2014 Technology Module 1A PDF

KITWE COLLEGE OF
EDUCATION
PRIMARY TEACHERS’ DIPLOMA
TECHNOLOGY STUDY AREA
MODULE 1
TECHNOLOGY STUDY AREA
Programme Coordinator: ……………………… Ms Mwansa M. C. M
Course Coordinator: …………………………… Mrs. Chapemba C.Z
Authors: …………………………………………. Mrs. Chapemba C.Z
Mr.Luhanga A.T.
Mrs Siantale R.M.
Mrs. Phiri G.B.
Mrs. Siame J.N.
Ms. Pansho M.
Language Editor/s: …………………………….

Content Editor/s: ………………………………
Graphic Artist/Illustrator: ……………………
Instructional Designer/s: ……………………… Mr Kaoma Blackstone
Mr Musakalu N. Carlos
Mr Musonda M. Brian
Consultant: ……………………………………… Mrs Stella Kasase
© Kitwe College of Education 2010

All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or means, electronic, mechanical,
recording, or otherwise without the prior written permission of the copyright owner.
Technology Studies Section P.O. BOX 22596
KITWE.
Acknowledgements
The Open and Distance Education Unit of Kitwe College of Education would like to thank the
following:
 Directorate of Open and Distance Education (DODE) in the Ministry of Education for
authorizing the college to start the programme.
 We cannot forget to mention Mrs. Nyangu W.W. (Principal Education Officer – DODE
and Mr. Mtonga Chola (Senior Education Officer – DODE) for facilitating the training
of our staff in Open and Distance Learning.
 VVOB – Zambia for technical and financial support.
Primary Teachers’ Diploma – Module 1.
Contents
PRIMARY TEACHERS’ DIPLOMA, 1
How this Primary Teachers’ Diploma is structured ................................................. 1
Course overview 2
Welcome to Primary Teachers’ Diploma, Technology Studies Module 1, ............ 2
Primary Teachers’ Diploma, Technology Studies Module1 —is this course for
you? .................................................................................................................................. 3
Course outcomes ............................................................................................................ 3
Getting around this Primary Teachers’ Diploma 6
Margin icons ................................................................................................................... 6
Acronyms 7
AFASS – Acceptable Feasible Affordable Sustainable Safe ................................ 7
Unit 1 8
WORKSHOP MANAGEMENT ...................................................................................... 8
LESSON 1 - SAFETY ............................................................................................ 8
Introduction .................................................................................................... 8
Safety ..................................................................................................... 9
LESSON 2 - FIRST AID....................................................................................... 10
Unit 2 13
FOOD AND NUTRITION ............................................................................................. 13
LESSON 1 MEAL PLANNING ........................................................................... 13
Introduction .................................................................................................. 13
Unit 3. 21
HEALTH EDUCATION ................................................................................................ 21
LESSON 1. – DISEASES ..................................................................................... 21
INTRODUCTION ............................................................................... 21
HIV/ AIDS ........................................................................................... 24
Summary.............................................................................................. 25
Cervical Cancer ................................................................................... 25
Unit summary ...................................................................................... 27
Unit 4 28
PREVENTIVE MAINTENANCE SYSTEM ................................................................. 28
Introduction ........................................................................................................... 28
LESSON 1 ...................................................................................................................... 30
HISTORY OF PREVENTIVE MAINTENANCE SYSTEM (PMS) IN ZAMBIA.30
Introduction .................................................................................................. 30
PMS Before Independence .................................................................. 30
PMS after Independence ...................................................................... 30
Preventive Maintenance by 1985 and today ........................................ 31
Lesson 2 ................................................................................................................ 33
Organisation of Preventive Maintenance Systems ........................................ 33
Introduction .................................................................................................. 33
Unit 5 35
PLANNING DESIGNING AND MAKING. ................................................................. 35
LESSON 1 - MATERIALS ................................................................................... 35
Introduction .................................................................................................. 35
PLASTICS ................................................................................................... 36
General properties of plastics .............................................................. 36
FORMICA AND WARITE ................................................................. 38
GLASS................................................................................................. 38
WOOD ................................................................................................. 39
WOOD FINISHES .............................................................................. 40
CERAMICS ......................................................................................... 41
METALS ............................................................................................. 42
COPPER .............................................................................................. 43
ALUMINIUM ..................................................................................... 43
CAST IRON ........................................................................................ 43
BRASS................................................................................................. 43
LESSON 2 ............................................................................................................. 45
FABRICS ..................................................................................................... 45
Introduction ......................................................................................... 45
HOW FABRICS ARE MADE ............................................................ 46
FIBRES ................................................................................................ 49
Natural fibres ............................................................................................... 50
Wool- ................................................................................................... 50
SILK - .................................................................................................. 50
Man-made fibres .................................................................................. 52
LESSON 3 - LAUNDRY MATERIALS .............................................................. 54
Introduction .................................................................................................. 54
SOFT WATER .................................................................................... 54
HARD WATER ................................................................................... 55
REMOVAL OF TEMPORARY HARDNESS.................................... 55
REMOVAL OF PERMANENT HARDNESS .................................... 56
LESSON 4 ............................................................................................................. 59
GRAPHIC PRESENTATION ..................................................................... 59
Introduction ......................................................................................... 59
DRAWING EQUIPMENT .................................................................. 59
Primary Teachers’ Diploma Module 1.
PRIMARY TEACHERS’ DIPLOMA,

Primary Teachers’ Diploma, Module 1, has been produced by technology study
area.All Modules produced by technology study area are structured in the same way,
as outlined below.
How this Primary Teachers’ Diploma is structured

The course overview
The course overview gives you a general introduction to the course. Information
contained in the course overview will help you determine:
 If the course is suitable for you.
 What you will already need to know.
 What you can expect from the course.
 How much time you will need to invest to complete the course.
The overview also provides guidance on:
 Study skills.
 Where to get help.
 Course assignments and assessments.
 Activity icons.
 Units.
We strongly recommend that you read the overview carefully before starting your
study.
The course content

The course is broken down into units. Each unit comprises:
 An introduction to the unit content.
 Unit outcomes.
 New terminology.
 Core content of the unit with a variety of learning activities.
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 A unit summary.
 Assignments and/or assessments, as applicable.
Resources
For those interested in learning more on this subject, we provide you with a list of
additional resources at the end of this module; these may be books, articles or web
sites.
Your comments
After completing this course, we would appreciate it if you would take a few
moments to give us your feedback on any aspect of this course. Your feedback
might include comments on:
 Course content and structure.
 Course reading materials and resources.
 Course assignments.
 Course assessments.
 Course duration.
 Course support (assigned tutors, technical help, etc.)
Your constructive feedback will help us to improve and enhance this course.
Course overview
Welcome to Primary Teachers’ Diploma, Technology
Studies Module 1,
Technology is a dynamic course essential for the development of the nation. The
major themes in this course are developing home life skills and designing and
making. The following are the contributory subjects; Home Economics and Design
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and Technology. The course will enable you provide pupils with a solid practical
foundation that will serve as a basis for them to acquiring a fulfilling life and pre-
requisites for the world of work.
Primary Teachers’ Diploma, Technology Studies Module1

