommended Textbooks Lecture notes etc.

177

3.5 Explain what is mean by metacentric height of a floating object. 3.6 Derive an expression for metacentric height of a floating object.

Calibrate a hydrometer.

General Objective: 4.0 Analyze the concept of thermal efficiency.. Specific Learning



Resources

6 4.1 Define thermal efficiency. 4.2 Compose the thermal efficiencies of common heat energy plants e.g. a. The newcome steam engine b. The automobile engine. 4.3 Define a heat engine.

Explain thermal efficiency.

Guide the student to calculate thermal efficiencies.

Solve problems involving the calculation of thermal efficiencies.


General Objective: 5.0 Explain ideal gas laws. Specific Learning



Resources

7 5.1 Define: Boyle’s law Charles’s law Pressure law Ideal gas law 5..2 Distinguish between real and ideal gas.

Explain the ideal gas laws.

Solve problems involving the gas law.


178

General Objective: 6.0 Classify fuels and their combustion characteristics. Specific Learning



Resources

8 6.1 Define exothermic and endothermic reactions. 6.2 Define fuels. 6.3 Identify hydrocarbon fuels 6.4 Describe the formation of fossil fuels. 6.5 State the composition of natural gas. 6.6 Define gross and net calorific values of fuels. 6.7 Compute density

of gases at S.T.P. 6.8 Describe the chemical changes which takes place during the combustion of: Carbon Hydrogen Hydrocarbons.

Explain exothermic and endothermic reactions.

Classify fuels into gaseous, liquid and solid.

Describe the fundamental properties of fossil fuels.

List the application of fossil fuels.

Explain complete, incomplete and stoichiometric combustion.

Explain air-fuel ratio and mixture strength of combustion.

Explain the causes and effects of incomplete combustion.


Competency:

1. Demonstrate the use of workshop hydraulic and pneumatic tools. 2. Calibrate the bourdon pressure gauge 3. Solve simple problems on, pressure measurement 4. Calibrate a hydrometer

Assessment: Course work 20%: Course Test 20%: Examination 60%

179

FUNDAMENTAL OF AUTO-ELECTRIC SYSTEMS PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: FUNDAMENTAL OF AUTO-ELECTRIC SYSTEMS

Course Code: MCE 108 Contact Hours: 1- 0-2 Hr/wk

Week General Objective 1.0: Know the Requirements, Designs and Operations of Automotive Starters Batteries Specific Learning



Teachers Activities

Learning Resources

1 – 4

1.1 State the function and purpose of a battery. 1.2 Explain the construction of a lead-acid cell. 1.3 Discuss the chemistry of charging and discharging processes. 1.4 Explain the process of electrolyte preparation. 1.5 Discuss battery charging process. 1.6 State and explain factors which affect battery life. 1.7 Discuss general safety precautions when handling automotive batteries. 1.8 Explain modern procedures for connecting

Explain in details the features, functions, chemistry of charging/ discharging, principle .of operations of a battery.

Illustrate the procedures for connecting and disconnecting batteries to and from modern vehicles to avoid loss of stored systems codes and information.

Ask the students to illustrate the procedures indicated above.

Mark students graded assignments.

Recommended textbooks, lecture notes, white board, marker, duster, charts etc.

1.1 Carryout battery charging process. 1.2 Carry out battery capacity and functionality test. 1.3 Demonstrate modern procedures for connecting and disconnecting batteries to and from modern vehicles to avoid loss of stored system codes and information.

Demonstrate activities 1.1 t0 1.3 for the students to learn and allow them to practice till they become competent.

Grade students’ reports, practical works, sketches and drawing.

Batteries, battery charging, equipment, manuals, etc.

180

batteries and disconnecting batteries to and from modern vehicles to avoid loss of stored system codes and information.

General Objective 2.0: Know the Requirements, Construction, Types and Operational .principles of Modern Automotive Charging System.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

5 – 8 2.1 State the purpose of the charging system and list components that make up the system. 2.2 Outline common types used in vehicles. 2.3 Discuss principles of generator operation. 2.4 Differentiate between generators and alternators. 2.5 Highlight the limitations of the dynamo. 2.6 Explain the methods of carrying out functionality test of the system.

Explain in details the features, circuits, components, types, functions and principles of operations of charging system and its accessories.

Illustrate the methods of carrying out functionality test of charging system.


Recommended textbooks, lecture notes, chalkboard, chalk, duster, charts, etc.

2.1 Identify a typical charging system of a modern vehicle, its components and Functions 2.2 Carry out functionality test of the system. 2.3 Dismantle, service and reassemble a modern alternator and test for functionality.

Demonstrate activities 2.1 to 2.3 for the students to learn and ask them to carryout all the activities.


Complete tool box Manuals

181

2.7 Explain a typical charging system circuit diagram.

General Objective 3.0 Understand the General Operational principles of the Starting System. Specific Learning


Learning Resources


Teachers Activities

Learning Resources

9 – 11 3.1 State the function of the starting system and list the components that make up the system. 3.2 Discuss the D.C motor principles of operation. 3.3 Explain power, torque and current requirements for starting. 3.4 Mention types of starter motors in use. 3.5 State common faults associated with the starting. 3.6 Discuss the duration and frequency of use the starting circuit.

Explain in details the features, functions, principle of operations and frequency of use of starting system.

Illustrate common faults associated with the starting system and possible remedies.


Recommended textbooks, lecture notes, chalkboard, duster, charts etc.

3.1 Identify the starting system, its components and functions s. 3.2 Dismantle, service, reassemble and test a typical. starter motor for functionality.


Complete tool box. Starting system equipment Manuals

182

General Objective 4.0 Understand the Lighting System Principle s .of the Motor Vehicle. WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

12 – 15 4.1 Explain the need for the lighting system in vehicles. 4.2 Discuss the legal requirements for an ideal lamp and their effects. 4.3 Give reasons for the following:- Writing of lamps in

parallel. Anti-dazzle

controls. Use of dipped and

main beams. 4.4 Discuss the need for: a. Overload protection. b. Fuses, their uses and Sizes. c. Headlamp relays. 4.5 Explain the principle of direction indicating devices e.g. the flasher unit.

Explain in details the features, need, legal requirements, types and principles of operation of lighting system.

Illustrate the need for overload protection, fuses and headlamp relays.


Recommended textbooks, lecture notes, chalkboard, chalk, duster, charts etc.

4.1 Identify a typical lighting system circuits, its components and functions. 4.2 Demonstrate fault tracing on lamp circuits.

Demonstrate activities 4.1 and 4.2 for the students to learn and allow then to practice till they become competent.


183

Competency 1. Perform experiment on a single loop d.c. 2. Use electrical measuring tools. 3. Draw simple electric circuits. 4. Repair an alternator and starter motor. Assessment: Reference: Fundamental Automotive Electronics: V.A.W. Hiller Automobile Electrical Electronic systems: By Tony Tranter Electronic Diesel Control EDC (Automotive Technology): By Bosch

184

AUTOMOTIVE ELECTRONICS PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY COURSE: AUTOMOTIVE ELECTRONICS COURSE CODE: MCE 20 4 CONTACT HOURS: 1-0-2 Hr/Wk WEEKS COURSE SPECIFICATION: THEORETICAL

CONTENTS PRACTICAL CONTENTS

General objective: 1.0 Understand fundamentals of Automotive electronics

General objective:

WEEK Specific Learning Outcome

Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 - 3 1.1 Ability to define and explain operations of semi conductor devices.

Describe and explain operations of diodes, rectifier circuits, transistors, amplifiers, operational amplifiers indicating their uses in digital circuits.

Explain binary number system and its use in digital electronics.

Discuss logic circuits and their use in digital computers.

White board, markers, recommended text books, etc.

1.1 Produce simple functional electronic circuits.

Explain and build simple electronic devices, such as timers and pulse triggers (loud speaker) using operational amplifiers, capacitors and resistors

White board, markers, v . boards

185

Define ICs and summarize their manufacturing process.

General objectives 2.0: Know Sensors And Actuators WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

4 - 6 2.1 Ability to define and explain the operation of sensors and actuators. 2.2 Select

sensors and actuators for automotive applications

Discuss the automotive control applications of sensors and actuators.

Explain electronic ignition MAPPING.

Explain the use in electronic fuel injection, electronic carburetor and throttle body fuel injection (TBFI)

Discuss ignition and exhaust gas recirculator (EGR) actuators.


2.1 Identify and select sensors and actuators for automotive use.

Describe and use sensors and actuators for automotive applications.

White board, markers, recommended text books, etc, models/ samples.

186

General objectives 3.0: Know Typical Digital Engine Control System


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

3.1 Explain control system input and output signals. 3.2 State control system speculations. 3.3 Explain fuel EGR, electronic spark and integrated engine control systems.

Discuss control system signals and specifications.

Discuss al sub-systems of the electronic engine control.


3.1 Identify component parts of an engine electronic control system.

Locate all parts and components of the electronic control system of an engine.

