Syllabus For Mechanical Engineering Form I-IV

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
TANZANIA INSTITUTE OF EDUCATION
MECHANICAL ENGINEERING SYLLABUS FOR

TECHNICAL SECONDARY SCHOOLS
FORM I - IV
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© Tanzania Institute of Education, 2019
Published 2019
ISBN: 978-9976-61-774-0
Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam
Tanzania.
Tel: + 255 22-2773005/ + 255 22 277 1358

Fax: +255 -22 277 4420
E-mail: director.general@tie.go.tz
Website: www.tie.go.tz
This document should be cited as: Tanzania Institute of Education. (2019). Mechanical Engineering Syllabus for Secondary
Schools. Dar es Salaam: Tanzania Institute of Education.
All rights reserved. This syllabus may not be reproduced, stored in retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the Tanzania Institute of
Education.
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DECLARATION
The Mechanical Engineering Syllabus is approved for use in Technical Secondary Schools in Tanzania.
Approved by ...................................
Signature .........................................
Date ______ / ______ / 2019
Ag. Commissioner for Education,

Ministry of Education, Science and Technology,
P.O. Box 10,
Dodoma.
Tel. +255 222 110150

+ 255 222 110179
+255 222 110146
Fax: +255 222 113271
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TABLE OF CONTENTS
1.0 Introduction ............................................................................................................................................................ v

2.0 Objectives of Education in Tanzania ...................................................................................................................... v
3.0 Objectives of Secondary Education in Tanzania .................................................................................................... vi
4.0 Competencies of the Subject................................................................................................................................... vi
5.0 Objectives of the Subject........................................................................................................................................ vii
6.0 Structure and Organisation of the Syllabus .......................................................................................................... vii
6.1 Class level competencies ............................................................................................................................ viii
6.2 Class level objectives ................................................................................................................................. viii
6.3 Topics/subtopics ........................................................................................................................................ viii
6.4 Specific objectives ...................................................................................................................................... viii
6.5 Teaching and learning strategies ................................................................................................................ ix
6.6 Teaching and learning resources ................................................................................................................ ix
6.7 Assessment ................................................................................................................................................. ix
6.8 Number of periods ...................................................................................................................................... ix
Mechanical Engineering: Form I ....................................................................................................................................... 1
Mechanical Engineering: Form II ..................................................................................................................................... 19
Automotive Engineering: Form III ................................................................................................................................... 37
Automotive Engineering: Form IV ................................................................................................................................... 84
Manufacturing Engineering: Form III ............................................................................................................................... 131
Manufacturing Engineering: Form IV ............................................................................................................................... 181
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1.0 Introduction
This Mechanical Engineering Syllabus is a revised version of 1993 syllabus. Although, some of the subject contents of the
phased out syllabus have been retained, changes have been effected in the arrangement of topics and sub topics, addition
of new topics and removal of irrelevant and outdated contents. The revised version has taken into consideration the current
social, political, economic, global and technological development as well as emerging cross-cutting issues.
This revised syllabus observed a paradigm shift from content based to competencies based pedagogy to give room for
the learners to build skills and competencies in Mechanical Engineering. It encourages the constructivist approaches to
teaching and learning where the learner participates actively in the construction of knowledge, skills and attitude.
The Syllabus covers diversity of topics to be covered in four years of secondary education, i.e. from Form One to Form
Four in Tanzania. Mechanical Engineering syllabus contains Automotive Engineering and Manufacturing Engineering
contents. All students shall learn Mechanical Engineering topics in Form One and Two and opt for either Automotive
Engineering or Manufacturing Engineering field in Form Three.
2.0 Objectives of Education in Tanzania

Objectives of Mechanical Engineering Syllabus reflect the general objectives of education in Tanzania, which are to:
a) guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human
resources and effective utilization of those resources in bringing about individual and national development;
b) promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and
other forms of knowledge, skills and attitudes towards the development and improvement of the condition of man and
society;
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d) develop and promote self-confidence and inquiring mind, understanding and respect for human dignity and human
rights and readiness to work hard for personal self-advancement and national development;
e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other
skills needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the national constitution as well as the protecting
human and civil rights, obligations and responsibilities; and
g) promote love for work, self and wage employment and improved performance in the production and service sectors.
3.0 Objectives of Secondary Education in Tanzania

Objectives of Mechanical Engineering Syllabus reflects the objectives of secondary education, which are to:
a) consolidate, broaden and develop a deeper understanding of the ideas and concepts acquired at the primary level;
b) enhance and further develop an appreciation for cultural values including national unity, identity, democracy, ethics,
personal integrity, readiness to work, human rights, customs, traditions, civic responsibilities and obligations;
c) develop linguistic ability and effective use of communication skills in Kiswahili, English, and at least one foreign
language;
d) develop readiness for tertiary and higher education, vocational, technical and professional training;
e) inculcate a sense and ability for self-study, self-confidence and self advancement in new frontiers of science and
technology, academic and occupational knowledge and skills; and
f) develop readiness to join the world of work.
4.0 General Competencies

By the end of the four years course, the student should demonstrate competencies in:
a) providing the needed skills and labour for improved performance in industry and other economic and social service
sector;
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b) Applying technical drawing knowledge and skills in preparing Mechanical Engineering drawings,
c) maintaining mechanical and automotive engineering systems and machines;
d) providing technical services to various mechanical and automotive industries;
e) exploring socio-economic factors as considerations in own subject, career and study choices; and
f) applying Computer Aided Design (CAD) knowledge and skills in mechanical engineering.
5.0 General Objectives

By the end of the four years course, the student should be able to:
a) test the performance of mechanical engineering systems using appropriate testing tools;
b) run mechanical engineering systems according to rules and procedures laid down;
c) service and fix mechanical and automotive engineering systems;
d) explore socio-economic factors as considerations in own subject, career and study choices;
e) use various engineering materials in Manufacturing Engineering works;
f) use machine tools and equipment to Manufacturing and Automotive Engineering industries;
g) use technical drawing knowledge and skills in Manufacturing and Automotive Engineering drawings; and
h) use various computer applications knowledge and skills in Mechanical Engineering drawings.
6.0 Structure and Organisation of the Syllabus Content

This syllabus has two parts. The first part comprises class level competencies and class level objectives. The second part
is the syllabus content and presented in the table. It includes; topic, sub-topic specific objectives to be achieved, teaching
and learning strategies, teaching and learning resources, assessment criteria/tools and number of period.
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6.1 Class level competencies
Class level competencies are general competencies intended to be achieved within the class level or within
each year of study. Class level competencies reflect the skills, knowledge and attitudes which the learner should
demonstrate within that level of study. However, these competencies are not discrete but rather continuous. It is
possible that a particular competency may require more than one year to be developed.
6.2 Class level objectives

The class level objectives are objectives intended to be achieved within a class level. These are specific instructional
objectives at a particular class level. The class level objectives in this syllabus are stated in general terms and they
have been derived from the competencies. For each competencies intended to be achieved, one or more objectives
have been stated in order to achieve it.
6.3 Topics/sub-topics
This part describe the matter dealt within a subject. The major topics in this syllabus have been derived from
the class level competencies and objectives. Every major topic has been divided into several sub-topics. Each
sub-topic comprises of a portion of the content of the topic in question. The sub-topics have also been arranged to
attain a logical order and facilitate learning process. The horizontal treatment of this syllabus is controlled by the
sub-topics. This means that for every sub-topic, there are teaching and learning strategies; teaching and learning
resources, assessment strategies and the estimated number of periods.
6.4 Specific objectives

This includes statements that describe results in terms of knowledge, attitude, skills aspiration and behaviour that a
student is expected to achieve and perform after attaining the programme. They also reflect the process of attaining
the specified competencies within the cognitive, affective and psychomotor domains.
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6.5 Teaching and learning strategies
Teaching/learning strategies indicate what the teacher and the students are expected to be doing in the process of
teaching and learning. The teaching/learning strategies in this syllabus are simply suggestive, i.e. not exhaustive.
The teacher is free to use them or design his/ her own strategies. The teacher is expected to work as a facilitator
for supporting the students to learn. Participatory and cooperative learning based activities are encouraged for the
students to work in groups and participate in learning processes effectively.
6.6 Teaching and learning resources
In the teaching and learning of this syllabus, many resources will be needed. In case the commercial materials
needed are not available, the teacher and students should work together to collect or improvise alternative resources
available in the school environment.
6.7 Assessment
The suggested assessment strategies in this syllabus are based on the specific instructional objectives. The
formative and summative assessment approaches should be geared towards mastering all the competencies and
skills developed within the course. Instrument of assessment should ensure that all the levels of cognitive, affective
and psychomotor domains are observed.
6.8 Number of periods
The number of periods has been allocated per sub-topic. Topics with relatively wider content will need more time
than others.
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MECHANICAL ENGINEERING
FORM I
CLASS LEVEL COMPETENCIES