—is this course for you?
This course is intended for people who would like to develop competences which would enable
them to effectively plan, implement and evaluate learning, taking into account the needs of the
learner, the school, the community and the nation at large.
Course outcomes
Upon completion of Primary Teachers’ Diploma, you will be able to:
 Demonstrate a secure knowledge and understanding of the
relevant course content.
 Demonstrate craft and technical skills in making artefacts’
and systems found in their environment.
 Develop skills of manipulation, co-ordination, correlation,
imagination, observation and self expression.
 Demonstrate Entrepreneurship skills.
 Select learning objectives, content and teaching methods
appropriate to the content taught, the age, ability attainment
and prior learning of the pupils.
 Use resources effectively to improve pupils learning.
 Promote equal access to technology studies.
 Demonstrate knowledge of care, maintenance regardless of
gender.
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 Demonstrate sound knowledge on safe styles in relation
HIV/AIDS
 Assess and evaluate learners’ performance through variance
assessment
procedures.
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 TIME FRAME
The duration of the course is three (3) years.
At the end of each term you will be required to come for a
contact/residential session for 10 days. You will be expected
to spend:
 4 hours of contact per week.
 2 hour tutorials per week.
You are also advised to spend at least 10 hours of self-study
time per week, for a period of three (3) years. This should
give you a total of 1, 170 hours of self-study time.
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Getting around this Primary Teachers’
Diploma
Margin icons
While working through this Error! No text of specified style in document. you
will notice the frequent use of margin icons. These icons serve to ‚signpost‛ a
particular piece of text, a new task or change in activity; they have been included
to help you to find your way around this Error! No text of specified style in
document..
A complete icon set is shown below. We suggest that you familiarize yourself with
the icons and their meaning before starting your study.
Activity Assessment Outcomes
Terminology Study skills Summary
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Acronyms
AFASS – Acceptable Feasible Affordable Sustainable Safe
GRZ – Government of the Republic of Zambia
HBVP – High Biological Value Proteins
LBVP - Low Biological Value Proteins
MOE – Ministry of Education
MOH – Ministry of Health
MSD – Mechanical Services Department
PMS – Preventive Maintenance System
PWD – Public Works Department
SHN – School Health and Nutrition
ZEPIU – Zambia Education Projects Implementation unit.
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Unit 1
WORKSHOP MANAGEMENT
LESSON 1 - SAFETY
Introduction
This unit introduces you to concepts of safety and first aid and will enable you
make your learners develop skills, knowledge and positive attitudes in
maintaining safety, in your school, at home and community. You will also learn
basic first aid to enable you handle any encountered hazards.
In addition to safety and first aid skills, we expect you to acquire other skills in
workshop organisation and layout skills.
Upon completion of this unit you will be able to:
 Explain what safety is,
 Explain what first aid is,
 Apply safety measures in your different working environments.

Outcomes  Develop skills, knowledge and positive attitudes in maintaining
safety in your learners,
 Formulate safety rules and regulations.
 Apply first aid in any common accidents.
 Plan and teach effective lessons on safety and first aid,
 Demonstrate ability to organise and layout a workshop.
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Safety : A state of being free from danger. Precautions
taken to avoid accidents.
First Aid: First or immediate help given to an accident
victim or somebody who has suddenly fallen ill
before actual treatment.
Organisation: Orderly arrangement of things.
Safety
What comes to your mind when you hear the term safety? Did you think of
personal safety? Safety in your home/School/Community? Safety when handling
materials, tools, utensils, equipment.
Workshops can be dangerous places unless adequate precautions are taken. It is
essential to ensure that the layout of space, the use of tools, machines and
equipment, and the movement and attitude of learners are organised in a safe
manner.
Moreover, before using any equipment and machines or try any practical work in
your workshop, you need to understand safety rules. If safety rules are followed
carefully it will be safe to work in the workshop. Always think of working safely.
The consequences of not working safely in the workshop leads to injury to the
users of the workshop, damage to the tools and equipment.
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Activity: look at the signs/symbols below. Can you identify their meaning?
LESSON 2 - FIRST AID

First aid is the first help given to an injured person or a person who has suddenly
fallen ill before he/she is taken to hospital.
-Identify common accidents in the home and at school.

-how would you prevent these accidents?
The purpose of carrying out first aid is to save life and promote life.
As a first aider you must;
- Give words of encouragement
- Show kindness
 Give assurance
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When carrying out first aid remember to do the following.
 Remove the victim from the place of the accidents.
 Find out whether the victim is conscious or not
 Assess the seriousness of the injuries
 Stop bleeding by either applying pressure badge or squeezing the main
vain on the convenient pressure point.
 Check for foreign bodies. In case of a foreign body, you advised not to
remove it unless you are sure you can handle the situation.
 Clean the wound with a clean cloth.
 Apply antiseptic solution.
 Dress the wound if necessary.
 Depend on the degree of the injury leave the victim in a recovery
position. It is advisable to cover the victim with a blanket as he/she lay
in the recovery position.
 Necessary take the victim to the hospital. While they brief the doctor
about all what you have done.
1. Research on the content of the first aid box.
2. How would you improvise the unavailable contents so that you find it easy to conduct first aid?
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In this unit you learned about safety and first aid. Safety and
first aid knowledge is an essential tool in one's life. With this

Summary kind of knowledge, people would reduce risks of various
accidents such as burns, scalds, suffocation, poisoning, and
many others not mentioned.
Study the illustration below and identify as many common accidents as
possible
Assignment
Formulate at least five(5) safety rules

1. Given the scenario if Fig. 1 list down the possible accidents
2. Suggest the possible first aid to the identified accidents in 2.
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Unit 2
FOOD AND NUTRITION

LESSON 1 MEAL PLANNING
Introduction
Read the story of Mr Mbozi’s family. Mr Mbozi has a big family and finds problems to
feed his family. His first born daughter Thandiwe is 14, and his second born son, Mabvuto
is 12. During meal times, Mabvuto always wants to have a bigger share than Thandiwe’s.
Thandiwe wants to have equal shares with his brother Mabvuto, but later finds herself
failing to finish the food. Mabvuto’s grandfather wants to have food at least after every two
hours. His grandmother always demands for sweet foods like cakes, scones, biscuits and
tea with milk every time. She rejects vegetables and fruits because she says they are not as
good as cakes and the like. Mr Mbozi and his wife have difficulties to harmonize feeding
practices for their family. Everyone is a loved member of the family and has to be treated
equally. Mr Mbozi works in the mine plant and the wife works as a secretary
What can you learn from the story above? What advice would you give to Mr Mbozi on
the feeding practices of his family?
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 Identify and analyse factors which influence meal

planning.
 Describe meals for different occasions.

Outcomes
 Carry out a simple survey of meal patterns in different
environments/occupations in Zambia.
 Recognise and discuss nutritional requirements for

different people.
 Plan meals of people of different income levels.
To understand the needs of individuals and planning of appropriate meals for
the family properly, it is very important to understand terminologies
associated with meal planning. The terms are listed below. Study the terms
and try to understand them carefully in order to enable you plan appropriate
meals for your family members. Definition of meal planning
Meal planning involves thinking ahead and planning meals.
People who look after small families need not plan very far ahead for, example a week, but
bigger institutions such as schools and hospitals need careful and skilled meal planners.
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Activity
1. Suggest or plan a balanced meal for:
i. Breakfast,
ii. Lunch
iii. Supper
Meal Patterns
Meal patterns may differ from one region to another in some way. It is important to
examine closely and understand the meaning of each meal pattern across regions.
Take time to study the meal patterns below.
Breakfast
Breakfast is the first meal of the day. ‘The word means to break a fast,’ that is the period of
time when food is not eaten (during sleep) because of the length of time since the previous
meal.
Brunch
This is a combination of late breakfast and early lunch. It is usually a heavy meal which
can sustain a person for a longer period without feeling hungry. It is a mid-morning meal.
Lunch or dinner
There is a lot of confusion about these two terms but for the purpose of this section lunch
refer to the meal eaten at mid day as dinner, others call it lunch and refer to the meal eaten
in the evening as dinner. To avoid this confusion, you better use the words ‘midday meal’
or ‘evening meal’ which would sound easy and familiar to everyone.
Supper
The last meal eaten before bed time is referred to as supper. This might be a full evening
meal, or it might be a hot drink and biscuits.
Courses
Courses refer to how the meal is divided up.
1. Starter/appetiser is a small portion of food meant to stimulate appetite and
initiate the flow of digestive juices ready for the main meal.
2. Main course consists of bulk of the meal, which is the protein, carbohydrates and
vegetables.
3. Sweet/desert is meant to dull the appetite and round off the meal. Sweet foods
are discouraged in children because of their effect of reducing the appetite.
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Activity
The picture shows the mother deciding what to cook. What can you learn from
this picture?
Food is a vital part of our lives and much of the time should be spent in its
planning and preparation.
Individual needs
Everyone has different needs and requirements for food according to their age to:
 Their age and sex
 Their health conditions, e.g. pregnancy,
 Their daily activity, e.g. manual worker,
 The climate in which they live,
 Their lives, food, customs and taboos.
Special needs
Remember that every individual has special dietary needs depending on the age, sex,
health and occupation. You have to consider each group in turn.
i. Pregnancy:
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A pregnant woman should eat foods which supply her with enough energy,
protein, iron, calcium, vitamins C, D and B12 for the baby’s development in the
womb.
She should eat plenty of fruits and vegetables, milk and other dairy products
and fish. Her diet should also include foods which contain a lot of dietary fibre
to guard against constipation.
Here is an example of a day’s main meal for a pregnant woman.