Remove and replace such components.

White board, markers, recommended text books, live engine etc.

General objectives 4.0: Understand the typical electronic vehicle motion control systems


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

7 - 9 4.1 Describe typical automotive motion control systems.

Explain and identify vehicle motion control systems for cruise, brake skid, tyre-slip, idle-speed, engine governor and transmission control.

White board, markers, recommended text books, models etc.

4.1 Identify motion control mechanisms on vehicles

Locate, remove and replace control devices.

White board, markers, recommended text books, live vehicle and manuals.

187

General objectives 5.0: Know modern automotive instrumentations


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

10 -12 5.1 Explain modern vehicle instrumentation signal processing, sampling and sample period. 5.2 Describe instrumentation for fuel quantity, coolant temperature oil, pressure and vehicle speed measurements. 5.3 Discuss instrumentation for electronic display devices for trip information and engine diagnostic

Describe current automotive electronic instrumentation practice.

White board, markers, recommended text books, life vehicle etc.

5.1 Explain vehicle instrumentation.

Describe, identify, locate, remove and replace (where possible) modern vehicle instrumentation.

White board, markers, recommended text books, manuals and life vehicles.

188

General objectives 6.0: Know trends in automotive electronics


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

13 -15 6.1 Explain trends in automotive electronics.

Discuss trends in motor vehicle electronics illustrating with distributor –less ignition system, vehicle occupant protection, collision avoidance radar warning, low tyre pressure warning system, CRT display, electronic automatic transmission, speed synthesis and multiplexing.

White board, markers, recommended text books, live vehicles etc.

6.1 Describe modern vehicle instrumentation

Explain and identify latest automotive electronic components on a life modern vehicle.

White board, markers, recommended text books, live vehicle, manuals.

Competency: 1. Draw simple electronic circuits 2. Identify sensors and actuators 3. Select appropriate sensors and actuators for automotive applications Assessment: coursework 20%, course test 20%, practicals 20%, examination 40%

189

MECHATRONICS ENGINEERING TECHNOLOGY COURSES

190

FUNDAMENTAL OF MECHATRONICS I

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEE RING TECHNOLOGY Course: FUNDAMENTAL OF MECHATRONICS I Course Code: MCE 110 Contact Hours :1-0-2 Hrs/Wk Course Specification: Theoretical Content: Know the meaning of Mechatronics

Practical Content:

General Objectives 1.0: Understand Mechatronics Systems Week Specific Learning

Outcomes Teacher’s activities Learning

Resources Specific Learning Outcomes


Learning Resources

1 - 3

1.1 Define Mechatronics. 1.2 State the types of Mechatronics. 1.3 Discuss the significant differences between the different types of Mechatronics. 1.4 State the advantages and disadvantages of each of the types. 1.5 Discuss its relevance to contemporary engineering design. 1.6 Mention Mechatronics system and its primary elements.

Explain the concept of Mechatronics

Identify its differences

Distinguish between the types identified.

Explain the relevance to engineering design.

- Chalk board - Chalk - Duster - Instructional drawing - Text books - Journals - Lecture notes

1.1 Identify household items that can be characterized as mechatronic System. 1.2 What components do they contain that help you identify them as mechatronic Systems. 1.3 If an item contains a micro- processor, describe the function that are performed by the micro-processor.

Guide the students to identify the various components of mechatronic systems.

Demonstrate the use of the various components of the training board.

- Instrumental diagrams - Training board - Plug-in- cables - Dc power source - Washing machine - Bread toaster and hand drilling Machine.

General Objective 2.0: Understand Mechatronics Systems WEEK Specific Learning



Teachers Activities

Learning Resources

4 - 5

2.1 Define System 2.2 State the different types of systems.

Explain systems.

Explain system measurement.

Explain control

2.1 Carry out system measurement

Demonstrate the use of measurement equipment.

Demonstrate

- measuring tools

191

2.3 State the function of each type. 2.4 Discuss system measurement. 2.5 Discuss system control. 2.6Discuss microprocessor.

system. Explain the steps

in sequential control.

Explain the applications of mechatronic system.

how systems are controlled.

Guide the students to identify controlled systems.

Demonstrate system measurement and ask the students to practice same.

General Objective3.0: Know basic electronics WEEK Specific Learning



Teachers Activities

Learning Resources

5 – 6

3.1 Define Ohm’s law. 3.2 Define conductor and semi-conductor. 3.3 State the sources of power supplies.

Explain the functions of p-n junction diodes, ac rectification, zener diodes.

- Chalk - Chalkboard - Instructional - Diagrams - AC, DC Power Source - Duster

General Objective 4.0: Understanding the Principles and applications of transistors and operational amplifiers




Teachers Activities

Learning Resources

6 - 8

4.1 Define transistor. 4.2 State the uses of transistor. 4.2 Differentiate between a transistor and a thyristor.

Explain: transistor, thyristor, operational amplifiers and state their uses in electronic

- Chalk - Chalkboard - Instructional - Diagrams - AC, DC Power Source - Duster

192

4.4 Define amplifiers. 4.5 Mention the various types of amplifiers. e.g differential, instrumentation, inverting, unity gain, non-inverting, etc.

components. Explain:

common emitter characteristics, emitter follower circuit, FET, Inverting, Unity gain, Non-inverting, C/V, V/C amplifier.

General Objective 5.0: Understand digital Electronics WEEK Specific Learning



Teachers Activities

Learning Resources

8 - 10

5.1 Discuss Boolean algebra. 5.2 State the implication of 5 .1 in digital systems. 5.3 Discuss simple logic gates. 5.2 Discuss sequential logic systems.

Explain Boolean algebra.

Explain simple gates; NAND and NOR gates, latches, positive & negative logic, tri-state logic, etc.

Explain J-K flip-flop, registers and counters, timers and pulse circuit.

General Objective 6.0: Know sensor and Transducer Principles WEEK Specific Learning



Teachers Activities

Learning Resources

10 -12

6.1 Define sensor. 6.2 Mention the different types of sensors. 6.3 Define transducer.

Explain sensors and transducers.

Guide the students to identify different

193

6.4 Mention the different types of transducers 6.5 Differentiate between a sensor and a transducer. 6.6 Discuss calibration and signal conditioning

types of sensors and transducers.

Explain the uses and applications of sensors and transducers; Performance, classification, static & dynamic characteristics of calibration and signal conditioning.

General Objective 7.0: Understand Drive Technology WEEK Specific Learning



Teachers Activities

Learning Resources

12 – 14

7.1 Define actuators 7.2 Mention the different types of actuators 7.3 Define valves 7.4 Mention the different types of valves

Explain the physical principles of solenoid-type devices, valves, dc machines, ac machines & stepper motor etc.

Guide the students to identify the different items mentioned above.

7.1 Carry out identification of different drives

Guide the students to identify the drives.

Actuators, valves ac & dc motors, solenoid, etc.

Competency: The students should be able to understand the meaning of Mechatronics and its different types. They should also be able to identify conductors, semi-conductors, diodes, logic gates, amplifiers, transistors, and inverters, know their characteristics and uses. Assessment: Course work 20%; Course test 20%; Practicals 10%; Examination 50% References: Elpers and N Weyer ‘Mechatronics Fundamental’; C. Fraser and J. Milne ‘Electromechanical engineering: An introduction’ IEEE press, 1996.

194

FUNDAMENTAL OF MECHATRONICS II

Programme: National Diploma in Mechatronics Engineering Technology Course: Fundamental of Mechatronics II Course Code: MCE 212 Contact Hours (1-0-2)/wk (3 Credit

Units) Course Specification: Theoretical Content Practical Content: General Objective 1.0: Understand Sensor and transducers. Week Specific Learning


Learning Resources

Specific Learning Outcomes


Learning Resources

1 - 2

1.1 Discuss the applications of sensors in the measurement of angular position, linear displacement, rotational speed, force, pressure, strain, flow rate, temperature, etc. 1..2 Discuss the applications of transducers in the measurement of flow rate, temperature, strain, pressure, force, rotational speed, linear displacement, angular position, etc.

Explain the uses and applications of sensors and transducers in conducting measurement of angular position, linear displacement, rotational speed, force, pressure, strain, flow rate, temperature, etc.


1.1 Carry out measurement of angular position, linear displacement, rotational speed, force, pressure, strain, flow rate, temperature, etc.

Conduct the experiment and guide the student to the same

General Objective 2.0: Understand Drive Technology Application WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

3 - 4

2.1 Identify the different types of drive. 2.2 Discuss the different types

Explain the different types of drives

Same

195

of drive application.

(motors), i.e. linear motors, voice coil motors, electro-pneumatic, etc.

Explain electro-pneumatic and electro-dynamic actuators.

General Objective 3.0: Know electromechanical system principles WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

5 – 6

3.1 Define electromechanical systems. 3.2 Identify electromechanical systems. 3.3 Discuss the basic electromechanical principles 3.4 Discuss the basic principles of power transmission.