By the end of Form I, the student should have ability to:
a) explore socio-economic factors as considerations in own subject, career and study choices;
b) explore ranges of mechanical skills and apply them in mechanical engineering fields;
c) apply safety management skills in maintaining and serving mechanical engineering system and workshops;
d) use effectively different types of hand tools and machine tool and;
e) draw and read geometrical figures.
CLASS LEVEL OBJECTIVES

By the end of Form I, the student should be able to:
a) identify engineering jobs according to economic sectors and work settings;
b) explain the duties and importance of mechanical engineer in a society;
c) identify and differentiate mechanical engineering workshops as related to other workshops;
d) explain and apply safety management’s rules and procedures in mechanical engineering;
e) use workshop tools, equipment and materials in mechanical engineering workshop; and
f) use engineering drawing knowledge in mechanical engineering
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TEACHING TEACHING
SPECIFIC NO. OF
TOPIC SUB-TOPICS AND LEARNING AND LEARNING ASSESSMENT
OBJECTIVES PERIODS
STRATEGIES RESOURCES
1.0 INTRODUCTION 1.1 Basic Terms The student should i) The teacher to use questions to • Chalkboard 1. Is the student 2
TO SCIENCE, used in be able to: guide students to: • Manila sheet able to define
ENGINEERING Mechanical a) Define the • Multimedia the term
–– Define the term science,
Engineering term Science, projector science,
AND technology and engineering.
Technology • Poster with technology and
TECHNOLOGY and –– Define the term mechanical different engineering?
Engineering. engineering. examples 2. Is the student
of science, able to define
b) Define the term ii) The teacher to arrange students
engineering and the term
Mechanical in groups and guide them to
technological mechanical
Engineering. distinguish the term science,
works engineering?
technology, engineering and
c) Distinguish the
mechanical engineering. 3. Is the student
term Science,
able to
Technology, iii) Students to present their
distinguish the
Engineering responses for sharing and
term science,
and discussion.
technology,
Mechanical
iv) The teacher should give engineering
engineering.
feedback and use students’ and
responses as feedback to support mechanical
students in performing the tasks engineering?
given in part (i) and (ii).
1.2 Relationship The student i) The teacher to arrange students • Chalkboard 1. Is the student 1
between should be able in groups and guide them to: • Manila sheet able to identify
Science, to: –– Identify the relationship • Multimedia the relationship
Engineering a) Identify the between science, and projector between
and relationship technology. science, and
Technology between –– Identify the relationship technology?
Science, and between science, and
Technology. engineering.
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TEACHING
SPECIFIC TEACHING AND LEARNING NO. OF
TOPIC SUB-TOPICS AND LEARNING ASSESSMENT
OBJECTIVES STRATEGIES PERIODS
RESOURCES
b) Identify the –– Explain the relationship • Poster with 2. Can the student
relationship between Science, Technology, different identify the
between Engineering and Mechanical examples relationship
Science, and engineering. of science, between
engineering. engineering and science, and
ii) Students to present their
technological engineering?
c) Explain the responses for sharing and
works 3. Can the student
relationship discussion.
explain the
between
iii) The teacher should give relationship
Science,
feedback and use students’ between
Technology,
responses as feedback to support science,
Engineering
students in performing the tasks technology,
and
given in part (i). engineering
Mechanical
and mechanical
engineering.
engineering.?
1.3 Mechanical The student i) The teacher to guide students in • Chalkboard 1. Is the student 2
Engineering should be able groups to: • Manila sheet able to identify
Applications to: –– Identify application of science • Multimedia application of
and technology in daily life. projector science and
a) Identify
• Poster with technology in
application of –– Identify contribution of
different daily life?
Science and mechanical engineering
examples
Technology in field in social-economic 2. Can the student
of science,
daily life. development identify the
engineering and
application of
b) Identify the ii) The teacher to use questioning technological
science and
application of strategies (i.e. what, why and works
technology in
Science and how questions) to guide students
mechanical
Technology to identify the application of
engineering?
in Mechanical Science and Technology in
engineering. Mechanical engineering.
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TEACHING
RESOURCES
c) Identify iv) Students to present their 3. Can the student

contribution responses for sharing and identify the
of mechanical discussion. contribution
engineering of mechanical
v) The teacher should give
field in social- engineering
feedback and use students’
economic field in social-
responses as feedback to support
development economic
students in performing the tasks
development?
given in part (i-iii).
2.0 MECHANICAL 2.1 Types of The student should i) The teacher to use brainstorming • Board 1. Can the 4
ENGINEERING Mechanical be able to: questions to guide students to • Manila sheet student
JOBS AND Engineering a) Identify identify Mechanical engineering • Flip chart identify
Professionals Mechanical professional. • Multimedia Mechanical
OCCUPATIONS
engineering projector engineering
ii) The teacher to arrange students
professional. • Poster with professional?
in groups and guide them to:
different 2. Is the student
b) Define –– Define different Mechanical
examples able to define
different engineering occupations
of science, different
Mechanical (i.e., artisan, craft person,
engineering and Mechanical
engineering technician, and engineers).
technological engineering
occupations.
–– Categorize the Mechanical works occupations?
c) Explain the engineering jobs according to
3. Can the
qualifications economic sector.
student
for different
–– Explain the qualifications explain the
Mechanical
of different Mechanical qualifications
engineering
engineering occupations of different
occupations.
iii) Students to present their Mechanical
responses for sharing and engineering
discussion. occupations?
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TEACHING
RESOURCES
d) Categorize the iv) The teacher should give 4. Can the