Starter: avocado and tomato pawpaw.
Main meal: biltong in peanut butter sauce served with nshima, rice, meal rice
or samp. Choumoullier, carrots, pumpkin Sweet course: steamed egg custard.
ii. Infant and young children (toddler up to 5 years)
An infant’s diet is largely made up of milk. Breast milk is the best food for the
growth of the child because of the following reasons:
(a) It is available at the correct temperature
(b) It contains all the nutrients necessary for early development, except
vitamin C
(c) It contains antibodies which provides the baby with protection against
diseases
(d) It is a ready-made very convenient food for babies
(e) It is very hygienic.
Sometimes, mothers feed their babies with artificial food. The artificial food is
the powdered milk such as NIDO, NUN, LACTOGEN, S26 and many more.
Mothers should be encouraged to breastfeed their babies at all times for it is
their only best food. Brest milk is preferred to artificial milk.
Now try to answer the following questions:
i) What do you think are the disadvantages of artificial milk?
ii) What is colostrums?
iii) Suggest some situations when mother should not breastfeed her
baby. Give reasons to your answer.
iii. School going children

Children in this age group are very active and grow very fast. Meals must
include energy foods as well as food for growth. Here are some suggested
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foods for children:

Body building foods: minced beef, steamed fish, chicken of beef casserole.
Energy giving foods: mashed potatoes boiled or steamed rice and soft nshima.
Protective foods: fruits and vegetables.
iv. This age group is characterised by rapid growth and body development. Their
nutritional needs are very high and so is their appetite. Therefore, adolescents
need to eat balanced foods to satisfy their appetite.
During this period of changes, an adolescent produce hormones which may
cause skin disorder and fatness. These disorders are aggravated by a high
intake of fat foods. More water, fruits and vegetables should be eaten to
overcome these disorders.
Note: girls start to menstruate during this time and regular loss of blood may
trigger anaemia. They should eat foods which are rich in iron, for instance,
liver, kidney, red meat and green vegetables.
Activity
Having read on feeding the 6 – 12 aged children and adolescents, you are
required to answer the following questions;
i) Why should the 6 – 12 aged children be supplied with more
calories?
ii) Define an adolescent.
iii) What are kilocalories?
iv) Suggest and plan a balanced breakfast for;
(a) 6 – 12 aged child
(b) An adolescent
State reasons for the chosen foods in (iv) above
Adolescents
Rapid growth and body development characterise this age group. Their nutritional needs
are very high and so is their appetite. It is important to insure that the adolescents’ large
appetite is satisfied by balanced foods. As adolescents are going through changes towards
adulthood, their bodies produce hormones which may cause skin disorders and fatness.
These disorders are aggravated by a high intake of fatty foods. More water, fruits and
vegetables, especially in their raw form should be eaten to overcome these disorders.
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Adults/elderly people
This group’s growth will have slowed down or stopped all together by the age of twenty.
So, body building foods should be reduced. Meals for adults should be named according to
the individual’s sex and daily occupation.
Highly active or manual workers
These adults require a lot of energy for their work. Fats and carbohydrates both produce
energy, but fats produce more energy because during the time they are working because
carbohydrates are hard to digest. While one is doing physical work. They need more salt
and water to replace that which is lost through sweat.
Sedentary worker
Sedentary workers do not require as much energy as manual workers, so care must be
taken to make their meals less loaded with carbohydrates. When too much energy foods
is taken and no activity is undertaken, the chances of weight gain are increased.
N.B. Alcohol yields a considerable amount of energy foods such as sweets, chocolates,
crisps and cakes are energy, hence should be taken in moderation.
Old people
Elderly people’s appetite become smaller with age and their body activities are less than
before. Therefore, they need food, their meals should be nutritious and they may require
calcium and vitamin D to replenish the gradual loss.
Vitamin C is also important for general good health and help in absorption.
Iron is required to prevent anaemia, tiredness and weakness.
Invalids and convalescents
Invalids are people who have been weakened through illness or injury. Convalescents are
people recovering from an illness or an operation. Both invalids and convalescents have
specific dietary needs. It is important to follow the doctor’s instructions closely when
looking after a sick person.
Vegetarians
There are two types of vegetarians namely, lacto vegetarian and strict vegetarian (also
known as vegans).
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Why do you think are reasons for becoming a vegetarian?

(a) Suggest a meals for lacto vegetarians
(b) Strict vegetarians
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Unit 3.
HEALTH EDUCATION
LESSON 1. – DISEASES
INTRODUCTION
Would you like to know more about diseases which affect you? Would you like to know
which symptoms are serious and which ones are not? How about the prevention of these
diseases? Iam sure the chapter will help you understand the prevention and treatment of
the diseases under discussion.
This chapter is mainly discussing infectious diseases which are HIV/AIDS and Cervical
Cancer. The other diseases shall be discussed in the next module.
We are all aware that disease never comes without a cause. Many diseases and sicknesses
are the result of wrong habits and of not obeying the laws of health. Some people suffer
because of the careless lives of their parents. But most people suffer because of their
wrong course of action, because they have disregarded the laws of health.
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1. Discuss causes of airborne and waterborne diseases
2. Identify different signs, symptoms and prevention of

various diseases
Objectives 3. Educate your learners, colleagues and the community on

matters of HIV/AIDS and cervical cancer.
Definition:
Defining disease has been a difficult task by various scholars because diseases come in
various ways. Many scholars have tried to define disease but some of their definitions
ended up being criticised by other scholars. However, some alternative definitions to
disease are given below.
1. A disease is an illness or disorder in the body caused by an infection
2. A disease is any harmful change that interferes with the normal appearance,
structure or functioning of the body or any of its parts.
Self-assessed activity.
Having read the definitions above, try to come up with one definition using your own
words.
Now read the following passage and see what it explains about categories of diseases.
Hope you will find it helpful.
When considering how to prevent or treat different sicknesses, it helps to think of
them in two categories. These are infectious and non-infectious.
Infectious diseases are those that spread from one person to another. They are caused
by germs which enter the body through the mouth, skin, nose, eyes etc. Therefore
healthy persons must be protected from people with these sicknesses.
Non-infectious diseases do not spread from person to person. They have other causes.
but they are never caused by germs bacteria, viruses or other living organisms that
attack the body. It is therefore important to know which illnesses are infectious and
which ones are not.
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Now, study the table on non-infectious diseases, below