Explain the principle of conversion of rotary to linear motion.

Guide the students to convert rotary to linear motion.

Explain the basic electromechanical principles involved in power transmission.

Same as above

196

General Objective 4.0: Understand electromechanical system applications WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

7 - 8

4.1 Discuss the Applications of Electromechanical devices 4.2 State the advantages and disadvantages of each of the devices identified

Demonstrate the conversion of rotary to linear motion.

Guide the students to understand the applications of electromechanical devices in coupling, gearing, belts, pulley, bearings, etc.

Same as above 4.1 Carry out rotary to linear conversion using lectromechanical devices. 4.2 Guide the students to transmit power through the use of electromechanical devices.

Perform the experiment and ask the students to do same

- Coupling - Gears - Belts - Pulley - Bearing - Electro-

mechanical devices

- Etc.

General Objective 5.0: Know micro-processors WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

9 - 10

5.1 Define micro- processor. 5.2 Identify the different component parts of a micro-processor 5.3 Discuss

microprocessor basic architecture, CPU, memory, I/O ports. 5.4 Discuss the

application

Explain micro-processor.

Guide the students to identify the different parts of a microprocessor.

Same as above

197

of the component parts identified in 5.2.

General Objective 6.0: Understand micro-processor interfacing WEEK Specific Learning


Learning Resources


Teachers Activities

Learning Resources

11 -12 6.1 Discuss micro- processor interfacing 6.2 Discuss the application of micro-processor interfacing, Bus timing, A/D, D/A conversions

Explain micro-processor interfacing and the application of Bus timing, A/D, D/A conversion

Same 6.1 Carry out micro- processor interfacing, bus timing, A/D, D/A conversion 6.2 Carry out the identification of 6.3 the component parts of a Microprocessor.

Guide the students to identify the various component parts of a micro-processor

- Micro-Processor devices

Competency: The students should be able to identify sensors, transducer systems, and microprocessors. They should also be able to understand their characteristic applications and differences. Assessment: Course work 20%, Course test 20%, Practicals 10%, and Exams 50% References: Elpers and Neyer ‘Advanced Mechatronics’; Michael B. Hestard and David G. Alciatore ‘Introduction to Mechatronics and

measurement systems’

198

MECHATRONICS TECHNOLOGY AND PRACTICE Programme: National Diploma in Mechatronics Engineering Technology Course: Mechatronics Technology and Practice Course Code: MCE 313 Contact Hours: 1-0-3

(4Credit Units) Course Specification: Theoretical content Course Specification: Practical contents General Objectives 1.0: Understand basic electronics WEEK Specific Learning

Outcomes Teacher’s activities Learning

Resources Specific Learning Outcomes


Learning Resources

1 - 2

1.1 Identify basic electronic components and instrumentation, i.e. light-controlled switch. 1.2 State the functions of light-controlled switch in controlling vehicle lighting components, (e.g. LDR, photo resistor) including Instrument cluster, fog light, headlamps, etc.

Explain the uses and functions of resistors, potentiometer, photo resistor, etc.


1.1 Demonstrate the use of light- controlled switch in controlling vehicle lighting components.

Guide the students to control vehicle lighting components, using light-controlled switch

- Light control switches

- Fog light - Headlamp - Resistors - Potentiometer - Photo resistor - Etc.

General Objective 2.0: Understand electronic scale WEEK Specific Learning



Teachers Activities

Learning Resources

3 - 4

2.1 Use function generator to determine the input frequency of light-dependent resistor.

Explain function generator and its characteristics.

Explain the use of amplifiers.

Same 2.1 Carry out experiments to determine the input frequency of photo resistor, LDR, etc.

Guide the students on how to determine the input frequency of light-dependant

- LDR - Oscilloscope - Function

generator - Frequency meter

199

2.2 Explain the functions and uses of amplifiers.

2.2 Use oscilloscope to measure the characteristic features of the above mentioned semiconductor devices. 2.3 Demonstrate the use of amplifiers as booster in speakers, sound systems, lamps, cooling system, etc.

resistors Guide the

students to the use of oscilloscope

Guide the students to carry out the experiment.

General Objective 3.0: Understand analogue & digital temperature controller WEEK Specific Learning



Teachers Activities

Learning Resources

5 – 6

3.1 Describe analog temperature controller. 3.2 Describe digital temperature controller. 3.3 State the differences between digital and analog temperature controllers. 3.4 State the advantages of the item in 3.2.

Explain the functions of analog and digital temperature controllers and state the advantages of each.

Same as above

3.1 Demonstrate using star compact tool as a closed loop to find out the sensor and other related sensors, e.g. pre-heating devices, coil sensor, fuel sensor, tyre pressure sensor, ESP sensor, ABS, etc.

Guide the students to the use of star compact to perform checks on analog/digital temperature controllers.

- Star compact

200

General Objective 4.0: Understand cartridge control WEEK Specific Learning



Teachers Activities

Learning Resources

7 - 8

4.1 Describe cartridge control 4.2 State the uses and functions of cartridge control.

Explain cartridge control and its uses as limit switches.

Same as above 4.1 Demonstrate the use of cartridge control mechanism to control side mirror, trafficator lamps, sun roof, central locking system, etc.

Guide the students to the use of cartridge control, side mirrors, trafficators lamps, sunroof, and central locking system.

- Catride control

General Objective 5.0: Understand the concept of transducers WEEK Specific Learning



Teachers Activities

Learning Resources

9 - 10

5.1 Explain the concept of calibration. 5.2 Identify the different types of transducer Calibration. 5.3 Describe the use of potentiometer for angular rotation measurement. 5.4 Explain the use of the inclinometer to check wheel alignment.

Explain transducer calibration.

Discuss the process of transducer calibration.

Use inclinometer to check wheel alignment.

Same as above 5.1 Carry out checks to determine the amount of angular deviation on axle suspension to effect level control in wheel alignment system. 5.2 Demonstrate the

use of potentiometer for angular rotation measurement. Demonstrate the

Explain wheel alignment

Guide the students to check wheel alignment of a vehicle.

Ask the students to determine the angular deviation on axle suspension to effect level control in wheel alignment

- wheel alignment tools

- potentiometer - inclidometer

201

use of inclinometer using a potentiometer to determine an unknown angle.

system. Ask the

students to measure angular rotation using potentiometer

Guide the students to determine an unknown angle using inclinometer

General Objective 6.0: Understand the concept of dc motor speed control WEEK Specific Learning



Teachers Activities

Learning Resources

11 -12

6.1 Explain dc motor. 6.2 Explain the importance of speed control in dc motor 6.3 Build a dc motor analog speed controller.

Ask the students to explain the importance of speed control and its implication on dc motors

Assemble a dc motor analog speed controller

Same 6.1 Carry out identification of dc motor, tachometer, and analog closed loop speed control. 6.2 Demonstrate using a servomechanism of position control, e.g. in steering unit, electro- pneumatic/ hydraulic actuators and vehicle audio antenna, etc.

Demonstrate how to control speed on dc motor.

Ask the students to assemble and disassemble analog speed controller.

Ask the students to carry out speed control of dc motors in; electric fuel system, electric water pump, electric wipers,

- Analog and Digital speed controllers

- DC motors - Wipers - Water pump - Fuel system

(electrical)

202

charging system in a vehicle (drive via pulley).

General Objective 7.0: Industry tour of mechatronic company WEEK Specific Learning



Teachers Activities

Learning Resources

13 – 14

7.1 Identify mechatronic application companies around you. 7.1 Tour facilities of mechatronic companies.

Visit two mechatronic companies twice in each year of study.

- Vehicle - fuel

Competency: The students should be able to identify sensors, transducer systems, and micro-=processors. They should also be

able to understand their characteristic applications and differences. Assessment: Course work 20%, Course test 20%, Practicals 20%, and Exams 40% References: Elpers and Neyer ‘Advanced Mechatronics’; Michael B. Hestard and David G. Alciatore ‘Introduction to

Mechatronics and measurement systems’

203

TECHNICAL REPORT WRITING

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEER ING TECHNOLOGY COURSE: TECHNICAL REPORT Course Code: MCE 214 Contact Hours 2hrr/wk Course Specification: Theoretical Content Practical Content

General Objective 1.0: Content of A Technical Report. General Objective 1.0: Week Specific Learning



1-7

1.1 Explain the meaning of technical reports. 1.2 State the purpose of technical reports. 1.3 Explain types and uses of technical reports. 1.4 Understand the methodology and sequence of writing technical report. 1.5 Discuss the methods of determining the following in technical reports:- - Determination of .topic and little - Justification of title - Abstract or synopsis of the report. - Classification of data - Scope and limitation of project. - Data analysis (graphical method, tabular method, descriptive method). - Presentation of data (use of appendices)

Explain in details the meaning, purpose, types and uses of technical reports.

Illustrate with example the methods and sequence of writing technical reports.


Recommended text book, Lecture notes, Chalkboard, Chalk, Duster, etc

204

General Objective 2.0: Understand the information that would be required in technical report writing.