Mechanical feedback and use students’ student
engineering responses as feedback to support categorize the
jobs according students in performing the tasks mechanical
to economic given in part (i-iii). engineering
jobs according
sector.
to economic
sector?
2.2 Duties and The student should i) The teacher to use questions to • Manila sheet 1. Is the student 4
Functions of be able to: guide students to identify duties • Flip chart able to identify
Engineering a) Identify the of Mechanical engineering • Multimedia the duties of
Personnel duties of personnel. projector mechanical
mechanical • Posters engineering
ii) Students to present their personnel?
engineering
responses for sharing and 2. Is the student
personnel.
discussion. able to
b) Explain the explain the
iii) The teacher should give
responsibilities responsibilities
of mechanical of engineering
engineering personnel?
personnel. 3. Is the student
able to
c) Differentiate
differentiate
the duties and
the duties and
responsibilities responsibilities
of Mechanical of mechanical
engineering engineering
personnel personnel
with other with other
personnels. personnels?
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TEACHING
RESOURCES
2.3 The The student should i) The teacher to arrange students • Chalk board 1. Is the student 4
Importance be able to: in groups and guide them to: • Manila sheet able to explain
of • Flip chart the importance
a) Explain the –– Explain the importance of
Mechanical • Multimedia of mechanical
importance of mechanical engineering field
Engineering projector engineering
Mechanical in the society.
Field in a • Posters fields in the
engineering
Society –– Identify mechanical • Marker pen society?
fields in the
engineering job opportunities
society. 2. Can the student
in the society.
identify
b) Identify
–– Analyse the contributions mechanical
Mechanical
of mechanical engineering engineering job
engineering job
fields in the socio-economic opportunities in
opportunities
development the society?
in the society.
ii) Students to present their 3. Can the student
c) Analyse the
responses for sharing and analyse the
contributions
discussion. contributions
of Mechanical
of mechanical
engineering iii) The teacher should give
engineering
fields in feedback and use students’
fields in the
the socio- responses as feedback to support
socio-economic
economic students in performing the tasks
development?
development. given in part (i) and (ii).
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TEACHING
RESOURCES
3.0 WORKSHOP 3.1 Introduction The student should i) The teacher to use questions to • Manila sheet 1. Is the student 4
MANAGEMENT to Workshop be able to: guide students to: • Flip chart able to define
AND SAFETY Rules and a) Define the • Multimedia the rules of
–– Define the rules of personal
Safety rules of projector personal safety
RULES safety in different mechanical
personal safety • Fire in different
engineering workshops.
in different extinguisher mechanical
Mechanical –– Explain the term workshop • Posters with engineering
engineering safety rules. different lifting workshops?
workshops. techniques 2. Is the student
b) Explain the in groups and guide them to:
• DVD/VCD able to explain
term workshop • Computer the term
safety rules. –– Explain machine safety • Poster/pictures workshop
rules in different mechanical with different safety rules?
c) Explain
engineering workshops. safety symbols 3. Is the student
machine
–– Explain the workshop • Visiting area able to explain
safety rules
safety rules to follow in with potential machine
in different
manual lifting techniques in risks of safety rules
Mechanical
engineering workshops. accidents in different
engineering
• Warning tape mechanical
workshops. iii) Students to present their engineering
d) Explain the responses for sharing and workshops?
workshop discussion. 4. Is the student
safety rules able to explain
to follow in iv) The teacher should give
feedback and use students’ the workshop
manual lifting safety rules
techniques in responses as feedback to support
students in performing the tasks to follow in
engineering manual lifting
workshops. given in part (i-iii).
techniques in
engineering
workshops?
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TEACHING
RESOURCES
3.2 Accidents The student should i) The teacher to organise students • PPE (gloves, 1. Is the student 4
Causes and be able to: in groups and guide them to: industrial boots, able to explain
Prevention a) Explain the masks, ear the main causes
–– Explain the main causes
main causes plugs, overcoat of accidents
of accidents in mechanical
of accidents overall, etc) in mechanical
engineering workshop.
in Mechanical • First Aid kit engineering
engineering –– Describe how to prevent • Fire workshop?
workshop. accidents in mechanical extinguisher
2. Can the student
engineering workshop. • Warning tape
b) Describe how describe how
–– Explain procedures to follow • Posters showing
to prevent to prevent
safety signs
Accidents in in manual lifting techniques accidents in
Mechanical in mechanical engineering mechanical
engineering workshop. engineering
workshop. workshop?
c) Explain the responses for sharing and 3. Is the student
procedures discussion. able to explain
to follow in procedures
manual lifting to follow in
techniques in manual lifting
Mechanical techniques in
engineering mechanical
workshop. engineering
workshop?
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TEACHING
RESOURCES
3.3 Management The student should i) The teacher to organise students • PPE (gloves, 1. Is the student 4
of Accidents be able to: in groups and guide them to: industrial boots, able to describe
a) Describe masks, ear how to use
–– Describe how to prevent
how to use plugs, overcoat, personnel
accidents in mechanical
personnel overall, etc) protective
engineering workshop.
protective • First Aid kit equipment
equipment –– Describe how to use • Fire (PPE) in
(PPE) in personnel protective extinguisher mechanical
mechanical equipment (PPE) in • Warning tap engineering?
engineering. mechanical engineering • Posters showing
2. Can the student
b) Use personnel workshop. safety signs
use personnel
protective ii) The teacher to use questioning protective
equipment strategies (what, why and how equipment
(PPE) in questions) to guide students (PPE) in
mechanical to explain how to provide first mechanical
engineering aid in mechanical engineering engineering
workshop. workshops. workshop?
c) Explain how
iii) The teacher to create activities 3. Can the student
to provide
and guide students to: explain how
first Aid in
to provide
mechanical – Use personnel protective
first Aid in
engineering equipment (PPE) in
mechanical
workshops. mechanical engineering
engineering
d) Apply safety workshop.
workshops?
procedures – Apply safety procedures and
and regulation regulation at mechanical
at mechanical engineering workshops.
engineering
workshops.
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TEACHING
RESOURCES
e) Apply – Apply workshop safety 4. Can the student

workshop procedures and regulations in apply safety
safety using mechanical tools and procedures
procedures and equipment and regulation
regulations at mechanical
iv) With the help of prepared
in using engineering
assessment guideline, the
mechanical workshops?
teacher should guide the
tools and
students to asses the activities 5. Can the student
equipment.
performed in (ii). apply workshop
safety
procedures and
regulations
in using
mechanical
given in part (i-iv).
tools and
equipment?
4.0 WORKSHOP 4.1 Tools and The student should i) The teacher to use questions to • Different types 1. Is the student 14
TOOLS AND Equipment be able to: guide students to: of Mechanical able to define
EQUIPMENT Used in a) Define the term Engineering the term hand
–– Define the term hand tools
Mechanical hand tools and workshops tools and
and machine tools.
Engineering machine tools. • Manila sheet machine tools?
Workshop –– Identify mechanical hand • Flip chart 2. Is the student
b) Identify
tools and machine tools. • Multimedia able to identify
mechanical
projector mechanical
hand tools and ii) The teacher to arrange students
• Marker pen hand tools and
machine tools.
• Poster with machine tools?
–– Describe the use of each different types
hand tools in mechanical of hand tools
engineering workshop. and m/c tools
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TEACHING
RESOURCES
c) Describe –– List all hand tools and 3. Is the student

the use of machine tools used in able to
each tool in different mechanical describe
mechanical engineering workshops the use of
engineering (welding, motor vehicle, each tools in
workshop. machine tool, refrigeration, mechanical
air conditioning and foundry engineering
d) List all hand
workshops). workshop?
tools and
machine iii) Students to present their 4. Is the student
tools used responses for sharing and able to list
in different discussion. all hand tools
Mechanical and machine
iv) The teacher should give
Engineering tools used
workshops. in different
Mechanical
Engineering
workshops?
4.2 Use of The student should i) The teacher to arrange students • Tools and 1. Can the
Mechanical be able to: in groups and guide them to: equipment student explain
Tools and a) Explain on • Ferrous and non on how to
–– Explain on how to use
Equipment how to use ferrous material use workshop
workshop tools and
workshop • Poster showing tools to
equipments to perform
tools and different perform simple
simple engineering tasks
equipment to materials mechanical
e.g. marking of work piece,
perform simple • Multimedia engineering
measuring properly.
mechanical • TV set tasks?
engineering • Computer
tasks. • VHS/CD/VCD/
DVD
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TEACHING
RESOURCES
b) Describe on –– Describe on how to use 2. Can the student