Within the body Outside the body Lack of nutrients in the
body
Stroke Asthma Malnutrition
Migraines Poison Anaemia
Cancer Snake bite Goitre
Heart attack Cough from smocking or Pellagra, etc...
rheumatism alcoholism
Disease that begin in the Disease born with
mind Birth marks
Anxiety (nervous worry) Epilepsy
Belief in witchcraft Retarded (backwardness
in children)
Other
ACTIVITY
Having gone through the table, add some other examples you think would be suitable.
Now take time to read through the following paragraph
Infectious diseases are caused by bacteria and other micro-organisms that harm the
body. They are spread in many ways, for instance through contaminated air, foods,
water etc.
Below is the chart of important kinds of organisms that cause infectious diseases and
the sickness they cause.
Activity
Try to complete the table below on the prevention of various diseases.
What do you think are the remedies for the mentioned diseases?
organism sickness How the Prevention of

disease spread the disease
(activity)
1. Bacteria (microbes or
Tuberculosis Through air
germs)
(coughing)
Sexual contact
Syphilis
Through air
Pneumonia
(coughing)
Dirty hands,,
diarrhoea water, flies etc
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2. Virus
Colds, flu, Spread if there
(Germs smaller than
measles, is someone
bacteria)
mumps, who has the
chicken pox etc. actual disease.
Touch or
animal bite.
3. fungus
Ring worm, Spread by
athlete’s foot touching or
jock itch. from clothing
4. internal parasites e.g.
In the blood Mosquito bites
mosquitoes, tsetse
flies Sometimes in Faeces to
guts: worms. mouth
Dirt (lack of
cleanliness).
5. External parasites
Lice, fleas, By contact with
e.g. lice, fleas etc.
bedbugs feed infected people
on the host. By or infected
sucking blood. clothes.
Scabies.
i. What do you think are the remedies for the mentioned diseases?
HIV/ AIDS
When we talk about HIV/AIDS, many people become afraid and do not like to discuss
such issues. It is indeed a serious condition, but if we know the facts about it, then we are
better able to prevent it.
Human immunodeficiency virus (HIV)is an infectious agent that cause Acquired
Immunodeficiency Syndrome (AIDS), a disease that leaves a person vulnerable to life-
threatening infections.
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ACTIVITY
ACTIVITY
1. What factors cause the spread of HIV/AIDS in your community, school and in
your home?
2. How has the HIV/AIDS pandemic affected your pupils, fellow teachers and
lecturers – in schools, colleges, universities etc.
3. How have you addresses that?
4. Discuss ways in which HIV is transmitted from one person to another..
Summary
In this unit, you learnt that the cause of a disease is the path way it follows from the onset
to the end. This can vary temporarily, depending largely on the individual and treatment
he or she receives. Disease causing germs can be prevented by washing often with soap
and water.(both our bodies and clothes). Burry all stools or always use proper latrines.
Bury all ponds of stagnant water. Cook foods well and boil all water for drinking.
Finally, try to have an abundance of fresh air and sunshine and keep the surroundings
clean.
FOLLOW-UP ACTIVITY
1. Define disease
2. Which diseases are acute and which ones are chronic?
3. What are the differences between pandemic and epidemic diseases?
Cervical Cancer
Did you know that cervical cancer is a worldwide problem and that about 250 000 women
die to the infection? If your answer is yes, have you thought of going to the hospital for
screening?
Now read through the paragraph below on the causes and risk factors of cervical cancer.
 Cervical cancer begins with viral infection of the human papilloma virus (HPV).
Risk factors include;
 Women who have been sexually active, particularly at early age.
 Those with multiple sexual partners
 Those that are HIV positive
Note that early detection of the infection makes it treatable.
ACTIVITY
1. What do you think would be the signs and symptoms of cervical cancer?
2. What advice would you give to men and women of reproductive age as regards
the fight against cervical cancer infection?
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Unit summary
In this unit you learned that the course of a disease is the
path it follows from onset to end. This can vary

Summary tremendously, depending largely on the individual and the
treatment he or she receives. Diseases causing germs can be
prevented by washing often with soap and water (both our
bodies and clothes); bury all stools or always use a latrine;
bury all ponds of stagnant water; cook foods well, boil all the
water drunk (unless one knows it is perfectly clean; try to
have an abundance of fresh air and sunshine in houses; keep
both houses and outside yards as clean as possible, and use
screens and Mosquito nets.
i) Define disease
ii) Which diseases are endemic in tropical Africa
iii) Cerebral malaria affects children more often than
adults. Discuss this assertion.
27
Unit 4
PREVENTIVE MAINTENANCE SYSTEM

Introduction
The Government of the Republic of Zambia has spent large sums of
money in building new schools, rehabilitating and renovating old
ones. These schools have been built and worked on need to be
maintained in order to prolong their life-span. Once this is done the
government will use its resources in building other developmental
infrastructure other than spending money on the same and one thing.
In this introduction to Preventive Maintenance System (PMS) we shall
discuss the history of Preventive Maintenance System (PMS) and its
organisation.
It is important to have information on the brief history of Preventive
Maintenance in order for us to identify changes that have taken place
in the outlook of our schools, plan for PMS in our schools, the
important of PMS in our schools, and instil a sense of responsibility in
our learners to maintain their school infrastructure very well.
 Explain the concept of Preventive Maintenance in schools.
 Explain the major changes that have taken place in schools in
terms of infrastructure.
 Plan for Preventive Maintenance in schools.
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 Show ability to organise Preventive Maintenance in schools.
 Describe the importance of Preventive Maintenance in Schools.
Instil a sense of being responsible in the learners to maintain their
school infrastructure very well.
Preventive This is the ability to timely take care of
Maintenance : school infrastructure with the view to
prolong its life span.
Physical Facilities: These are pieces of furniture such as
chairs, tables, desks, cupboards etc that
the school has.
Infrastructure : These include school buildings
(classrooms, offices, dormitories, staff
houses etc), sports fields.
29
LESSON 1
HISTORY OF PREVENTIVE MAINTENANCE SYSTEM (PMS) IN ZAMBIA.
Introduction
In this lesson we are going to look at the importance of knowing the history of PMS in
order for us to identify and understand the changes in the outlook of schools in Zambia.
Ac Activity
What was Preventive Maintenance known as before independence?
PMS Before Independence

During schools in Zambia were maintained by the pupils and teachers. At times
parents that were specialised in some skills used to help maintain the schools. So
you will note that the concept of Preventive Maintenance was already in schools.
The only difference is that different names such as manual work, production unit,
station upkeep, general cleaning etc were used instead.
PMS after Independence

At independence the Government took over the responsibility of looking after
schools. Funds were provided by the government to maintain the schools.
Caretakers were employed to supervise work in schools, cooks were employed to
cook for the boarders in schools and General workers were employed to carry out
general cleaning in schools.
The Public Works Department (PWD) was created to take care of repair works in
schools. Any problems concerning plumbing, electrical, building etc were sorted
out by PWD, the Water Affairs Department was responsible for the supply of
water in schools and Mechanical Services Department (MSD) looked after GRZ
vehicles and all other stationary mechanical equipment such as generators, water
30
pumps etc.
After independence and during the economic recession maintenance of schools
became difficult. The government started failing to pay for the services and
maintenance of schools started to decline. The effect of the economic recession was
very bad and this was clearly seen in the way government was failing to carrying
out maintenance in schools and higher learning institutions.
By 1976 things were getting worse, the furniture, the infrastructure and physical
facilities in most schools had deteriorated and were dilapidated making teaching
and learning difficult and ineffective. Even the schools that were rehabilitated by
the World Bank deteriorated.
The situation became so bad that donors such as NORAD came to the aid of
government by helping with funds to enable government and the ministry of
education in particular to organise workshops in which some stake holders were
sensitized on the need to come up with a system to keep furniture and physical
facilities intact in learning institutions in order to prevent further damage to them
What is the current state of your school?
Preventive Maintenance by 1985 and today

In 1985 PMS was born in about 69 secondary schools. Each school was implode to
work out a system of looking after their school furniture and infrastructure to
make teaching and learning conducive. The ministry of education in conjunction
with ZEPIU a world bank funded training department carried out training
sessions to conscientize school administrators and teachers on how best they can
maintain their schools. Schools were encouraged to organise PMS
Nowadays most schools have put in place systems that are working very well, the
31
only fear is whether this will continue, a number of schools are already showing
signs of giving up. This is apparent in the way the school administrations have
started neglecting PMS. If you visit schools today, even the organisation charts of
PMS are missing.
32
Lesson 2
Organisation of Preventive Maintenance Systems
Introduction
In this lesson we are going to discuss organisation of PMS in schools
in Zambian. Identify possible Committees involved in organising PMS
in schools. Suggest the work routine and design a PMS organisation
chart.
 Plan and organise Preventive Maintenance System.
 To design an organisation chart.
Outcomes  identify roles and responsibilities of committees .
 list successes of PMS .
Plan : This is the set up, in this case of PMS
Activity
State the main functions of the Main Preventive Maintenance Committee MPMC
33
Carry out a survey on how PMS is being emphasised in schools in

your zone. In your survey look out for the following;
a) Documentation of PMS (e.g. organisation chart or plan and
record keeping)
b) Existence of the main committee, sub – committees and minor
committees.
c) Time table for PMS
d) Involvement of the school managers, teachers, learners and the
PTA
e) What activities does the school carry out
34
Unit 5
PLANNING DESIGNING AND MAKING.