8- 15

2.1 Explain the various types of information that would be required in Reports. 2.2 Determine the factors that influence solutions. 2.3 Advance Civil Engineering conclusions arising from factors. 2.4 Select criteria required in case studies. 2.5 Determine critical analysis of case studies. 2.6 Produce summary. 2.7 Make propositions (Author’s propositions). 2.8 Develop conclusion to a technical report. 2.9 Write a bibliography in standard format. 2.10 Explain terms of reference in report. 2.11 Explain the difference between facts and op inions. 2.12 Explain how facts and opinions may be distinguished in writing report.

Explain in details the information required in technical report writing and factors that influence solutions.


Recommended text book, Lecture notes, Chalkboard, Chalk, Duster, etc

205

2.13 Write reports on selected technical matters. 2.14 Rewrite the abstract.

206

ELECTRONIC DEVICES AND CIRCUITS I

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINE ERING TECHNOLOGY Course: Electronic Devices and Circuit I Course Code: MCE 104 Contact Hours: 1-0-2 Hrs/Week Course Specification: Theoretical Content Course Specification: Practical Content General Objective: Understand the operating characteristics of diodes, transistor, field effect transistors and thyristors WEEK Specific Learning Outcome: Teachers Activities Resources Special Learning

outcome Teachers Activities

Learning Resources

1-4 1.1 Outline energy levels in materials and the electron as a carrier of electricity or charge. 1.2 Explain valence and conduction bands.and Fermi energy levels. 1.3 Distinguish between conductors, semiconductors, and insulators, using Fermi- energy level concept. 1.4 Explain intrinsic and extrinsic semiconductors. 1.5 Explain carriers in semiconductors. 1.6 Define majority and minority carriers. 1.7 Outline the effect of temperature on the conductivity of semiconductors and conductors.

The material in this module must be kept at a simple level related to bonding , agitation due to temperature and the movement of free electrons constitute a current.

Explain polarity convention between flow direction of charge and flow convention of current being opposite to each other.

Chalk, board, textbooks, and lecture notes, charts writing materials.

207

General Objective: Week Specific Learning outcome: Teachers Activities Resources Special Learning


Learning Resources

5-7

2.1 Identify the circuit symbols for PN junction diode. 2.2 Explain with the aid of suitable sketches the forward and reverse and zener characteristics of the PN junction diode. 2.3 Explain zener diode characteristics 2.4 Identify the circuit symbols for zener diode. i. General semi conductor diode. ii. Light emitting diode iii. Variable capacitance diode (varactor) iv) Tunnel diode v) Zener diode vi) Bidirectional zener diode (Breakdown diode) vii) Backward diode viii) Bidirectional diode (Diac) ix) Scholtky diode x) Photo diode 2.5 Explain the zener effect phenomenon 2.5 Explain the applications of zener diode (clipping, clamping, stabilization etc.)

Power dissipation consideration must be brought in at all levels of this course even though it is not obvious.

Chalkboard, textbooks, and lecture notes, charts writing materials.

2.1 Determine by experiment on PN junction semi-inductor diode characteristics using silicon and germanium diode. 2.2 Determine by experiment on the forward and reverse characteristics of a Zener diode. 2.3 Perform experiment on the application of Zener diode of a Zener diode.

Teacher should give instructions that will assist the students to successfully carryout the experiments.

PN junction diodes, PNP and NPN transistors, thyristor, ammeter, voltmeter, Zener diode and cable, practical manuals, practical logbooks, electronic laboratory.

208

General Objective: 3.0 Week Specific Learning outcome: Teachers Activities Resources Special Learning


Learning Resources

8-11 3.1 Explain the structure and operation of a bipolar transistor (NPN and PNP). 3.2 Explain the biasing arrangements of NPN and PNP bipolar transistors. 3.3 Explain the circuit configurations of NPN and PNP bipolar transistors: a. the common base configuration b. the common collector configuration c. the common emitter configuration. 3.4 Sketch the static characteristic curves of NPN and PNP bipolar transistors for 3.3 (i.) and 3.3 (ii). 3.5 Determine the input and output resistances, current and voltage gains from 3.4.

Discuss the applications of bipolar junction transistors in practical systems.

Solve problems on the bipolar junction transistors.

Chalk board, textbooks, and lecture notes, charts writing materials.

3.1 Determine by experiment the static characteristics of NPN transistor in common- emitter (CE) configuration. 3.2 Perform experiment to determine the static characteristics of NPN transistor in common- emitter (CE) configuration. 3.3 Determine by experiment the static characteristic of NPN transistor in common base (CB) configuration. 3.4 Determine by experiment the static characteristics of PNP transistor



209

in common base (CB) configuration. 3.5 Determine by experiment the static characteristic of NPN transistor in common collector (CC) configuration 3.5 Perform experiment on the voltage vs. current characteristics of a thyristor.



Learning Resources

12-15 4.1 Explain basic structures of the thyristor. 4.2 Explain the working principles of the thyristor. 4.3 List sample applications of the thyristor. 4.4 State the advantages of

the thyristor switch over other types of electro-mechanical switches e.g. relay.

Use appropriate circuit diagrams to discuss the applications and operational principle of thyristor.

Writing materials textbook, charts, data books.

4.1 Perform experiments on the voltage vs current characteristics of a thyristor.



210



Learning Resources

5.1 Explain the basic constructional features of FET’s (junction gate and insulated gate). 5.2 Plot the output and transfer characteristic from data given. 5.3 Determine mutual conductance and drain resistance for the device. 5.4 State precautions necessary when using FET’s. 5.5 Obtain voltage gain, input and output resistance from output characteristic curves.

Explain different types of biasing arrangement of transistor amplifier viz.

i. Fixed bias ii. Collector- base bias without a decoupling capacitor. iii. Potential divider bias junction-FET simple bias (JFET)

Magnetic Writing Board, Field Effect Transistors, Textbooks, Amplifier Circuit.



Learning Resources

6.1 Explain d.c. biasing for d.c and AC load lines, voltage/current/power gain of the stage for bipolar transistors and field effect devices. 6.2 Explain the AC equivalent circuit of a transistor in each configuration. 6.3 Calculate the voltage gain, current and power gain of the stage.

Low – power amplifiers.

Draw the circuit diagram of a single stage common emitter amplifier and common sources transistor amplifier having resistive loads.

211

Repeat for transformer loads, and show effects on loadline.

Competency: The student should be able to identify and apply the semiconductor devices such as diodes, transistors etc construct electronic circuits. Assessment: Course work 20%, course tests 20 %, Practical 20%, Examination 40% Reference: Electronic Devices by Ralph & Smith

212

CONTROL SYSTEM I PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGI NEERING TECHNOLOGY Course: Control System I Course Code: MCE 208 Contact Hours: 2/0/3 Course Specification: Theoretical Content WEEK General Objective:1.0 Understand the general concepts of control

systems General Objective: 1.0 Determine by experiments the basic principles of control systems.

1-2 Specific Learning Outcome Teachers Activities


Teachers Activities

Learning Resources

1.1 Outline the common features of control systems (input, process, output). 1.2 Give typical example of control systems in: Engineering Medical Sciences Management Sciences 1.3 Explain open loop and closed loop control systems. 1.4 Give typical examples of systems listed in 1.3.

Discuss with the students the importance of control systems in various domestic, commercial and industrial environments.

Writing materials, recommended textbooks, Magnetic writing boards, lecturer notes.

3-4 General Objective 2. 0 Understand block diagram representation of control systems. Specific Learning Outcome Teachers

Activities Resources Special Learning


Learning Resources

2.1 Explain composition of an open-loop system:- i. Reference signal or input signal ii. Process or plant iii. Controlled output 2.2 Explain composition of a simple closed loop system:- i. Reference signal or input signal; ii. Process or plant iii. Control output

Explain the significance of open loop and closed loop systems in engineering control systems

Ask students to draw the block

Writing materials, recommended textbooks, lecturer notes magnetic writing board.

213

iv. Feedback signal v. Comparator or Summing element vi Error signal or actuating signal 2.3 Draw block diagrams of some engineering control systems, e.g.:-Water – level Control system: Refrigerator and air – conditioner.

diagrams of common engineering control systems.

General Objective 3.0 Understand the deviation of transfer functions of control elements/systems. Specific Learning Outcome Teachers



Learning Resources

3.1 Define transfer function of control system. 3.2 Explain the general methods of deriving the differential equation of a given control element e.g. RC passive network. 3.2 Derive transfer function in the plane (lap lace transform), for the following systems. i. RC, RL, RLC Circuits, and ii. potentiometer iii. Active networks involving operational amplifier iv. Field controlled and armature – controlled motors v. D.C generator vi. Simple mass- spring damper system, and simple gas system. vii. Thermal system viii. Hydraulic system ix. Pneumatic system

Give assignments to students on transfer functions.