how to use different types of engineering describe on
different types tools and equipments to how to use
of engineering perform simple mechanical different types
tools and engineering tasks of engineering
equipments to equipment to
ii) The teacher to design
perform simple perform simple
activities and guide students
mechanical mechanical
to demonstrate how to use
workshop tools and equipment
tasks tasks?
in performing simple
c) Use of mechanical engineering tasks 3. Can the student
workshop tools (i.e., measuring, marking, use workshop
in performing holding, cutting, holding etc) tools to
simple perform simple
iii) With the help of prepared
mechanical mechanical
tasks. tasks?
students to asses the tasks
d) Use workshop performed on part (i). 4. Can student
equipment to use workshop
perform simple iv) The teacher should give equipment to
engineering feedback and use students’
perform simple
tasks eg responses as feedback to support
engineering
marking of students in performing the tasks
tasks eg
work piece, given in part (i-iii).
marking of
measuring work piece,
properly? measuring
properly?
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TEACHING
RESOURCES
5.0 ENGINEERING 5.1 Introduction The student should i) The teacher to use questions to • Drawing 1. Is the student 2
DRAWING I to be able to: guide students to: instruments able to define
Engineering a) Define • Manila sheet engineering
–– Define engineering drawing
Drawing engineering • Drawing room drawing as
as a Universal language in
drawing as • Drawing sheets a universal
industry.
a universal language in
language in –– Explain the meaning of industry?
industry. draughtsman ship. 2. Can the
b) Identify ii) The teacher to arrange students student
different types in groups and guide them to identify
of engineering identify different types of different types
drawings. engineering drawings. of drawings?
3. Can the
c) Explain the iii) Students to present their
student explain
meaning of responses for sharing and
the meaning of
draughtsman discussion.
draughtsman
ship.
iv) The teacher should give ship?
given in part (i-iii)
5.2 Drawing The student should i) The teacher to use questions to • Drawing room 1. Can the student 4
Office Tools be able to: guide students to: • Drawing define the term
a) Define the term –– Define the term drawing instruments drawing office
drawing office office tools. • Manila sheet tools?
tools. –– Identify drawing office tools. • Marker pen 2. Can the student
b) Identify identify
drawing office drawing office
tools. tools?
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TEACHING
RESOURCES
c) Explain the ii) The teacher to arrange students • Poster showing 3. Can the student
uses of each in groups and guide them to: different types explain the uses
drawing office of drawing of each drawing
–– Explain the uses of each
tools. instruments office tools.
drawing office tools.
• TV
d) Explain how 4. Is the student
–– Explain how to care and • VHS
to care and able to explain
handle drawing office tools. • CD/VCD/DVD
handle drawing how to care and
iii) The teacher to create activities
• Computer
office tools. handle drawing
for students to use drawing office tools?
e) Use drawing
office tools.
office tools 5. Can the student
iv) Students to present their use drawing
responses for sharing and office tools?
discussion.
5.3 International The student should i) The teacher to use questions to • Drawing sheets 1. Can the 4
Standard be able to: guide students to: • Drawing student define
Organization a) Define the term instruments the term ISO?
–– Define the term ISO.
(ISO) Sheet ISO. 2. Can the
• Drawing tables/
Layout and b) Identify –– Identify different types of student
boards
Sketching different types drawing sheet sizes. differentiate
• Posters showing types of
of drawing –– Identify different types of different types of drawing sheet
sheet sizes. drawing lines. lines sizes?
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TEACHING
RESOURCES
c) Identify ii) The teacher to create activities • Posters showing 3. Can the
different types for students to: different types student
of drawing – Make drawing layout. of drawing sheet Identify
lines. –– Produce a sketch. sizes different types
–– Make layout of drawing sheet. of drawing
d) Make layout of
–– Make Letter and Print. lines?
drawing sheet.
–– Fold a large drawing sheets to 4. Can the
e) Make a sketch. A4 format sheet. student make
f) Make letter –– Draw a tittle block at different layout of
and print. layouts. drawing sheet?
iii) Students to present their work
g) Fold a large for sharing and discussion. 5. Can the
drawing sheets student make a
to A4 format iv) With the help of prepared sketch?
sheet. assessment guideline, the
teacher should guide the 6. Can the
h) Make a title student make
students to assess activities
block. Letter and
performed in part (iii).
Print?
ii) The teacher should give 7. Can the
feedback and use students’ student make
responses as feedback to support tittle block
students in performing the tasks with different
given in part (i-iv). paper layout?
8. Can the
student fold a
large drawing
sheets to A4
format sheet?
15
15
TEACHING
RESOURCES
5.4 Construction The student should i) The teacher to use questions • Standard 1. Can the student 8
of Geometric be able to: to guide students to define the drawing sheets define the term
Figures a) Define the terms line, angles, lettering, • Drawing board geometric
term geometric plane figures and dimensioning • Drawing figures as
figures as as applied in engineering Instruments applied to
applied in drawing. • Posters showing engineering
engineering different types drawing?
ii) The teacher to create activities
drawing. of lines, angles
for students to: 2. Can the
and plane
b) Draw different student draw
–– Construct perpendicular lines figures
types of different types
and divide a line into equal
geometric of geometric
parts.
figures in figures in
engineering. –– Construct and bisect different engineering?
types of angles.
c) Construct 3. Can the student
different types –– Draw different types accurately
of geometric of geometric figures in construct
plane figures engineering. different types
(triangles, of geometric
–– Construct different types
quadrilaterals plane figures
of geometric plane figures
triangles, (triangles,
(triangles, quadrilaterals,
polygons and quadrilaterals,
triangles, polygons and
circles). polygons,
circles).
d) Construct circles,
–– Construct different types tangents)?
different types
of geometries in three
of geometrical
dimensional figures.
in three
dimensional iii) Students to present their work
figures. for sharing and discussion.
16
16
TEACHING
RESOURCES
iv) With the help of prepared 4. Can the student

assessment guideline, the accurately
teacher should guide the construct
students to assess activities different types
performed in part (ii). of geometries
in three
dimensional
figures?
given in part (i-iv)
5.5 Similar The student should i) The teacher to use questions to • Standard 1. Is the student 8
Figures be able to: guide students to: drawing sheets able to define
a) Define similar –– Define the term similar • Drawing board similar figures?
figures. figures. • Drawing 2. Is the student
–– Explain the concept of Instruments able to explain
b) Explain the
enlargement of similar • Poster with the concept of
meaning of
figures. different types enlargement of
enlargement of
–– Explain the concept of of plane figures similar figures?
similar figures.
enlarging and reducing of 3. Can student
c) Draw different figures. accurately
types of similar –– Explain the concept of equal draw different
figures. areas. types of similar
ii) The teacher to create activities for figures?
d) Construct
students to: 4. Can student
different
–– Draw different types of construct
types of plane
similar figures. different types
similar figures.
of plane similar
figures?
17
17
TEACHING
RESOURCES
e) Construct –– Construct different types of 5. Can student

different similar figures. construct
types of three iii) Construct different types of different
dimensional three dimensional similar types of three
similar figures. figures. dimensional
similar figures?
iv) Students to present their work
for sharing and discussion.
v) With the help of prepared
students to assess activities
performed in part (ii).
vi) The teacher should give
18
18
FORM II

By the end of Form II, the student should demonstrate the ability to:
a) test the performance of machines using proper testing tools and equipment;
b) use engineering tools, equipments and materials in performing different mechanical engineering tasks;
c) show understanding the functions of machines equipment and tools in performing different mechanical engineering
tasks;
d) draw views of engineering components; and
e) make simple engineering joints.