LESSON 1 - MATERIALS
Introduction
Materials are all over. Look around and observe the make of different things.
How many things are you able to see? Many of them l presume. Look around
your home and your school in particular. What items are there? Which materials
were used to make them? This is your food for thought.
In this chapter, we are going to look at materials of different types. These
materials include metals, glass, plastics, wood, ceramics and many others.
Objectives
By the end of this topic, you should be able to;
i) Identify different materials
ii) Identify different sources of different materials
iii) Demonstrate knowledge about uses of different materials
iv) Identify advantages and disadvantages of different materials.
Let us now look at the various materials used to make different items from our
homes and working places. These materials are Plastics, Glass, Wood, Ceramics
and Metals.
Try to look at the questions below. How would you go about them?
35
Self assessed activity
If you want to buy any material from the shop, what factors do you put
into consideration? For what reasons do you follow these factors? Try to
answer these questions before you proceed.
Let us now discuss these materials one by one.
PLASTICS
All plastics are made from three raw materials, namely; oil, coal and cellulose.
The amounts used and the additions of other ingredients, account for the
differences between the various plastics.
General properties of plastics

i) Generally strong, particularly nylon. Many stretch and some will split.
ii) Good electrical insulators
iii) Do not corrode or decay
iv) Have good resistance to most chemicals
v) Water proof and generally grease proof
vi) Most expand with heat and will eventually melt
vii)Some are very hard and will withstand scratching
viii) Some are good heat insulators
ix) Can be moulded into shapes and made into sheets and films.
x) Relatively cheap to produce in large quantities.
There are two main groups of plastics. These are thermoplastics and thermosetting
plastics.
Thermoplastics --these are plastics which soften on heating, and harden again
when the coo
36
Thermosetting plastics -- these are plastics which are hardened by heat treatment,
and cannot be Softened by further heating.
Activity
Having discussed the two kinds of plastics, you are now expected to give
examples of each group by completing the table below.
GROUP OF PLASTIC EXAMPLES
Thermoplastics
Thermosetting plastics
Plastics will not always remain a perfect item or material to use all the times,
they have problems which may cause dirt or dangers to life.
Take your time to look at these problems.
i) They contribute to pollution. Most plastic items are difficult to dispose off.
They do not rot, and they give off toxic fumes when burned. Some are
biodegradable (breakdown naturally but the process is very slow).
ii) The chemical building blocks of plastics (monomers) and some of the
additives put into plastics (e.g. plasticizers, stabilizers, colourants) may
migrate into foods from plastic packaging. This depends on the
temperature type of food and packaging, for example, fatty foods seem
to attract these substances from cling films. There is evidence that
some of these substances may present a health risk. Because of this,
manufacturers are trying to develop new and safer films. Researchers
have also continued to look for better ways of eradicating the
problems.
iii) Polystyrene containers should never be used in microwave ovens as a
37
toxic substance –styrene would be release
FORMICA AND WARITE

These are laminated plastic surfaces. A laminated substance is one in which
several fine layers of material are bound together to form one strong unit. These
bounded plastics have a very smooth hygienic surface which is easily cleaned.
These are available in a wide range of colours and patterns, and are much used
on kitchen and bathroom fittings and furniture.
GLASS
Glass has a wide variety of uses, both decorative and functional. The raw
material used to make glass is silicon dioxide (silica) which is found in sand
naturally as quartz. Some types of glass also have lime, or metals such as lead
added.
What do you think are the properties of glass? Be informed that some glass may
have both general and special properties. Study the properties given below.
General properties of glass

i) Hard but brittle, and will crack and break under stress
ii) Transparent, so useful for storage
iii) Poor conductor of heat
iv) Good electrical insulator
v) Non-toxic
Glass with special properties

Heat-resistant glass is mainly used for cooking utensils. It withstands heat from
liquids or ovens. Some types can withstand direct heat from a flame or electrical
hot plate, e.g. Pyrex glass.
Toughened glass can withstand quite severe shocks and impacts without
38
breaking, and will only break into small pieces. This kind of glass can be used for
interior glass doors, glass oven doors and chopping boards.
Generally glass may be used to manufacture a lot of items such as glass vases,
ornaments, vacuum flasks, bottles, windows, light bulbs, mirrors and many other
items not mentioned.
Activity
i) Why do you think it is appropriate to choose glass you purchase or
utilize it?
ii) Which type of glass is ideal for
 An elegant dining table
 Kitchen tableware
WOOD
Wood is another important material in the manufacture of items. Most modern
items are made of wood. Modern surfaces in a home, both those of the structure
itself and those of the furniture and other content of the home, are usually
designed to be practical, attractive and easy to maintain. Wood surfaces vary in
texture, but generally speaking, the smoother the surface, the easier it is to clean
and maintain hygiene.
There are two main types of wood, namely hard wood and soft wood.
Hard wood is strong wood which cannot break easily. Good examples are the
teak, sycamore, oak and many others. Hard woods like teak are used for draining
boards, rolling pins, chopping boards and bread bins. Sycamore, a hard white
wood with a fine grain is used in making white wood furniture which is usually
purchased in a natural wood finish and then painted to match the colour scheme
in a home. Beech wood is used for rolling pins, chopping boards and bread bins.
39
Soft wood is not as strong as hard wood, but is still of great importance in the
manufacture of household and other items.
Wood items have different finishes which make them appear different from each
other. Let us now look at these wood finishes
WOOD FINISHES
i) Paint
used as a means of decoration and protection for surfaces inside and
outside the house. It forms a smooth hygienic surface which is easily
cleaned.
ii) Gloss paints

are normally used on wood or metal surfaces such as doors, skirting,
window frames, furniture and fitted cupboards. They have a smooth
glossy finish which is easily cleaned and can be further protected with
furniture cream.
iii) Egg shell finish paints

have a semi-glossy finish and may be used on kitchen and bathroom
walls since they are steam proof and help reduce condensation.
iv) Plastic emulsion paints

are popular for use on walls and ceilings because they can be washed
and dirt marks easily removed with a soapy cloth. These are designed
to withstand steam and condensation. They are suitable for bathrooms
and kitchens.
v) Distempers
are also used on wall surfaces and are cheaper than emulsion paints.
They are not as hard wearing but oil bound distempers are suitable for
40
use in a house and can be lightly sponged when dirt. Water bound
distempers are not suitable for use on walls in a house as they are not
washable and the surface rubs off easily but they are often used on
ceilings. They may be used on the walls of out houses or cellars.
vi) Vanished surfaces

Vanish is a clean hard substance, but hardens with age and then chips
in easily and discolours. It is not easily washable since heat dulls and
distorts the surface.
Activity
Wood can warp, roughen and discolour if not properly looked after.
i) State ways of caring for wood
ii) What are the general properties of wood?
CERAMICS
This includes china and pottery. These have been used in home for many years,
especially in food preparation.
General properties of ceramics

-Resistance to most chemicals
-Can withstand very high temperatures but may crack if subjected to sudden
extreme temperatures -Poor conductors of heat
-They are washable
-They can be formed in variety of shapes
Uses of ceramics
-Crockery- plates, cups, jugs, etc.
-Serving dishes
-Clay bricks for roasting
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-Tiles
METALS
Metals found in a home are useful. They may be used as ornaments. There are
many types of metals. Their cost and usage depend on how common they are in
the earth and how easily they can be extracted
Activity
i) Name different kinds of metals that exist on earth
ii) Out of the list mentioned in (i), which metals are the most expensive
ones? Give reasons for your answers.
General properties of metals
Metals can be made into different shapes to make various articles. They are very
good conductors of electricity. Other metals are very strong while others are very
good conductors of heat. They can be sharpened to produce a sharp cutting edge.
Steel and stainless steel