Writing materials, recommended textbooks, lecturer notes, magnetic board

214

x. Complex systems xi. Single-capacity system xii. Multi-capacity system

General Objective 4.0 Understand Components and transducer commonly used in Control systems. Specific Learning Outcome Teachers



Learning Resources

4.1 Explain the principle of operation and characteristics of the following as control elements: i. resistive and inductive

potentiometers; ii. Linear variable differential iii. transformer; iv. Tachogenerator; v. Thermocouple and resistance vi. thermometers vii. Strain gauges; viii. Thermistor ix. Photo resistor, photo-diodes, x. photo- transistors xi. Magnetic amplifiers. xii. 4.2 State the field of

application of the Component in 4.1 above.

Discuss the importance of control elements in control elements in control systems

Writing material, recommended textbooks lecture notes, magnetic writing board.

4.1 Perform experiments to illustrate transducers as control elements.

Teachers should involve the students in the experiments

Ask the students to submit their reports for assessment.

Control and Instrumentation laboratory, machines laboratory, practical notebook/logbooks, practical manuals.

General Objective 5.0 Understand the simplification of block diagram and its application. Specific Learning Outcome Teachers



Learning Resources

8-9

5.1 Explain with a block diagram, the canonical form of a feedback control system. 5.2 Derive expressions for the following:- i. Closed –loop transfer function; ii. Primary feedback;

Ask students to apply transformation theorem to reduce complex block

Magnetic writing board, Writing materials, recommended textbooks, and lecturer notes, drawing

215

iii. Error ratio; iv. Characteristic equation. 5.3 Explain the following transformation theorems:- i. Blocks in Cascade; ii. Blocks in parallel; iii. Moving a summing point a

head of a point; iv. Moving a summing point

behind a block; v. Moving a take off point ahead

of a block; vi. Moving a take off point

behind a block; vii. Reducing a feedback loop. 5.4Apply transformation theorems to reduce complex block diagrams. 5.5 Derive the transfer function of the reduced block diagram in 5.4 above. 5.6 Derive the output signal of a control system with more than one input. 5.7 Derive error ratio (ε) from a given close loop control system.

diagrams to simple block diagrams.

Discuss the practical application of feedback control system.

materials.

General Objective 6.0 Know time response of first and second order control systems and their applications. Specific Learning Outcome Teachers



Learning Resources

10-13 6.1 Explain time response of a control system as a combination of transient and steady state response.

Ask students to solve problems on transient and steady state

Writing materials, lecturer notes, magnetic board, recommended

6.1 Carry out experiment to determine the time response of first and second order

Teachers should involve the students in the

Control and Instrumentation laboratory, machines laboratory, practical notebook/logbooks,

216

6.2 Define the type of test signals used for time response i.e. i. Step ii. Ramp iii. Impulse iv parabolic v. Sinusoidal. 6.3 Classify control systems according to type, order and class. 6.4 Derive the time response of a first order system to signals in 6.2 (i) to (iii). 6.5 Sketch the output response of first order systems to input in 6.2 (i) to (iii). 6.6 Derive the time response of a second order system to a step input 6.7 Sketch output response of a second order system to a step input. 6.8 Explain using the sketch in 6.7, the following terms; i. Overshoot ii. Period of damped oscillation; iii. Rise time; iv. Settling time. 6.9 Define damping ratio. 6.10 Discuss the effects of different values of damping ratio on the response in 6.7 above. 6.11 Explain the standard transfer function of a second over system. 6.12 Write down expressions for Maximum overshoot Time to successive overshoots and

response of control system.

Discuss the output response of control systems under various test signals in 6.2.

Explain the characteristics of first order system and second order system.

textbooks. control systems.

experiments Ask the

students to submit their reports for assessment.

practical manuals.

217

undershoots; Setting time 6.13 Solve problems involving 6.11 and 6.12 above. 6.14 Evaluate steady state error for first order and second order systems. 6.15 Identify the problems associated with control system e.g. Transmission lag, process lag and Measurement lag.

General Objective 7.0 Understand frequency response of a linear control system element. Specific Learning Outcome Teachers



Learning Resources

10-13 7.1 Explain frequency response of a system. 7.2 Describe a laboratory test method to obtain the open-loop frequency response of a linear control system. 7.3 Explain how Nyquist diagram can be plotted from given amplitude and phase data G (jw) = A (w) Q(w). 7.4 Explain how Nyquist diagram can be sketched for systems with transfer functions of form G(s) = K Sn (1+ST) M 7.5 Explain the method of drawing Bode diagrams from given amplitude and phase data G (jw) = A (w)/Q (w). 7.6 Explain the asymptotic plot of Bode diagrams

Ask the students to plot Nyquist diagrams from:

Amplitude and phase data. Transfer functions Ask the

students to plot Bode diagrams from given amplitude and phase data.

Solve problems on frequency response of

Recommended textbooks, writing materials, lecture notes, magnetic board, drawing materials.

7.1 Perform an experiment to illustrate Bode diagram.

Teachers should involve the students in the experiments.

Ask the students to submit their reports for assessment.

Control and Instrumentation laboratory, machines laboratory, practical notebook/logbooks, practical manuals.

218

Amplitude plot A(w) Phase plot Q (w) 7.7 Define gain margin and phase margin of System from: i. Nyquist diagram ii. Bode diagram 7.8 Solve problems on Bode diagrams.

control systems.

Competency: The student should be able to simulate control systems in automotive and related systems. Assessment: Course work 20%, Course tests 20%, Practical 20%, Exam 40% Reference: Modern control system by Richard. C. Dorf and Robert. H. Bishop.

219

ELECTRONIC DEVICES AND CIRCUITS II

PROGRAMME: NATIONAL DIPLOMA MECHATRONICS ENGINEERI NG TECHNOLOGY Course: Electronic Devices and Circuits II Course Code: MCE 202 Contact Hours: 1-0-2 Hrs/Week General Objective: Understand the feedback effects in electronic circuits and their applications

General Objective: Investigate through laboratory experiments effects of Feedback in electronic circuits.


Teacher's Notes Learning Resource Special Learning outcome

Teachers Activities

Learning Resources

1-4 1.1 Explain the different types of biasing arrangement of a transistor amplifier. Fixed bias. Collector-base bias without and with decoupling capacitor. Potential divider bias. Junction FET simple bias. 1.2 Draw the circuit diagram of a single stage common emitter and source transistor amplifier having resistive load, transformer and tuned circuit loads. 1.3 Calculate the voltage and power gains of the amplifier in 1.2 above. 1.4 Explain the principle of operation of the circuit in 1.2 above.

Discuss the types of biasing arrangement in a transistor amplifier.

Discuss the principles of operation of single stage common emitter and source transistor amplifier having resistive load, transformer and tumid circuit loads.

Illustrate with the aids of diagrams the carious methods of inter stage

Magnetic Writing Board, Recommended Textbooks and Writing Materials

1.1 Determine by experiment The performance of amplifier using different biasing methods. 1.2 Determine by

experiment the gain/frequency curve of a transistor amplifier.

Conduct the practical with the students.

Provide all the resources to be used for the practicals.

Electronic Laboratory, Power Supply Units, Amplifier Modules, Oscilloscopes, Signal Generator, Practical Manuals, Practical Notebooks etc.

220

1.5 Explain the principle and methods of interstage coupling: i. resistance- capacitance ii. Direct coupling\Transformer coupling

coupling in 1.5 above.

Give assignments to students and assess them.

General Objective: General Objective: Week Specific Learning

Outcome: Teacher's Notes Learning Resource Special Learning


Learning Resources

5-8 2.1 Define Input and output of a system, and understand it could mean many things in a given system. (e.g. voltage, or current in an amplifier). 2.2 Understand the general nature of positive and negative feedback in systems. 2.3 Show that the GAIN of a system is mainly determined by the feedback function and independent of forward gain. 2.4 Explain the general expression for stage gain of a basic feedback in amplifiers.

Draw the block diagram of a basic feedback.

Instructor must use Industrial examples wherever possible and bring visual components or demonstration to the lecture

Chalkboard, Writing materials, calculators, recommended textbooks

2.1 Experiment to investigate the effect (i.e. on a distorted signal, input and output impedances) of negative feedback on amplifiers. 2.2 Experiment to investigate the conditions necessary for oscillation, and measure the frequency and amplitude of a sinusoidal signal of an LC Colpitts oscillator.




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Learning Resources

9-11 3.1 Understand the effect of applying negative feedback to an amplifier in relation to:

i. Gain ii. gain stability iii. bandwidth iv. distortion v. noise vi. input and

output resistance in a qualitative sense only. 3.2 Understand the properties of a PID controller. 3.3 Appreciate where it can be used 3.4 Understand the circuit of a simple PID controller as a(P)roportional, (I)ntegral, and (D)erivative function generator. 3.5 Appreciate its widespread use in Industry.

Develop circuits based on an OPAMP and RC components and show how the function is obtained.

Give demonstrations in the class using an Oscilloscope of the waveforms and frequency meter.

Show how the frequency can be changed.