By the end of Form II, the student should be able to:
a) select and use various engineering materials, tools and equipment in performing different engineering tasks;
b) use proper testing tools and equipment in testing the performance of mechanical engineering machines;
c) describe the functions of machines equipment and tools in performing different mechanical engineering tasks;
d) identify dimension of drawings and draw views of engineering components; and
e) identify and make simple engineering joints.
19
19
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
1.0 ENGINEERING 1.1 Introduction The student should i) The teacher to use questions to • Different types 1. Is the student 8
MATERIALS to Engineering be able to: guide students to: of engineering able to explain
Materials a) Explain the –– Explain the meaning of materials the meaning
(Metals and meaning of engineering materials. of engineering
• Different
non-metals) engineering material?
–– List various materials used in products made
materials. 2. Is the student
engineering. of different
able to list
b) List types of –– List types of ferrous metals engineering
types of ferrous
ferrous metals and their applications. materials
metals and their
and their
–– List types of non-ferrous • Different types applications?
application.
metals and their applications of alloys (steel, 3. Is the student
c) List types of –– List types of ferrous and bronze, carbide, able to list
non-ferrous non-ferrous alloys and their etc) different types
metals and their applications. of ferrous and
applications. non-ferrous
metals and their
d) List types of in groups and guide them to:
applications?
ferrous and –– Explain the advantages and 4. Can the student
non-ferrous disadvantages of different able to list
alloys and their types of engineering down ferrous
applications materials. and non-ferrous
e) Explain the –– Explain different alloys and their
advantages and applications of engineering applications?
disadvantages materials. 5. Can the student
of different –– List types of non-metals and explain the
types of their applications advantage and
engineering disadvantages
iii) Students to present their
materials of different
responses for sharing and
discussion. engineering
materials?
20
20
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
f) Explain iv) The teacher should give 6. Can the
different feedback and use students’ student explain
applications responses as feedback to different
of engineering support students in performing applications
materials. the tasks given in part(i-iii). of engineering
materials?
g) List types of
7. Is the student
non-metals
able to list
and their
types of non-
applications
metals and their
applications?
1.2 Engineering The student should i) The teacher to use questions to • Different types 1. Is the student 6
Materials be able to: guide students to: of engineering able to define
Properties a) Define the term –– Define the term mechanical materials the term
mechanical properties of engineering • Poster showing mechanical
properties of materials. different properties of
engineering –– Identify different mechanical engineering engineering
materials. engineering materials. materials. materials?
b) Identify –– Identify mechanical • Colour codes
2. Can the student
mechanical engineering materials by • Griding
identify
engineering physical properties such as machine
mechanical
materials by appearance, spark test, colour • Fluids (water,
engineering
physical and code and chemical properties salt, chemical
materials by
chemical such as rusting, corrosion, etc)
physical and
methods. chemical reaction etc
chemical
ii) The teacher should give
methods?
responses as feedback to
support students in performing
the tasks given in part (i-iii)
21
21
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
c) Identify 3. Can the student
mechanical identify
engineering mechanical
materials engineering
by physical materials
identification by physical
(appearance, identification
spark testing, (appearance,
colour code etc) spark testing,
and chemical colour code
etc) and
identification
chemical
(corrosion,
identification
rusting,
(corrosion,
reactions etc) rusting,
reactions etc)
1.3 Production of The student should i) The teacher to use questions to • Different types 1. Can the student
Engineering be able to: guide students to: of iron ores define the term
Materials- a) Define the term –– Define the term iron ores. • Different types iron ore?
Metals iron ores. –– Identify types of iron ores of carbon steel 2. Is the student
(Ferrous and b) Explain the used to produce pig iron. materials able to explain
non-ferrous process of iron –– List different types of • Blast furnace the process
metals) ore production. furnaces used in production model of iron ore
c) List different of engineering materials. • Cupola furnace production?
types of model 3. Is the student
furnaces used • Poster showing able to list
different types
in production –– Explain the process of iron different types
of furnaces used
of engineering ore production. of furnaces
in production
materials.
of engineering
materials?
22
22
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
c) Explain –– Explain the working 4. Is the student
working principle of furnaces used in able to explain
principle of production of engineering working
furnaces used materials. principles of
in production –– Explain the process of the furnaces
of engineering production of cast iron and in production
materials. carbon steel. of engineering
d) Explain how –– Explain the working materials?
iron alloys (cast principles of cupola furnace. 5. Is the student
iron, steel etc) –– Explain the working able to explain
are produced. principle of other furnaces production of
such as Bessemer converter, cast iron and
etc. carbon steel?
–– Explain how cast iron and
carbon steel are produced.
–– Explain how to obtain
correct charges to produce
pig iron.
–– Explain how to obtain steel
from furnaces
discussion.
the tasks given in part (i-iii).
23
23
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
1.4 Production of The students should i) The teacher to use questions to: • Different types 1. Can the student 8
Engineering be able to: of non-metal define the term
- Define the term non-metal
Materials - a) Define the term materials non-metal?
Non Metals non-metal. - Identify types of non-metals (plastic, fibres,
2. Can the student
b) Describe types ceramic, etc)
- List different types of non- identify types
of non-metals. metals used as engineering
• Poster showing
of non-metals?
different types
c) List different materials
of non-metals 3. Can the student
types of non- ii) The teacher to arrange students • Poster showing list different
metals used as in groups and guide them to: differences types of non-
engineering between non- metals?
materials. - Explain the advantages and
disadvantages of different metal and metal
d) Differentiate 4. Can the student
types of non-metals used in • Chalk
Differentiate
between metals • Black board
engineering materials between metal
and non-metals. • Manila sheet and non-
e) Explain - Explain the different • Marker pen metals?
different applications of non-metals
applications of used in engineering materials 5. Can the student
non-metals. explain the
f) Analyse application of
advantages and non-metals?
discussion:
disadvantages of 6. Can the
non-metals. student analyse
feedback and used students
advantages and
disadvantages
of non-metals?
the tasks given in part (i-iv)
24
24
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.0 METAL WORK 2.1 Hand Tools The student should i) The teacher to create activities • Hand tools 1. Can the student 6
TECHNOLOGY and Measuring be able to: for students to: • Measuring tools select and use
Tools a) Select and use • Holding devices hand tools for
–– Select and use hand tools for
hand tools for • Samples of carrying out
carrying out various bench
carrying out work pieces various metal
works.
various bench • Surface table work in the
works. –– Select and use various workshop?
measuring tools in metal 2. Is the student
b) Select and use
work in the workshop. able to select
measuring
tools (e.g. –– Select and use work holding and use
vernier calipers, devices for metal work. measuring
height gauge, tools for metal
ii) Students to present their work work in the
combination set
for sharing and discussion. workshop?
etc) for metal
work in the iii) With the help of prepared 3. Is the student
workshop. assessment guideline, the able to select
c) Select and use teacher should guide the and use work
work holding students to assess activities holding devices
devices for performed in part (i). for metal work?
metal work.
2.2 Metal Joining The student should i) The teacher to use questions to • Poster showing 1. Is the student 4
Process be able to: guide students to explain the pictures of able to explain
a) Explain the process of metal joining. metal joining the process of
process of metal ii) The teacher to arrange students • Tools and metal joining?
joining. in groups and guide them to: equipments for 2. Is the student
b) Identify –– Identify different types of gas welding, arc able to identify
different types metal joining processes. welding etc different types
of metal joining of metal joining
processes. processes?
25
25
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
c) Explain –– Identify permanent metal • Bolts, nuts, 3. Is the student
different types joining processes (i.e., screw, pins, able to explain
of permanent welding, soldering, brazing). rivets different types
metal joining • Soldering guns, of permanent
processes –– Explain different types of
fluxes, filler metal joining
gases used for gas welding
d) Identify types rods processes?
process and their advantages
of gases used 4. Is the student
and disadvantages
for gas welding able to identify
operations. –– Describe temporary metal types of gases
joining process (screws, used for
e) Explain bolts and nuts). gas welding
different operations?
types of gases iii) Students to present their
5. Is the student
used for gas responses for sharing and
able to explain
welding process discussion.
different types
and their iv) The teacher should give of gases used
advantages and feedback and use students’ for gas welding
disadvantages. responses as feedback to process
f) Describe support students in performing and their
temporary metal the tasks given in part (i-iii). advantages and
joining process disadvantages?
(screws, bolts 6. Describe
and nuts). temporary
metal joining
process
(screws, bolts
and nuts)?
26
26
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.3 Electric Arc The student should i) The teacher to use questions to • Poster showing 1. Is the student 8
Welding be able to: guide students to: pictures of able to explain
a) Explain electric metal joining electric arc
–– Explain electric arc welding
arc welding • Tools and welding
process.
process. equipment for process?
b) Describe –– Describe various electric arc arc welding