There are many types of steel, and they are all alloys. An alloy is a mixture of
metals. Therefore, steel as an alloy is a mixture of iron and carbon, and other
metals such as silicon, tungsten, or nickel. The different types have special
properties to fit them for particular uses.
Stainless steel is composed of 0.3% carbon, 18% chromium, 8% nickel, and 73.7%
iron. It resists stains and corrosion because it has a protective layer of chromium
oxide on the surface of the steel.
42
Activity
i) State the uses of steel and stainless steel
ii) Stainless steel is used a great deal within homes. What do you think
are the advantages of stainless steel?
iii) What is the difference between steel and stainless steel?
COPPER
Copper is an attractive red-gold metal, which acquires a soft gleam through
polishing. In moist air, it usually tarnishes, and requires regular cleaning. If
neglected, copper becomes coated with a greenish substance called verdigrises’.
Copper is used to make good quality sauce pans since it is a very good conductor
of heat. Copper sauce pans are lined inside with stainless steel or coated with tin,
since copper must not come into contact with food.
ALUMINIUM
Aluminium is a light weight, light coloured metal which is hard wearing and
needs no polishing. It is used for sauce pans, cutlery, baking tins and other
kitchen equipment. The price of aluminium articles varies according to the
thickness and quality of the metal itself.
CAST IRON
This is a very heavy metal and is usually coated with enamel to prevent rusting.
It is used for making casseroles and pans.
BRASS
This is an alloy or a mixture of copper and zinc. It varies in colour from pale
yellow to deep gold according to the proportion of each metal used. It takes a
high polish but needs regular cleaning as it will tarnish easily unless lacquered
43
for protection.
SUMMARY
Materials are an important resource in every home. Various materials add
elegance and beauty to every house hold, for instance, wood for nice furniture
and ornaments; metal for ornaments and utensils and other equipment; glass for
tableware and kitchen ware; plastic for kitchen ware and other insulation
purposes, etc.
Follow up activity
1. Name various types of materials
2. Discuss the different types of wood finishes
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LESSON 2
FABRICS
Introduction
In this chapter, you will learn about fabrics and where they come from and how
they are made.
Fabrics are materials we use to make our garments. And these are made from
different fibres of different materials. They are well treated and finished in
different ways to improve their qualities, characteristics and appearance.
Now, reflect on what people in the olden days used to wear. Were these Morden
clothes available to them? Try to read the scriptures in the Book of Genesis 3:7
.What does the scripture show as the first clothing for humans in the world?
When you dig deeper into history, you discover that the following materials
were used to make garments-animal skins, tree barks, grass and tree leaves. The
Bible puts it clear that tree leaves were used by Adam and Eve after they had
sinned in the Garden of Eden. Elsewhere, some people used animal skins to
make crude clothing. These materials were used raw and untreated.
Today, there are many more clothing materials and modern inventions have
made it easier to manufacture and produce different items of clothing.
Objectives
At the end of this unit, you should be able to demonstrate;
i) Knowledge and understanding of sources of fibre and fabrics which are
used for clothing
ii) an ability to describe sources of fibres and fabrics
iii) an ability to identify fibres
45
iv) an ability to understand and explain terminologies associated with fibres.
HOW FABRICS ARE MADE

If you look carefully at most fabrics, you will see that they are made up of
thousands and thousands of tiny threads. In each thread, there are several fibres.
Most fabrics are made by spinning fibres into thread or yarn. This is then either
knitted woven or bonded on a loom to produce cloth.
This simply means all fabrics begin from fibre, when two fibres are twisted, they
form a yarn .Then the yarn is joined together either by bonding, knitting or
weaving to produce a fabric .The whole process is illustrated below.
Fibre…………twisted………………Yarn………woven/bonded/knitted……………………fabric
Fibres are made into yarns and yarns into fabrics, and all fabrics are made by
weaving, knitting or bonding the yarns together, yarns are threads.
As we discuss these fibres, you will meet a lot of terminologies which needs your
understanding. Let us try to go through them one by one.
1. Fibres are the basic materials that make up yarns. They can also be
defined as minute hair-like substances used to make yarn or thread when
twisted together with another one.
2. Yarn is a long textile strand made up of staple fibres or filaments
used to weave or neat a
Fabric. A yarn is a product of two or more single fibres twisted together.
These yarns can either be staple or continuous filament yarns.
Let us now get the meaning of these two terminologies.
a) Staple yarn is made of short fibres which have been twisted
together after being drawn out and combed.
46
b) Continuous filament yarn is made from one or several filaments
which are twisted together.
Some yarns are loosely while others are tightly twisted. Like the two
pictures below.
Identification of fibres or fabrics made of staple yarn. You hold the fibre or
material over the finger at eye level. If there are tiny hair-like fibres sticking up
from the surface on either sides, then the fibre or fabric has been made of staple
fibres. Take time to try this experiment and see what you can observe. Collect as
many samples as possible to carry out this small exercise.
3. Ply yarns
The word ‘ply’ denotes the yarns that are twisted together to give more strength
e.g.
 One ply a single yarn
47
 Two ply 2 denotes a number of singles twisted together to form
a folded yarn.
 Cable yarn two folded yarns twisted together.
 Blended yarn two or more different kinds of fibres spun together to
make one yarn, Cotton and wool fibres spun together.
Activity
State reasons why blending different yarns is an ideal method of making modern fabrics.
Give three other examples of blended fabrics.
3. Bonded cloth One sheet or web of fibres is treated with a bonding agent,
adhesive resin or Heated rollers which spray the resin to hold the fibres.
4. Woven cloth
Selvedge
Raw edge
Woven cloth this is made up of two sets of threads, namely;
 The lengthwise threads (also called the warp threads or selvedge).
 The crosswise threads (also called the weft threads).
When weaving on a loom, the strongest (warp) threads are stretched lengthwise
on rollers and the wefts are woven in and out through them.
5. Selvedge to strengthen the
6. lengthwise edges of the fabric when weaving, and to prevent
48
fraying, the threads at the edge are packed tightly together. This closely
woven edge is known as the selvedge.
7. Straight grain In clothes, the lengthwise threads should run down the
garment, e.g. from shoulder to hem, rather than across. This is because
they are stronger and less likely to stretch. When cutting out a pattern,
make sure that the pieces are laid accurately, so that the lengthwise
threads or straight grain runs down the garment. If not, it may hang badly
and quickly lose its shape. On areas where there is strain, e.g. belts and
waist bands, the lengthwise grain runs across
the garment.
8. Knitted cloth
Knitted cloth these are formed from loops of threads which are linked into one
another by hand or on a knitting machine e.g. jersey, crimpling and sweaters
Activity
Carry out an experiment on identifying the make of three different fabrics. Take
small samples of different fabrics. Put them under a magnifying glass or hand
lens and view them carefully. Explain what you observe.
FIBRES
You have probably seen thread and fabric for sale in shops. People buy these
items to make clothes and household items. In the following chapters , we are
going to look at where these fibres and fabrics come from. There are different
49
types of fibres that are used to make fabrics.
Fibres used in Needlework are classified, according to their sources into two as
follows;
Natural fibres
These may further be divided into two as Natural vegetable fibres and
Natural animal fibres.
a) Natural vegetable fibres.
These are taken from part of a plant, e.g. cotton fibres from the boll of
cotton plants and linen fibres from the stalks of flax plants. Good
examples of Natural vegetable fibres are cotton and linen.
b) Natural animal fibres These are obtained from the coats of animals. They
are of animal origin e.g. wool from the fleece of sheep; silk from the
secretion of silk worms. Good examples Natural animal fibres are wool
and silk.
Wool- wool is mainly obtained from sheep. It may also be obtained from the coats
of camels, goats and rabbits. Wool is shorn once in a year. Some varieties of
sheep are shorn twice a year to give what is called fleece or clip wool. The wool
produced from the slaughtered pelts of sheep is called slipe wool and is not as
good as clip wool. The finest wool is produced by the merino breed.
The wool producing countries are Australia, New Zealand, South Africa, USSR,
parts of Europe, and Argentina.
SILK - Silk comes from the cocoon of a silk worm. The worm secretes long threads
from its head which are gummed together. The thread is strong and is used to
manufacture lustrous fabrics. Silk differs from wool because it is a long,
50
continuous filament. It was originally used by the queens of the Chinese royal
palaces, but it is now spread to other countries especially in Europe. Look at the
pictures below.
. The silk worm has just emerged from the