Chalkboard, Writing materials, calculators, recommended textbooks.

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Learning Resources

12-15 4.1 Explain how oscillators can be produced from an amplifier with positive feedback. 4.2 Explain the operation of: i. R- C oscillator ii. L-C oscillator (Hartley & Colpitts Oscillators) 4.3 Describe methods of achieving frequency stability of oscillators e.g. piezo -electric crystal. 4.4 Explain with the aid of suitable sketches the operation of the following multivibrators. 4.5 Explain simple applications of multivibrators circuits. 4.6 Solve simple problems on multivibrators.

Show the beneficial non-linearity of the zener effect on the transistor multivibrators leading to voltage control frequency when the base is driven more than 5 volts negative. This applies to all transistors

Chalkboard, Writing materials, calculators, recommended textbooks.

4.1 Experiment to investigate the factors which affect the operation of LC Hartley oscillator and measure the frequency and amplitude of a generated signal. 4.2 Experiment to investigate basic factors, which influence the operation of, transistorized as table multivibrator. 4.3 Experiment to investigate the principle of operation of a transistorised bistable multivibrator. 4.4 Experiment to investigate the operation of a transistorised monostable multivibrator. 4.5 Experiment to observe and measure both the




223

input and output waveforms of a bridge rectifier and the effects of different filter circuits.

Competency: The student should be able to construct different classes of amplifier and apply them in a simple mechatronics circuits. Assessment: Course work 20%, Course tests 20%, Practicals 20%, Exam 40%. Reference: Electronics devices & systems by Floyd.

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INDUSTRIAL WORK EXPERIENCE PROGRAMME: NATIONAL DIPLOMA MECHATRONICS ENGINEERI NG TECHNOLOGY INDUSTRIAL WORK EXPERIENCE (IWE) General Objective 1.0 Understand the objectives and structure of organization Specific Learning Objective Supervisors Activities Resources 1.1 List the objectives of the organization. 1.2 Draw the organizational chart/organogram of the company. 1.3 Maintain cordial relationship with the members of staff. 1.4 Make safe and adequate use of equipment, instruments, tools and materials. 1.5 Put on appropriate protective clothing. 1.6 Record and maintain a log-book for day-to-day activities.

Supervise the students on monthly basis to check log-book in accordance with the expectations here .

Request and mark reports. Grade report and submit to IWE officer

Personnel and Human resources department

General Objective 2.0 Identify tools (hand, machine and power) and use them. 2.1 Identify hand tools and be able to use them. 2.2 Identify power tools and be able to use them. 2.3 Identify machine tools and be able to use them. 2.4 Observe safety precautions in the use of tools. 2.5 Care for and maintain hand, machine and power tools.

Supervise the students regularly. Check log-book and reports. Grade reports and submit to institution

based IWE officer.

Fitting shop

General Objective 3.0 Choose or select tools for specific jobs 3.1 Select the correct types and sizes of spanners or screwdrivers to loosen or tighten nuts, bolts and screws. 3.2 Select the suitable grade of saw to cut metals 3.3 Select the correct type and size of hammer for each job.

Guide the students to perform activities 3.1 to 3.3 and ask them to perform the activities.

Grade reports and submit to institution based IWE officer

Service shop

General Objective 4.0 Determine dimensional characteristics of engineering components 4.1 Use calibrated instruments such as rule, calipers and micrometers to carry out measurements. 4.2 Use gauges such as go not go, feelers and thread to determine the acceptability or otherwise of parts.

Guide the students to perform activities 4.1 to 4.3 and ask them to carryout the activities.

Grade reports and submit to IWE officer.

Too boxes, thermometers, manometers, etc.

225

4.3 Use thermometer and manometers to determine the temperature and pressure of substances. General Objective 5.0 Identify and select suitable engineering material for optimum performance 5.1 Identify practically various engineering material e.g. by sound, grinding etc 5.2 Select appropriate engineering material for specific purposes.

Guide students to perform activities 5.1 and 5.2 and ask them to carryout the activities.

Grade students reports and submit to IWE officer.

Work pieces of different materials for engineering practice.

226

MECHATRONIC TECHNOLOGY PRACTICE LABORATORY

List of Equipment for Mechatronic Laboratory: S/No. Description Quantity 1. Digital Multimeter (DMM) 5 2. Potentiometer 5 3. Ohmeter 5 4. Oscilloscope 5 5. Independent Power supply panel 5 6. Personal Computers 20 7. Printers 2 8. Function Generator (a.c.) 5 9. Function Generator (d.c.) 5 10. Multimedia Data acquisition & Control board 2 11. Lab View Software (data acquisition & process control) 1 packet 12. MATLAB software 1 13. Bench link software (HP, LG, IBM, etc.) 1 14. Engine analysis, Part sourcing & assembling 1 15. technique tools 1 16. Training board (Auto-electric) 1 17. Plug-in-cables 1 18. Pneumatic training unit 1 19. Hydraulic board 1 20. Bearing and Precision assembly kit 1

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Equipment for Workshop S/No. Description Quantity 1. Automatic crane 1 2. Digital alignment unit 1 3. Fuel Injection testing unit 1 4. Live vehicles various models 5. Model diesel & petrol engines 1 each 6. Manual transmission units 1 7. Automatic transmission units 1 8. Assorted motor parts models various 9. Digital wheel balancing machines 1 10. Mobile cranes 1 11. Vulcanizing units 1 12. D.C. charging kits 1 13. Welding machines (MIG, Arc, Gas, etc.) 1 each 14. Mobile tool boxes 10 15. Bench vices 10 16. Column drilling machine 1 17. Student Lathes 1 18. Power saw 1 19. Floor grinding machine 1 20. Table grinding machines 1 21. Table drilling machine 1 22. Measuring and marking out tables 1 23. Work benches with a.c. plug-in facilities 6 24. Hydraulic brake testing unit 1 25. Hydraulic jacks 2 26. Hydraulic stands 2 27. Floor jacks (6 ton capacity) 2 28. Axle stands (mobile and stationary) 2 each 29. Cable stands (mobile and stationary) 2 each 30. Headlight alignment unit 1 31. Modern training facilities (multimedia & overhead 32. projectors, mobile board, board fax, etc.) 1 each

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BASIC ELECTRICITY/MEASUREMENT AND INSTRUMENTATION L ABORATORY (ND)

S/NO ITEMS DESCRIPTION QUANTITY 1 Basic Electricity Kit 10 sets

2 Ammeters (Various ranges) 5

0- 25 A DC 10

0- 25 A AC 10

3 Milliammeter

0- 1000mA DC 10

0- 1000mA AC 10

4 Microammeters

0- 1000mA DC 10

0- 1000mA AC 10

5 Voltmeter

0- 500V DC 10

0- 500V AC 10

6 Millivoltmeter

0- 1000mV DC 10

7 Variac 5

8 Ohmmeter

0- 5 ohms 10

0- 25 ohms 10

0- 50 ohms (Multirange) 10

9 Galvanometer (triple range)

50-0-50mA 10

500-0-500mA 10

5-0-5 mA 10

10 Wattmeter

- Single phase 5

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- Three phase 5

11 Megger tester 5

12 Wheatstone Bridge 5

13 Potentiometer 5

14 Electronic Trainer Units 5

15 Oscillators 5

16 Experimental Trainer for AC and DC 2

17 Rheostats (Various ranges) 20

18 Earth-loop tester 5

ELECTRONIC LABORATORY 1. Electrical and electronic fundamentals laboratory kits 5

2. Experimental trainer for electronic circuits (Digital Analgues)

5

3. Transistor amplifier demonstrator 10

4. Oscilloscopes:

- Single trace 5 MHz Probe 5

- Dual trace 15 MHz 5

- Storage screen display Oscilloscope 1

5 Signal generators (AF, RF) 5 each

6. IC tester 2

7. Transistor tester 5

8. Power supply unit 0-60v/3A 10 units

9. Amplifiers circuit trainer 5

10. Sweep generator 5

11. Multirange DC voltmeters 10

12. Multirange AC voltmeter 20

13. Multirange AC ammeter 20

14. Multirange DC ammeter 20

15. Circuit construction deck 20

230

16. DC power supply out-put 0 - 20V/0-2A 10

17. Milliammeter:

-0- 1000m A DC 5

-0- 1000m A AC 5

18. Microammeter:

-0- 1000mA DC 10

-0- 1000m A AC 10

19. Millivolmeter

-0- 1000m V DC 10

20. Galvanometer (triple pole range)

-50-0-50m A 10

-500-0500m A 10

-5-0-5m A 10

21. RLC bridge 10

22 Avometer (Model-8) 5

CONTROL ENGINEERING LABORATORY (ND)

1 Servomotors 5

2 Servomechanism units 5

3 X-Y Recorders 2

4 Analogue Computer 2

5 Ward Leonard Set 1

6 Transducers (assorted) 2 Set

7 Digital Phase Meter 2

8 Tachometers 5

9 X-Y Plotters 2

10 Process Trainer 2

11 Control System Trainer 2

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COMPUTER LABORATORY(SOFTWARE)