2. Is the student
various electric welding techniques. • Welding
able to describe
arc welding machines
–– List different types of arc various electric
techniques. welding electrodes.
• Electrodes
arc welding
c) List different • Welding shields
techniques?
types of arc ii) The teacher to use role play • PPE
welding methods to guide students to 3. Is the student
electrodes. demonstrate the activities on able to list
carrying out arc welding. different types
d) Carry out arc
welding. of arc welding
iii) The teacher to use questioning
electrodes?
e) Explain strategies (what, why and how
advantages and questions) to guide students 4. Can the student
disadvantages to explain advantages and carry out arc
of electric arc disadvantages of electric arc welding?
welding. welding.
5. Is the student
iv) Students to present their able to explain
responses for sharing and advantages and
discussion. disadvantages
of electric arc
welding?
the tasks given in part (i-iv).
27
27
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.4 Gas Welding The student should i) The teacher to use questions to • Poster showing 1. Is the student 4
be able to: guide students to: pictures of able to define
a) Define the term –– Define the term gas metal joining the term gas
gas welding. welding. • Tools and welding?
b) Explain various –– Explain various gas welding equipment for
2. Is the student
gas welding processes. gas welding
able to explain
processes. –– Describe the temperature of • Gas welding
various gas
c) Describe the various gas flames plants
welding
temperature • Filler rods
ii) The teacher to create activities processes?
of various gas • Work piece
and guide students to carry out 3. Is the student
flames. gas welding. able to describe
d) Carry out gas iii) The teacher to use questioning the temperature
welding. strategies to guide students of various gas
e) Explain to explain advantages and flames?
advantages and disadvantages of using gas
disadvantages welding. 4. Is the student
of using gas able to carry out
iv) Students to present their
welding. gas welding?
discussion. 5. Is the student
v) The teacher should give able to explain
feedback and use students’ advantages and
responses as feedback to disadvantages
support students in performing of using gas
the tasks given in part (i-iv) welding?
28
28
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.5 Simple The student should i) The teacher to use questions to • Drilling 1. Is the student 8
Machine Tools be able to: guide students to: machine able to identify
• Drill bits different types
a) Identify –– Identify different types of
• Grinding of simple
different types simple machines tools.
machine machine tools?
of simple
–– Identify different types of • Grinding disc
machine tools. 2. Is the student
drilling machines. • Power hacksaw
able to identify
b) Identify
• Multimedia
different types
different types projection
in groups and guide them to: of drilling
of drilling • DVD/VCD
machines?
machines. –– Describe parts and materials • TV
of drill bit parts. • Poster showing 3. Is the student
c) Describe parts
different types able to name
and material of –– Explain how grinding
of drilling, parts and
a drill bit. operation is related to other
grinding, material of a
metal cutting operation.
d) Explain how machines and drill bit?
–– Explain surface finish of
a grinding power hacksaw
grinding operations. 4. Is the student
operation is • Manila
–– Identify different types able to explain
related to other • Power hacksaw
of grinding machines and how a grinding
metal cutting blade
grinding discs. operation is
operation.
–– Identify coding on grinding related to other
e) Identify discs and its applications. metal cutting
different types –– Explain the effect of pitch operations?
of grinding of power hacksaw blade and
discs. 5. Is the student
thickness of the work piece. able to identify
f) Explain
different types
surface finish
of grinding
of grinding
disc?
operations.
29
29
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
g) Identify iii) The teacher to create activities 6. Can the
different types to guide students to select student explain
of grinding power hacksaw blade by surface finish
machines and considering number of teeth of grinding
grinding discs. per unit length(pitch). operations?
7. Can the student
h) Identify coding iv) With the aid of prepared identify
on grinding assessment guideline, the different types
discs and its teacher should guide students of grinding
applications. to assess the activities machines and
performed in part (iii). grinding discs?
i) Explain the
effect of pitch v) Students to present their 8. Can the student
identify coding
of power responses for sharing and
on grinding
hacksaw blade discussion.
discs and its
and thickness of
vi) The teacher should give applications?
the work piece. 9. Can the student
j) Select power responses as feedback to explain the
hacksaw blade support students in performing effect of pitch
by considering the tasks given in part (i-iv) of power
number of teeth hacksaw blade
per unit length and thickness
(pitch). of the work
piece?
10. Can the student
select power
hacksaw blade
by considering
number of teeth
per unit length
(pitch)?
30
30
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.0 ENGINEERING 3.1 Pictorial The student should i) The teacher to use questions to • Standard 1. Is the student 16
DRAWING II Drawing be able to: guide students to: drawing sheets able to define
(Oblique, a) Define the • Drawing board the term
–– Define the term pictorial
Isometric) term pictorial • Drawing pictorial
drawings.
drawing. Instruments drawing?
–– Define the term isometric • Poster showing
b) Define the 2. Is the student
and oblique projection. different
term oblique able to define
isometric
and isometric ii) The teacher to create activities the term
and pictorial
projection. for students to: oblique and
drawing
c) Construct isometric
–– Construct oblique drawing
oblique drawing projection?
using cavalier and cabinet
using cavalier methods. 3. Can the student
and cabinet construct
methods. –– Construct isometric circles,
oblique
cylinders, cones, pyramids,
d) Construct drawing
prisms.
isometric using cavalier
circles, iii) Students to present their work and cabinet
cylinders, for sharing and discussion. methods?
cones, iv) With the aid of prepared 4. Can the student
pyramids, assessment guideline, the construct
prisms. teacher should guide students isometric
to assess the activities circles,
performed in part (iii). cylinders,
v) The teacher should give cones,
feedback and use students’ pyramids,
responses as feedback to prisms?
31
31
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.2 Scales The student should i) The teacher to use question to • Scale rule 1. Is the student 8
be able to: guide students to: • Drawing boards able to explain
a) Explain the –– Explain the term scale as • Drawing the term scale
term scale used in a drawing. Instruments as used in a
as used in a –– Identify different types • Drawing sheets drawing?
drawing. of scales (e.g. plain and
2. Is the student
b) Identify diagonal scales).
able to identify
different types –– Explain the importance of
different types
of scales. scales.
of scales?
c) Explain the ii) The teacher to create activities
importance of for students to: 3. Is the student
each type of –– Select proper scale able to explain
scale. –– Draw objects by using the importance
d) Use scales when suitable scale. of each type of
drawing an –– Construct plain and diagonal scale?
object. scale. 4. Can the student
–– Read scales plain and use scales when
diagonal. drawing an
iii) Students to present their work object?
iv) With the aid of prepared
teacher should guide students
to assess the activities
32
32
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.3 Dimensioning The student should i) The teacher to arrange students • Drawing boards 1. Can the 4
and symbols be able to: in groups and guide them to: • Drawing student identify
–– Identify different types of instruments/ different
a) Identify
dimensioning and symbols. equipment types of
different types
• Drawing sheets dimensioning
of dimensioning –– Explain rules of
• Poster showing and symbols?
and symbols. dimensioning and symbols.
different types 2. Can the student
b) Describe the ii) The teacher to use questioning of dimensioning describe the
importance of strategies (what, how, and why and symbols importance of
dimensioning questions) to guide students to:
dimensioning
and symbols. –– Describe the importance of and symbols?
dimensioning and symbols.
c) Explain rules of 3. Is the student
dimensioning –– Explain the importance able to explain
and symbols. of different types of rules of
dimensioning and symbols. dimensioning
d) Describe (e.g. overall and detail and symbols?
different types dimension).
of dimensioning 4. Can the student
iii) The teacher to design activities describe
and symbols
for students to do dimensioning different
e) Carry out in several orthographic types of
dimensioning projection drawings. dimensioning
in several iv) Students to present their work/ and symbols?
orthographic responses for sharing and 5. Can the student
projection discussion. carry out
drawings v) With the aid of prepared dimensioning
assessment guideline, the in several
teacher should guide students orthographic
to assess the activities projection
performed in part (iii). drawings?
33
33
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
the tasks given in part (i-v)
3.4 Free Hand The student should i) The teacher to arrange students • Drawing boards 1. Is the student 4
Sketching be able to: in groups and guide them to: • Drawing papers able to explain
a) Explain free –– Explain free hand • Drawing free hand
hand sketching sketching as related to instruments sketch as
as related other engineering drawing related to other
to other procedures. engineering
engineering drawing
drawing –– Explain the importance procedures?
procedures. of free hand sketching in
engineering fields. 2. Explain the
b) Explain the importance
importance ii) The teacher to use questions
of free hand
of free hand to guide students to identify
sketching in
sketching in motion of drawing lines.
engineering
engineering iii) The teacher to create activities fields.
fields. for students to:
c) Identify motion 3. Can the student
of drawing
–– Practice sketching lines, identify motion
circles, arcs, pictorial of drawing
lines.
drawings and orthographic lines?
d) Sketch straight projections.
lines, circles,
arcs, pictorial –– Practice sketching
drawings and procedures.
orthographic
projections.
34
34
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
iv) With the aid of prepared 4. Is the student
assessment guideline, the able to sketch
teacher should guide the straight lines
students to perform activities in circles, arcs,
part (iii). pictorial
v) Students to present their drawings and
responses for sharing and orthographic
discussion. projections?