Silk worm The cocoon. The silk worm has cocoon
emerged into a chrysalis
Cotton- Cotton comes from the boll of cotton plant. It is planted in rainy season
and when it begins to mature, it produces yellowish and pink flowers which later
produce a green cotton boll. When the plant now matures, the boll bursts and
produces a white mesh which harvested for further processing. Many of the
countries that lie within the tropics produce cotton
Linen- Linen comes from the stalk or stem of the

Flax plant. Fibres are derived from the fibrous
. tissues of the stalk or stem of the plant.
51
Activity - Test yourself
Collect a range of fabric scraps. Study them carefully and try to identify the
source of the fibre in each fabric. Use the scraps to prepare a classification table
to be used for teaching purposes.
Note that Natural fibres have to be collected, sorted and cleaned. After various
processes they are spun or twisted together to make the yarn which is used in making
fabric. Processes involved will be talked about in the next module.
Man-made fibres
Let us now look at the fibres that entirely made by people. People here use plant
materials and mix them with chemicals to produce fabrics. This simply means
the fibres are produced entirely by the chemical treatment of certain raw
materials among them being wood-pulp, cotton linters, petroleum extracts, by-
products of coal and casein. In other words, these man-made fibres can be made
from vegetable, animal or mineral sources.
a) Regenerated cellulose fibres
This is where the liquid for spinning is made from a vegetable source, e.g. wood-
pulp and cotton linters. Fibres produced in this manner are Rayon or viscose,
acetate and triacetate.
b) Synthetic fibres
This is where the substances are entirely man- made from mineral sources.
Different chemicals and methods are used to make these fibres and because of
this, the fibres are again sub divided into groups according to the chemical
substance and the method used in their preparation. Good examples are :
i) Polymide fibres to make Nylon, Celon, Bri-nylon and Enkalon
ii) Polyester fibres to make Terylene, Crimplene, Trevila and Lirelle
iii) Acrylic fibres to make Acrilan, Courtelle, Orlon and Dralon
52
iv) Elastomeric/Polyurethane fibres to make Lycra and Spanzelle
The substances used to make man-made fibres (regenerated cellulose and synthetic
fibres) are treated chemically so that they become liquids which can be forced at high
pressure through tiny tubes in a spinneret to form fine filaments. These filaments are
solidified in various ways according to the substances being used. They may be
coagulated by passing them through a bath of acid, or passed through a hot air chamber
to drive off solvents which have been used in the preparation of the liquid or spun into
cold air so that the filaments solidify as they cool. After this, the filaments are twisted
together and stretched to give them strength and elasticity. The thickness of the yarn
produced depends on the size of the holes in a spinneret and the number of filaments
twisted together.The thickness of the yarn is known as the denier of the yarn. A low
denier indicates a light weight fine yarn, e.g. 15 denier tights are made of a finer yarn
than 30 denier tights. Colour is added either by adding dye to the spinning solution
(spun dyed) or by dyeing the yarn after spinning.
There are natural and human made fibres. These are processed in different
ways to produce the fabrics we use to make clothing and furniture.
Fabrics will still be continued in the next module.
53
LESSON 3 - LAUNDRY MATERIALS

Introduction.
I am pretty sure you have done laundry before. What materials do you use when
carrying out your laundry work? For various reasons, most of us wash and iron
many of our clothes at home and we may continue to do so for a long time to
come. To be well groomed, we use various detergents and water softeners to give
freshness and beauty to our clothes. We feel we must be well dressed, and we
can not be well dressed if our garments are not well laundered.
In this chapter, we will learn about various laundry materials which can make
our laundry work simple.
Objectives
By the end of this topic, you should be able to demonstrate the;
i) ability to identify different types of water used in laundry
ii) ability to carry out laundry work according to procedure
iii) explain the properties of soap
iv) explain the removal of permanent hardness for laundry water
v) ability to identify various laundry detergents
Let us now look at laundry materials in detail;
Water
Water is essential to life, but has also many domestic uses. It is necessary for
laundry work, although not all work is suitable. The composition of water
depends upon its source. We obtain water from rivers , lakes , springs , wells ,
taps and rainfall. Its goodness depends upon;
a) purity
b) texture – whether it is soft or hard.
There are two types of water

1) soft water
2) hard water
SOFT WATER
a) It has weak acid in very small amounts
b) It leathers easily with relatively amount of soap
c)It does not form scale or fur when heated
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d)It is not harmful to the hands

e) It contains carbonic which have powder to dissolve certain metals like lead
from iron and so cause corrosion
HARD WATER
a)It does not leather easily
b)It leaves white marks on the skin
c)It contains substances like calcium, magnesium, bicarbonate, sulphates and
chlorides.
There are two types of hardness in water. Hardness caused by magnesium or

calcium bicarbonate is termed temporary or alkaline hardness. This can be
removed using the following methods;
REMOVAL OF TEMPORARY HARDNESS
1. Boiling; when this is done the bicarbonate are converted to carbonates which
are not soluble and a deposit is formed.
Much of the fur in the kettle consists of calcium of magnesium carbonates,
deposited by the break down of the bicarbonates or temporary hardness. Look at
the reaction below and see how calcium bicarbonate breaks down.
Ca CHCO3)2 + Heat = CaCO3 + CO2 + H2O

Calcium +Heat =Calcium + Carbon+ water
Bicarbonate carbonate dioxide (steam)
The carbon dioxide is driven off in the steam
2. Addition of soda; This is an alkali which combines with the calcium

bicarbonate and again calcium carbonate is deposited. The sodium bicarbonate
which is left soluble and does not contribute towards hardness. See the reaction
below;
Ca(HCO3)2+Na 2Co3 = CaCo3 + 2NaHCo3
Calcium soda = calcium + sodium
bicarbonate (sodium carbonate)
This is very slow in cold water but speeds up as the water becomes increasingly
hot.
55
3. Addition of sodium sesquicarbonate;

This product is a mixture of sodium carbonate and sodium bicarbonate. It is a
mild alkali and it is safe to use in most fabrics.
4.Calgon; is a water softening agent that combines readily with water containing
calcium and magnesium and this can be used safely on all fabrics.
5. Water softening plant; this is a special material found in the soil in certain
parts of the world. This method of softening is called base or ion exchange
softening. The sodium ion of the resin is replaced by calcium ion in the removal
of hardness.
REMOVAL OF PERMANENT HARDNESS