1. Personal Computers 20

2. Packages (Word-processing, Spreadsheet ,Statistical , Educational, Programming languages, Simulation, Engineering etc)

3. Uninterrupted power supply units 20

4. Printer (Impact and Non-Impact) 2 each

5. Server 1No.

6. Network accessories Various 1. Tool room lathe with the swing of 483 and length of bed 200 mm with Complete accessories 2

2. Centre lathe with the swing of 330 and length of bed 1500 mm with complete accessories 8

3. Universal milling machine complete with accessories 2

4. Radial drilling machine complete with accessories (optional) 1

5. Universal engraving machine complete with accessories 1

6. Surface grinding machine complete with accessories 1

7. Portable drilling machine. 2

8. Power hacksaw 2

9. Universal cylindrical grinding machine with accessories 1

10. Column/pillar drilling machine 2

11. Arbor press 1

12. Shaping maching with accessories 1

13. Pedestal grinding machine 2

14. Universal too, and cutter grinder 2

15. Box/Sudcket spanners 10

16. Allen Keys (set) 5 sets

17. Flat screw driver (set) 3 sets

18. Philips/Star screw driver (set) 3 sets

232

19. Drift punches (various sizes) 4 each

20. Pin punches (set) 3 sets

21. Knurling tools (set) 2 sets

22. Vernier protractor 5

23. Parallel strips (assorted) 10

24. Micrometers outside 0.25 mm 25-50 mm 50-75 mm and sets of Inside micrometers 5

25. Depth gauge 10

26. Steel rule 300 mm 15

27. Calipers (inside and outside) 15 each

28. Vee block with clamps 4

29. Scribing block 4

30. Surface plate 3

31. Wheel dresser 2

32. Oil can 4

33. Hand reamers (set) 4

34. Machine reamers (set) 4 sets

35. Centre drills (set) 4 sets

36. Twist drills (set) 4 sets

37. Thread chaser (Assorted) 3 each

38. Marking out table 2

39. Combination set 4

40. Thread gauges (assorted) 4

41. Plug gauges (assorted) 4

42. Radius gauges (assorted) 4

43. Dial indicator and stand 4

44. Slip gauges (set) 2

45. Grease gun 4

46. Angle plates 2

47. Engineer’s square 10

233

48. Measuring balls/rollers (sets) 2

49. Limit gauges (various types) 5

50. Vernier calipers (various sizes) 5

51. Magnetic base 3

52. Fire extinguisher, water and sand buckets 4 each II. FITTING SHOP 1 Work benches for 30 students

2 Bench vices 30

3 Pillar drilling machine 1

4 Marking out table 1

5 Table bench drilling machine 2

6 Surface plate 2

7 Radial drilling machine 1

8 Pedestal grinder with drill grinding attachment 1

9 Power hacksaw 1

10 Multi purpose furnace 1

11 Arbor press 1

12 Flat rough file (300 mm) 30

13 Round rough file (300 mm) 30

14 Round smooth file (300 mm) 30

15 Square rough file (300 mm) 30

16 Flat smooth file 250 mm) 30

17 Half round rough file (150 mm) 30

18 Triangular rough file (150 mm) 30

19 Half round smooth file (250 mm) 30

20 Triangular smooth file (150 mm) 30

21 Try-square 30

22 Dividers 30

23 Steel rule 30

234

24 Wallets of warding file 10 sets

25 Scribers 16

26 Vee block with clamp 2

27 Scribing block 2

28 Centre punches 30

29 Cold chisels (set) 10 sets

30 Scrapers (set) 5

31 Guilotine (Manual) 2

32 Vernier Caliper 10

33 Hacksaw frame 30

34 Stock and dies (set) metric 3 sets

35 Taps and wrenches (set) metric 3 set

36 Hand drill 2

37 Centre drills Lot

38 Tap extractor (set) 2 sets

39 Screw extractor (set) 4

40 Thread gauges (assorted) 2 sets

41 Screw driver (set) 4 sets

42 Hammers (assorted weight) 30

43 Wire brush 5

44 Micrometer (assorted) 5

45 Oil can 5

46 Fire extinguisher, water and sand buckets 4 each

47 Measuring tapes 10

48 Feeler gauges 10

49 Rivet gun 6 pairs

50 Goggles (plain) 30 pairs

51 Drill set 4 sets

52 Electric Hand drill 2

235

53 Electric hand grinder/sander 5

54 Vernier height gauge 2

55 Dial indicators with stand 5

56 Mallets (rubber, wood and rawhide) 5 each

57 Number stamps 2 sets

58 Letter stamps 2

59 Hydraulic press 1

60 Punches (cold) 4 sets

61 Plier (assorted) 10

62 Hand shear 5

63 Welding chipping hammer 8

64 Wire brush (bench type) 8

65 Welding shield 8

66 Gloves 15

67 Gas bottle keys 4

68 Welding and cutting burner set 2

69 Gas cylinder truck 2

70 Brazing rods 6 tins

71 Flash gas lighter 4

72 Soldering flux 6 tins

73 Goggle (welding) 10

74 Blow lamps 10

75 Steel rule 10

76 Stools 6

77 Try-square 6

78 Leg vice 2 (opt)

79 Electrode drying oven 1

80 Swing beam folder 1

81 Bending roller 1

236

82 Double ended buffer and polisher 1

83 Profile cutting machine 1

84 Foot operated guillotine machine 1

85 Assorted cutting snips 10

86 Twist drill sets 4 sets

87 Electric hand drills 2

88 Aprons 10

89 Spats 10 III. WELDING AND FABRICATION SHOP 1 Welding transformer 8

2 MIG and MAG welding set 1

3 TIG Welding set 1

4 Oxy-acetylene welding set 2

5 Welding table (gas) 4

6 Welding table (arc) 4

7 Protection screen for five booths for both arc and gas welding 10

8 Grinding machine (pedestal type) 2

9 Bench drilling machine 2

10 Bench polishing machine 1

11 Bench shearing machine 1

12 Power hacksaw 1

13 Bench grinding machine 2

14 Bench vice 6

15 Anvil and stand 2

16 Electrode holder 8

17 Clamp 8

237

IV. FOUNDRY/HEAT TREATMENT/FORGE WORKSHOP 1 Black smith forge 1

2 Anvil and stand 8

3 Tongs (assorted) 5 each

4 Swage block 2

5 Leg vice 2

6 Black smith hand hammer (various sizes) 6 each

7 Sledge hammer 4

8 Flatters 6

9 Hardies 6

10 Hot chisels 6

11 Cold chisels 6

12 Filler 6

13 Top and bottom swage (various sizes) 6 each

14 Heading tool 6 each

15 Heat treatment furnace 1

16 Salt bath furnace 1

17 Electric furnace with control 2

18 Quenching bath 2

19 Thermocouples 5

20 Optical pyrometer 2

21 Induction hardening equipment 1

22 Flame hardening equipment 2

23 Carburising equipment 2

24 Crucible furnace 1

25 Crucible 4

26 Crucible rest or stool 2

27 Crucible lifting tongs 2

28 Combined slag lifter and skimming ladle 1

29 Combined portable thermocouple pyrometer 1

238

30 Degreasing plunger 2

31 Hammers (assorted) 6 each

32 Wire brush 2

33 Pedestal grinder 1

34 Pillar drilling machine 2

35 Hacksaw frame and blades 10

36 Tapered shank drill bits 2 sets

37 Straight shank drill bits 2 sets

38 Drill drift 2 sets

39 Eye Goggles 10

40 Face shield 10

41 Heat resistant gloves 10 pairs

42 Knee leggings (foundry) 10 pairs

43 Leather apron 10 pairs

44 Safety boots (fire resistant) 10

45 Moulding bench 10

46 Bottom flask 20

47 Moulding flask 20

48 Moulding sand shovel 20

49 Watering can 5

50 Wheel-barrow 4

51 Rammers (various types) 20

52 Moulding trowels (various sizes) 10

53 Strike-off-bars 10

54 Gate cutter or spoon 10

55 Sprue pins 20

56 Vent rods 20

57 Bellows 5

58 Lifters 10

239

59 Bubb sponges 5

60 Draw pins 50

61 Wet brush 30

62 Bench vice 4

63 Hand vice 2

64 Cutting pliers 10

65 Combination pliers 10

66 Half round bastard file 10

67 Flat file second cut 10

68 Triangular file 10

69 Round file 10

70 Sand mixing machine 1

71 Moulding machine 1

72 Continuous mixer machine dispenser 1

73 Core boxes 10

74 G. Clamps 10

75 Core driver 1

76 Woodworking lathe 1

77 Circular saw 2

78 Band saw 2

79 Jig saw 2

80 Wood plan-machine 1

81 Jointer 1

82 Scraper 1

83 Pattern milling machine 1

84 Disc and bobbing sander 2

85 Measuring and Marking out tools 10

86 Sawing, planning, boring, turning etc tools 10 each

87 Charge make - up Scale (100 kg scale) 1

240

B. DRAWING ROOM/STUDIO 1 Drawing table complete with drafting