the tasks given in part (i-v)
3.5 Intersections The student should i) The teacher to arrange students • Model of solid 1. Can the student 8
of Cylinders be able to: in groups and guide them to: intersection of identify
a) Identify –– Identify procedures used object procedures
procedures to develop and draw • Drawing boards used to develop
used to develop intersection of objects. • Drawing and draw
and draw –– Identify procedures and instruments intersection of
intersection of relationships between object?
objects. development and intersection 2. Can the
b) Identify of object. students
procedures and ii) The teacher to create activities identify
relationships for students to: procedures and
between –– Locate intersection point relationships
development when cylinders meet at right between
and intersection angle to each other. development
of object. and intersection
of object?
35
35
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
c) Locate –– Draw the intersection of two 3. Is the student
intersection similar and two dissimilar able to locate
point when diameters of cylinders intersection
cylinders meet intersecting at right angle to point when
at right angle to each other. cylinders meet
each other. at right angle to
v) Students to present their work
each other?
d) Draw the for sharing and discussion.
intersection of 4. Can the student
iii) With the aid of prepared
two similar and draw the
two dissimilar intersection
teacher should guide students to
diameters of two similar
assess the activities performed
of cylinders and dissimilar
in part (ii).
intersecting at diameters
right angle to vi) The teacher should give of cylinders
each other. feedback and use students’ intersecting at
responses as feedback to right angle to
support students in performing each other?
36
36
AUTOMOTIVE ENGINEERING
FORM III

By the end of Form III, the student should have ability to:
a) trouble shoots different faults and analyse automotive system;
b) demonstrate the use of pneumatic and hydraulic system in automotive engineering;
c) trouble shoots different faults and repair refrigeration and air conditioning systems;
d) draw sketches using technical drawing knowledge and skills; and
e) draw automotive sketches using computer software and other modern technologies.