This form of hardness is due to presence of sulphates and chlorides of calcium
and magnesium and they can not be removed by boiling, permanent hardness is
removed as follows;
1. Addition of soda or sodium sesquicarbonate. As in the case temporary

hardness, the reaction is slow to occur when water is cold, but this speed up as
temperature rises.
CaSO4 + Ma2 Co3 = CaCo3 + Na2 So4

calcium soda = calcium + sodium sulphate carbonate sulphate
The sodium sulphate is soluble in water and it is harmless. The calcium

carbonate is deposited.
2.Addition of calgon;a similar chemical reaction occurs as before with temporary

hardness. Calcium salts are put out of action and the water is softened.
3.Use of water softening plant; As a case with temporary hardness a similar

reaction occurs with calcium compound which cause permanent hardness and
they are removed in the same way.
Soap
There are a variety of washing product for laundry work, some are based on
soap others on synthetic or chemicals. Basically speaking soap is a detergent, for
a detergent is a cleaning agent, pure soap is the original detergent. Although we
talk about detergent we generally mean synthetic substance other than soap,
56
soap is made from animal fat or vegetable oils mixed with a strong alkali like
caustic soda water and salt. It is available in cake liquid powder or flake form. Its
texture varies according to the fats or oils from which it is made.
Soapless detergents
Soapless detergents are also called synthetic soap. These include liquid and
powder cleaners and washing products with soap base. These are used to clean
heavily soiled articles well. They contain builders such as phosphate sodium
carbonate, sodium sulphate. sodium silicate foam stabilizers enzymes perfume
colouring and fluorescents soapless detergents lather well even.in hard water,
they have an excellent cleansing properties and leave no scum, some are made
for cold water washing thus saving time and money.
.Disinfectants; these are used to kill bacteria on bed and table linen especially
when there is an illness in the home or to give a pleasant fresh smell to laundry.
In order to kill germs it is important to use the correct concentration, so unless
there is a whole lot of linen to disinfect, it is economical to carry out the process
in a bucket.
Stiffening agents;
Stiffening agents are used in laundry work to restore natural stiffness to
materials which are lost during several washes. They are also used to give
additional to materials when necessary. They make ironing easier and lift dirty
from under the surface of fabrics some common stiffening agents are starch
borax, plastic starch.
Blue
This is used in the last rinsing water for white cotton linen silk and wollens
fibres. It can also be used for dark colours like grey, navy and black. Bleached
articles or those exposed to sunlight loose their whiteness. Blue is used to
counteract this yellowness. Articles should be thoroughly rinsed to remove all
traces of soap before rinsing in blue water, use the correct strength of blue.
Fabric softeners
These are special products designed to be used in the last rinsing water to soften
the fabrics and to give them a better handle. At this point it is important to
consider one particular fact. Great care must be taken to rinse all washing
powder out before the fabric softener is used.
57
In this unit you learned that Laundry involves sorting, out, mending,
washing, ironing, airing, packing and the storage of articles. For
laundry to be carried out smoothly, basic understanding of materials
used and processes involved to use them is necessary.
You have studied the basic rules of laundry, and the use of various
materials to launder various articles. I hope you have enjoyed the
study. Now, test yourself by doing the following activity.
58
LESSON 4
GRAPHIC PRESENTATION
Introduction
Many problems that the world faces today are a result of failure to understand each
other. This is so because it very difficult to have intercommunications with the infinity
number of languages and dialects. Even though there has been no language of words
and sentences that the whole world would use to communicate there has actually been a
universal language in use for a long time and this is the graphic language. Yes ancient
people used grunts and other elementary sounds to communicate orally but to record
ideas pictures were used. Today special materials and drawing instruments are used to
present ideas in graphics known as Technical Drawing. Technical Drawing as an
universal language is governed by rules regarding methods of drawing and symbols
used. These symbols and rules are laid down in ISO (International Standards Organisation)
standards and BS (British Standards) is one of them.
Objectives;
1. Identify technical drawing equipment (drawing paper, drawing instruments and
drawing
pencils),
1. draw drawing sheet layout,
2. to draw different types of lines,
3. acquire knowledge and skill of producing two dimension drawings - plane geometry,
4. acquire knowledge and skill of producing three dimension drawings - solid geometry,
5. acquire knowledge and skill of producing drawings in orthographic projection.
DRAWING EQUIPMENT
1. Drawing paper.
Drawing paper is specified in 'A' size series and ranges from AO to A5. The
following are the specific measurements of the drawing papers in millimetres
59
(mm). You will note that getting the other sizes from
AO is done by dividing the length by 2.
A0 = 841mm x 1189mm = 1 square metre
A1 = 841 mm x 594 mm
A2 = 594 mm x 420 mm
A3 = 420 mm x 297 mm
A4 = 297 mm x 210 mm
A5 = 210 mm x 148 mm
Source: TD with Drawing Design – A. Yarwood
The figure shows:

The drawing board, ‘T’ Square and two (2) sets squares.
1. What are the uses of the shown instruments?
2. What type materials are used to make these instruments?
60
1. Drawing Instruments
You need the following minimum instruments in order to produce good quality
drawings, drawing board, tee square and two set squares. Others are; 300mm
rule, protractor, 150mm compass, 150mm dividers and a spring bow compass.
Include drawings of instruments.
2. Drawing Pencils.
Drawing pencils can be bought in nine grades of hardness ranging from H to H9
and six grades of blackness ranging from B to B6. The full range of drawing
pencils is B6, B5, B4, B3, B2, B, HB, H, H2, H3, H4, H5, H6, H7, H8, and H9. Out
of this range of drawing pencils, 2H and 3H are advisable for drawing with
instruments and HB for freehand drawing such as lettering. An example of how
draughtsmen like to sharpen pencils.
61
2H is sharpened like a chisel and HB to a round point. However, it is easier in

maintaining sharpness of a round point pencil by rotating the pencil as you draw
lines: Sheet layout.
You can make a sheet layout in either portrait or landscape.

The sheet layout consists of a border line and title block. The recommended
measurement of the edges of the drawing paper to the border line is 10mm.
Measurements for the title block vary. An example of the title block is shown
below.
62

4. Types of Lettering.
Lettering should be simple and neat. Two types of lettering are Vertical and slant
Vertical type of lettering is shown to. Try reproducing the same letters and
numbers using slant lettering.
Note: you will note that as beginner is quit challenging to print the letters and
numbers. With Constance practice you will develop your printing skill.
Lines:-
1. What is a point?
2. What is a line?
3. What is a straight line?
4. What is a horizontal line?
5. What is a vertical line?
63
Lines are the letters and words of Technical Drawing. To get to know the
meaning of any drawing you need to be very conversant of the meaning
of lines. Above are some of the lines and their meanings. To understand
lines better there is need to define a line first.
In the next module we shall continue discussing lines and related constructions.
64

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KITWE COLLEGE OF

PRIMARY TEACHERS’ DIPLOMA

TECHNOLOGY STUDY AREA

Language Editor/s: …………………………….

Consultant: ……………………………………… Mrs Stella Kasase

© Kitwe College of Education 2010

Getting around this Primary Teachers’ Diploma 6

Margin icons ................................................................................................................... 6

PRIMARY TEACHERS’ DIPLOMA,

How this Primary Teachers’ Diploma is structured

contained in the course overview will help you determine:

 If the course is suitable for you.

 What you will already need to know.

 What you can expect from the course.

The overview also provides guidance on:

 Where to get help.

 Course assignments and assessments.

The course content

 An introduction to the unit content.

 Core content of the unit with a variety of learning activities.

 Assignments and/or assessments, as applicable.

might include comments on:

 Course content and structure.

 Course reading materials and resources.

 Course support (assigned tutors, technical help, etc.)

requisites for the world of work.

Primary Teachers’ Diploma, Technology Studies Module1

learner, the school, the community and the nation at large.

 Demonstrate a secure knowledge and understanding of the

relevant course content.

 Demonstrate craft and technical skills in making artefacts’

and systems found in their environment.

 Develop skills of manipulation, co-ordination, correlation,

imagination, observation and self expression.

 Demonstrate Entrepreneurship skills.

 Select learning objectives, content and teaching methods

appropriate to the content taught, the age, ability attainment

and prior learning of the pupils.

 Use resources effectively to improve pupils learning.

 Promote equal access to technology studies.

 Demonstrate knowledge of care, maintenance regardless of

 Demonstrate sound knowledge on safe styles in relation

 Assess and evaluate learners’ performance through variance

The duration of the course is three (3) years.

At the end of each term you will be required to come for a

contact/residential session for 10 days. You will be expected

 4 hours of contact per week.

 2 hour tutorials per week.

You are also advised to spend at least 10 hours of self-study

give you a total of 1, 170 hours of self-study time.

Getting around this Primary Teachers’

the icons and their meaning before starting your study.

Activity Assessment Outcomes

Terminology Study skills Summary

GRZ – Government of the Republic of Zambia

HBVP – High Biological Value Proteins

LBVP - Low Biological Value Proteins

MOE – Ministry of Education

MOH – Ministry of Health

MSD – Mechanical Services Department

PMS – Preventive Maintenance System

PWD – Public Works Department

SHN – School Health and Nutrition