machine/stood 30

2 Drawing set complete with pens for ink work 2

3 45o set squares 2

4 60o set squares 2

5 Blue printing machine 1

6 Adjustable set squares 5

7 Desk sharpener 5

8 Triangular scale rule (30 mm) 5

9 Flat scale rule (300 mm) 5

10 Blackboard ruler (1m) 4-1

11 Blackboard Tee squares 4-1

12 Blackboard set square (45o 60o) 4 each-2

13 Blackboard compasses 4-1

14 Blackboard protractor 4-1

15 French curve set 5

16 Letter stencils (3 mm, 6 mm, 7 mm and 10 mm) 5 each

17 Rubber stencils (3 mm, 6 mm, 7 mm, 6 mm and 10 mm)

5 each

18 Erasing stencils 5 each

19 Drawing rack/shelves for 30 students 20 Personal computers 2

21 Plotter 1

22 Printer to handle A3 size 1

241

C. LABORATORIES I. MECHANICS OF MACHINES 1 Screw Jack 1

2 Oldham coupling 1

3 Four bar chain mechanism 1

4 Whitworth quick return mechanism 1

5 Slider crank mechanism 1

6 Hooks joint 1

7 Geneva stop 1

8 Conservation of angular momentum 1

9 Forces on beam apparatus 1

10 Simple moment beam 1

11 Comprehensive fly wheel apparatus 1

12 Bourdon tube pressure gauge 1

13 Torsion of bar apparatus 1

14 Spring balance 1

15 Gearing system apparatus 1

16 Compression apparatus 1

17 Wheel and axle set 1

18 Centrifugal/centripetal apparatus 1

19 Polygon of force apparatus 1

20 Extension and compression of springs apparatus 1

21 Crank and connecting rod apparatus 1

22 Rope, belt and coil friction apparatus 1

23 Cam and cam follower mechanism 1

24 Fire extinguishers 4

25 Sand and water buckets 4

242

II. STRENGTH OF MATERIALS 1 Shearing force apparatus 1

2 Bending moment apparatus 1

3 Tensometer 1


5 Sand and water buckets 4 III. FLUID MECHANICS/HYDRAULICS 1 Turbine set (Pelton, Francis pump, or Kaplan) 1

2 Hydraulics Bench with accessories for various experiments in fluid flow measurements

3

3 Weir tank (impact on jet, orifice) 2

4 Floating body apparatus 1

5 Manometer 1

6 Rotameter 1

7 Laminar/Turbulent flow apparatus 1

8 Pitot-static tube 1

9 Water meter 2

10 Boiler and steam piping instrument (lab. type) 1

11 Smoke tunnel 1

12 Heat exchanger 1

13 Surge in pipe apparatus 1

14 Air flow demonstration apparatus 1

15 Centrifugal and axial fan test rings 1

243

IV. THERMODYNAMIC/HEAT ENGINES 1. Water heater/stirrer unit with bath 1

2 Uncalibrated mercury in glass thermometer 10° to 110°C 25

3 Resistance thermometer 1

4 Bench mounted aircooled 2 stroke diesel engine rig including dynamometer

1

5 Bench mounted aircooled 2 stroke petrol engine rig including dynamometer

1

6 Auto bomb calorimeter 1

7 Boyle gas calorimeter 1

8 Grant gas analyzer 1

9 Tachometer 1

10 Stroboscope 1

11 Air compressor test rig 1

12 Thermal conductivity apparatus 1

13 Marcet boiler 1

14 Steam boiler plant (laboratory type) 1

15 Mechanical equivalent of heat apparatus 1

16 High pressure vapour unit 1

17 Vapour density apparatus 1

18 Pressure cooker 1

19 Falling ball viscometer 1

20 Rotary viscometer 1

21 Gas laws apparatus 1

22 Speedomax recorder 1

23 Thermal anemometer 1

24 Electric anemometer 1

25 Pyrometer infrared, non-contact digital infrared 1

26 Combined separating and throttling calorimeter 1


244


29 Air thermometer (constant volume) 4

30 Boiler and steam piping instrument 1

31 Smoke tunnel 1

32 Heat exchanger 1 V. MATERIALS SCIENCE 1 Floor mounted tensile/compression testing machine with accessories 1

2 X-Y recorder for tensile tester 1

3 Table top tensometer with accessories 1

4 Macro hardness testing machine (Brinell,, Vickers, Rockwell) 1 each

5 Impact testers (Izod, charpy) 2

6 Micro hardness testing machine 1

7 Strain gauge 2

8 Creep testing machine 1

9 Torsion tester 1

10 Fatigue tester 1

11 Steel rule 300mm 5

12 Outside caliper 2

13 Inside caliper 5

14 Set of open ended spanners 2

15 Micrometer screw gauge (metric) 2 sets

16 Allen keys 2 sets

17 Screw drivers 2

18 Abbrastive cutters 1

19 Dial gauge 1

20 Pedestal grinder 1

21 Fire extinguisher 1


245

23 Grinding machine 2

24 Polishing machine 2

25 Metallurgical microscopes 5

26 Parting machine 1

27 Etching machine 1

28 Microscope 1

29 Specimen mounting screen 2

30 Decicators 2 VI. METROLOGY LABORATORY 1 Comparator (Mechanical) 1

2 Universal measuring microscope 1

3 Bench testing centers 1

4 Angle gauge 1

5 Set of slip gauge 1

6 Sine bars with centers 1

7 Engineers level 1

8 Micrometers (assorted denomination) 2 each

9 Vee blocks (assorted sizes) 2 each

10 Magnetic vee block 1

11 Vernier calipers 3

12 Vernier height gauge 2

13 Angle plate 1

14 Limit gauges for holes, shafts, and threads 3 each

15 Surface plate 1

16 Marking out table 1

17 Parallel strips 4 pairs

18 Bevel protractor 2

19 Dial gauges and magnetic stand 2

20 Engineers’ square 2

246

21 Thread gauge 2

22 Radius gauge 2

23 Feeler gauge 2

24 Steel rule 4

25 Combination set 2

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LIST OF PARTICIPANTS

S/NO. NAME CONTACT ADDRESS

1. Engr. Christopher Ebri Eteng Dept. of Mechanical Engineering Technology, Federal Polytechnic, Bauchi

2. Engr. (Prince) A. Olaniyan Dept. of Mechanical Engineering, The Polytechnic, Ibadan.

3. Engr. M.O. Ebah Dept. of Mechanical Engineering, Delta State Polytechnic, Oguw-Shi-Uku.

4. Dr. B.A. Ogwo Dept. of Vocational Teacher Education, University of Nigeria Nsukka.

5. Engr. Loko, S.K. Dept. of Mechanical Engineering, Yaba College of Technology, Yaba – Lagos.

6. Bernard Okpe Dept. of Mech. Engineering, Institute of Management and Technology, Enugu.

7. Engr. V.N. Okoloekwe Dept. of Mech. Engineering, Institute of Management and Technology, Enugu.

8. Sir Chris Ejeogu Institute of Management and Technology, Enugu.

9. Engr. Dr. Manukaji John Mechanical Engineering Department, Federal Polytechnic, Bida Niger State.

10. Engr. Y. Adams Dept. of Mechanical Engineering, Kaduna Polytechnic, Kaduna.

11. Engr. Godfrey D. Bature Dept. of Electrical Engineering, Federal Polytechnic, Bauchi.

12. Engr. B.E. Oseghale Training and Recruitment, PAN Ltd, Kaduna.

13. Engr. Bamidele Adedoga Training Centre, Toyota Nigeria Ltd, Plot 2, Block G Isolo Express Way, Lagos.

14. Mr. Thomas Hetzel MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

15. Mr. Philo Egejuru MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

16. Mr. Aruku, A.S. MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

17. Mr. Ezeatu Godwin MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

18. Mr. Nwana Francis MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

19. Mr. Udeh F.C. MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

20. Mr. Abah R.O. MB – ANAMMCO, Training Centre, P.M.B. 2523, Enugu.

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NBTE STAFF

S/NO. NAME CONTACT ADDRESS

1. Dr. M.S. Abubakar National Board for Technical Education (NBTE), Kaduna.

2. Engr. J.O. Falade, FNSE National Board for Technical Education (NBTE), Kaduna.

3. Mal. G.M. Nalado National Board for Technical Education (NBTE), Kaduna.

4. Engr. S.M. Yusuf National Board for Technical Education (NBTE), Kaduna.

5. Mr. J.I. Ukpai, MNSE National Board for Technical Education (NBTE), Kaduna.

6. Mal. Suleiman Mohammed National Board for Technical Education (NBTE), Kaduna.

7. Mr. O.O. Bello, MNSE National Board for Technical Education (NBTE), Kaduna.

national board for technical education national diploma (nd) in

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