By the end of Form III, the student should be able to:
a) explain functions of various components of motor vehicle and automotive system;
b) explain the applications of pneumatic and Hydraulic system;
c) perform maintenance and repair of refrigeration and air conditioning systems;
d) use technical drawing knowledge and skills to draw sketches, different automotive engineering parts; and
e) use computer software to draw automotive sketches.
37
37
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
1.0 AUTOMOTIVE Introduction The student should i) The teacher to use questions to • Multimedia, TV, 1. Is the student 5
ENGINEERING to Automotive be able to: guide students to: Computer able to explain
Engineering a) Explain • Reading texts on the meaning
–– Explain the meaning of
the term of the term
Automotive engineering. the topic
Automotive Automotive
engineering. –– Explain importance of engineering?
b) Explain Automotive engineering 2. Is the student
importance of field in society able to explain
Automotive ii) The teacher to organise group importance of
engineering discussions for students to: Automotive
field in society. engineering
–– Differentiate Automotive field in
c) Differentiate engineering from other society?
Automotive fields of engineering. 3. Is the student
engineering
–– Identify opportunities able to
from other
obtained in the field of differentiate
fields of
Automotive engineering. Automotive
engineering.
engineering
d) Identify iii) The teacher to use questioning from other
opportunities strategies to guide students to fields of
obtained in explain the essence of studying engineering?
the field of Automotive engineering. 4. Is the
Automotive iv) The teacher should give student able
engineering. feedback and use students’ to identify
e) Explain the responses as feedback to opportunities
essence of support students in performing obtained in
studying the tasks given in part (i-iii). the field of
Automotive Automotive
engineering. engineering?
38
38
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
5. Is the student
able to explain
the essence
of studying
Automotive
engineering?
2.0 AUTOMOBILE 2.1 Engine Main The student should i) The teacher to use questions • Chalkboard 1. Is the student 3
ENGINE Parts able to: to guide students to describe • Motor vehicle able to describe
TECHNOLOGY a) Describe different parts of engine such textbooks different parts
different parts of as: of engine?
• Engine parts
engine. –– Engine Block. model 2. Can the student
b) Differentiate –– Cylinder Head. differentiate
parts of engine. • Posters showing
–– Camshaft. parts of engine?
c) Demonstrate engine parts
different parts of –– Flywheel. • Engine model 3. Is the student
engine. –– Connecting roads. able to
differentiate
d) Describe the –– Piston rings.
functions of parts of engine?
–– Crankshaft
different parts of 4. Describe the
–– Valve train.
engine. functions of
ii) The teacher to use questioning different parts
strategies (why and who of engine?
question) to guide students to
differentiate parts of Engine.
for students to demonstrate
parts of engine such as:
–– Engine Block
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
–– Cylinder Head.
–– Crankshaft.
–– Flywheel.
–– Connecting roads
–– Piston rings.
–– Camshaft.
–– Valve train.
v) The teacher to arrange students
in groups and guide them
to describe the functions of
different parts of engine.
vi) Students to present their
discussion.
vii) The teacher should give
the tasks given in part (i-v).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.2 Engines and The student should i) The teacher to use questions to • Chalkboard 1. Is the student 4
Characte- be able to: guide students to: • Motor vehicle able to
ristics a) Describe the textbooks describe the
–– Describe the characteristics
characteristics characteristics
of petrol engine • Four-stroke
of petrol engine of petrol
–– Describe the characteristics engine model engine?
b) Describe the
characteristics of diesel engine • Posters with
2. Can the student
of diesel engine. ii) The teacher to arrange the pictures of four
describe the
c) Explain the students in groups and guide stroke engines characteristics
advantages and them to: petrol/gas and of diesel
disadvantages of diesel engine?
petrol/gas and –– Explain the advantages and
disadvantages of petrol/gas • Two stroke 3. Is the student
diesel engines.
and diesel engines. Engine model able to
d) Explain basic
operating –– Explain basic operating • Rotary Engine explain the
principles of Model advantages and
principles of petrol/ gas and
petrol/gas and disadvantages
diesel engines.
diesel engines. of petrol/
–– Distinguish petrol/gas gas and diesel
e) Explain valve engine from diesel engines. engines?
arrangement
and combustion –– Explain valve arrangement 4. Is the student
chambers of and combustion chambers of able to explain
petrol/gas/diesel petrol/diesel/gas engine. the basic
engine. operating
principles of
petrol/gas and
diesel engines?
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TEACHING TEACHING
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f) Distinguish iii) Students to present their 5. Is the student
petrol/gas responses for sharing and able to
engine from discussion. explain valve
diesel engines. iv) The teacher should give arrangement
feedback and use students’ and
responses as feedback to combustion
support students in performing chambers of
the tasks given in part (i-iii) petrol/diesel
engine?
6. Can the student
distinguish
petrol engine
from diesel
engines?
2.3 Two-stroke The students should i) The teacher to use questions to • Chalkboard 1. Is the student 5
Engine (Spark be able to: guide students to explain valve • Motor vehicle able to
Ignition and a) Explain valve arrangement and combustion textbooks explain valve
Compression arrangement chamber of the two-stroke arrangement
• Four-stroke
Ignition) and combustion engine. and
chamber of ii) The teacher to arrange the engine model combustion
the two-stroke students in groups and guide • Posters with chamber of
engine. them to: pictures of four/ the two-stroke
b) Describe the –– Describe the characteristics two stroke engine?
characteristics of two stroke engine. engines petrol 2. Is the student
of two stroke –– State the advantages and able to
and diesel
engine. disadvantages of two-stroke describe the
engine. characteristics
of two stroke
engine?
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TEACHING TEACHING
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c) Explain the iii) The teacher to use • Two stroke 3. Is the student 5
basic operating questioning strategies (what, Engine model able to explain
principles of why and how) to guide the • Rotary Engine the basic
two- stroke students to explain the basic operating
Model
engines operating principles of two- principles of
(in- take, stroke engines (in- take, two- stroke
compression, compression, ignition and engines?
ignition and exhaust strokes).
4. Is the student
exhaust strokes).
iv) The teacher to create able to state the
d) State the activities for students to draw advantages and
advantages and timing diagrams for two- disadvantages
disadvantages stroke engines. of two-stroke
of two-stroke v) With the aid of prepared engine?
engine. assessment guideline, the 5. Can the student
e) Draw timing teacher should guide students draw timing
diagrams for to assess the activities diagrams for
two- stroke performed in part (iv). two- stroke
engines vi) Students to present their engines?
discussion.
responses as feedback
to support students in
performing the tasks given in
part (i-v)
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TEACHING TEACHING
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2.4 Four-stroke The students should i) The teacher to use questions to • Chalkboard 1. Is the student
Engine (Spark be able to: guide students to explain valve • Motor vehicle able to
Ignition and a) Explain valve arrangement and combustion textbooks explain valve
Compression arrangement chamber of the four-stroke arrangement
• Four-stroke
Ignition) and combustion engine. and
engine model combustion
chamber of ii) The teacher to arrange the
the four-stroke students in groups and guide • Posters with chamber of
engine. them to: pictures of four the four-stroke
stroke engines engine?
b) Describe the –– Describe the characteristics
characteristics of four stroke engine. petrol and diesel 2. Is the student
of four-stroke –– State the advantages and • Two stroke able to
engine. disadvantages of four-stroke Engine model describe the
c) Explain the engine. • Rotary Engine characteristics
basic operating iii) The teacher to use questioning of four stroke
Model
principles of engine?
strategies (what, why and how)
four- stroke to guide the students to: 3. Is the student
engines able to explain
–– Explain the basic operating
(in- take, the basic
principles of four-
compression, operating
stroke engines (in- take,
ignition and principles of
compression, ignition and
exhaust strokes). four- stroke
exhaust strokes).
engines?
–– Differentiate multi-cylinder
from single cylinder.
iv) The teacher to create activities
for students to draw timing
diagrams for four- stroke
engines.
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TEACHING TEACHING
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d) State the v) With the aid of prepared 4. Is the student
advantages and assessment guideline, the able to state the
disadvantages teacher should guide students advantages and
of four-stroke to assess the activities disadvantages
engine. performed in part (iv). of four-stroke
engine?
e) Differentiate vi) Students to present their
multi-cylinder responses for sharing and 5. Can the student
from single discussion. differentiate
cylinder. multi-cylinder
from single
f) Draw timing feedback and use students’
cylinder?
diagrams for responses as feedback
four- stroke to support students in 6. Can the student
engines. performing the tasks given in draw timing
part (i-v) diagrams for
four- stroke
engines?
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TEACHING TEACHING
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OBJECTIVES PERIODS
2.5 Rotary Engine The student should i) The teacher to arrange students • Chalkboard 1. Is the student 3
(Introduction) be able to: in groups and guide them to: • Motor vehicle able to
–– Describe the characteristics textbooks describe the
a) Describe the
of rotary engine. characteristics
characteristics • Rotary engine
–– State the advantages and of rotary
of rotary engine. model
disadvantages of rotary engine?
b) State the engine. • Four-stroke
2. Is the student
advantages and ii) The teacher to use questioning engine model
able to state the
disadvantages of strategies (what, why and • Two-stroke advantages and
rotary engine. how) to guide the students to engine model disadvantages
differentiate rotary engine from
c) Differentiate of rotary
two-stroke and four-stroke
rotary engine engine?
engines.
from two-stroke
iii) Students to present their 3. Can the student
and four-stroke
responses for sharing and differentiate
engines.
discussion. rotary engine
iv) The teacher should give from two
feedback and use students’ stroke and four
responses as feedback to stroke engines?
3.0 AUTOMOTIVE 3.1 Safety and The student should i) The teacher to use questioning • Motor vehicle 1. Is the student 2
SYSTEMS I Warning be able to: strategies (what, how and why Text book able to
Devices a) Identify types questions) to guide students to: • Warning device identify types
of warning –– Identify types of warning of warning
devices. models
devices. devices?
b) Explain the • Posters, Flip
purpose of –– Explain the purpose of
warning devices. chart
warning
devices.
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TEACHING TEACHING
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OBJECTIVES PERIODS
i) The teacher should give • Marker pen 2. Is the student
feedback and use students’ • Black board/ able to explain
responses as feedback to chalk the purpose
support students in performing of warning
the tasks given in part (i). devices?
3.2 The Clutch The student should i) The teacher to use questions to • Motor vehicle 1. Is the student 2
be able to: guide students to explain the Text book able to explain
a) Explain the term term clutch. • Clutches models the term clutch?
clutch.
ii) The teacher to arrange students • Posters, Flip 2. Can the student
b) Analyse types in groups and guide them to: chart analyse types
of clutches • Marker pen of clutches
–– Analyse types of clutches and
and their and their
their applications.. • DVD/VCD/VHS
applications. applications?
–– Describe the important of • Computers and
c) Describe the TV 3. Can the students
clutches in vehicle.
important of describe the
clutches in a iii) Students to present their important of
vehicle. responses for sharing and clutches in a
discussion. vehicle?
iv) The teacher should give feedback
and use students’ responses as
feedback to support students in
part (i).
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TEACHING TEACHING
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OBJECTIVES PERIODS
3.3 The Gear Box The student should i) The teacher to use questions to • Charts, Posters 1. Is the student 8
be able to: guide students to: • Gear box model able to explain
• Gear box the term
a) Explain the term –– Explain the term gearbox.
gearbox?
gearbox.
–– List different types of • Flip chart,
Marker pen 2. Can the student
b) List different gearboxes (i.e., manual,
types of automatic, CVT, Semi- • DVD/VCD/VHS list different
types of
gearboxes. automatic) • Computer
gearboxes?
c) Explain the –– Explain the applications of
3. Can the student
applications of different types of gearbox.
explain the
different types
ii) The teacher to create activities applications of
of gearboxes.
for the students to make a different types
d) Make a simple simple sketch of a gearbox. of gearbox?
sketch of the
iii) Students to present their work 4. Can the student
gearbox
for sharing and discussion. make a simple
sketch of the
iv) With the aid of assessment
gearbox?
guideline, the teacher should
guide students to assess the
activities performed in part (ii).
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TEACHING TEACHING
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3.4 Fluid flywheel The student should i) The teacher to use questioning • Motor vehicle 1. Is the student 2
and Torque be able to: strategies (what, how and why Text book able to identify
Converters questions) to guide students to: • Fluid flywheel fluid flywheel
a) Identify fluid
and torque
flywheel –– Identify fluid flywheel and and torque
converter?
and torque torque converter. converter
converter. models 2. Is the student
–– Identify the main parts of
able to identify
b) Identify the fluid flywheel and torque • Posters, Flip
the main parts
main parts of converter. chart of fluid flywheel
fluid flywheel
ii) The teacher to arrange students • Marker pen and torque
and torque
in groups and guide them to: converter?
converter.
–– Explain the advantages 3. Is the student
c) Explain the
and disadvantages of able to state
advantages and
fluid flywheel and torque advantages and
disadvantages
converter. disadvantages
of fluid flywheel
of fluid flywheel
and torque –– Describe purpose of
and torque
converter. fluid flywheel and torque
converter?
converter.
d) Describe
4. Is the student
purpose of iii) Students to present their
able to describe
fluid flywheel responses for sharing and
purpose of
and torque discussion.
fluid flywheel
converter.
iv) The teacher should give and torque
feedback and use students’ converter?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.5 Automotive The student should i) The teacher to use questions • Motor vehicle 1. Is the student 2
Body and be able to: to guide the students to define Text book able to define
Chassis a) Define the terms the terms automotive body and • Automotive the terms
automotive chassis. automotive
body and chassis
body and body and
ii) The teacher to arrange students models
chassis. chassis?
in groups and guide them to: • Posters, Flip
b) Differentiate 2. Is the student
–– Differentiate types of chart
types of able to
automotive body and • Marker pen
automotive differentiate
chassis.
body and types of
chassis. –– Describe types of chassis for automotive
small vehicles and trucks body and
c) Describe types
chassis?
of chassis for iii) Students to present their
small vehicles responses for sharing and 3. Is the student
and trucks. discussion. able to describe
types of chassis
iv) The teacher to give feedback
for small
and use the students’ responses
vehicles and
as feedback to support the
trucks?
students to perform the tasks
done in part (i-iii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.6 Power Train The student should i) The teacher to create activities • Motor vehicle 1. Is the student 2
Arrangements be able to: for the students to: Text book able to identify
a) Identify front –– Identify front and rear wheel • Front and rear front and rear
and rear wheel drive. wheel drive?
wheel drive
drive. –– Draw front and rear wheel 2. Is the student
models able to draw
b) Draw front drive.
and rear wheel –– Arrange all wheel drive. • Posters, Flip front and rear
drive. ii) With the aid of assessment chart wheel drive?
c) Arrange all guideline, the teacher should • Marker pen 3. Is the student
wheel drive. guide students to assess the able to arrange
activities performed in part (i). all wheel drive?
the tasks given in part (i) and
(ii).
3.7 The Propeller/ The student should i) The teacher to use questions to • Charts 1. Is the student 4
drive Shaft be able to: guide the students to: • Propeller shaft able to define
and Joints –– Define the term propeller model the term
a) Define the term
shaft. propeller shaft?
propeller shaft/ • Propeller shaft
drive shaft. –– Identify types of propeller 2. Is the student
shafts.
• Posters, Flip
chart able to identify
b) Identify types of ii) The teacher to arrange students
types of
propeller shafs/ in groups and guide them to: • Marker pen
propeller shafts?
drive shaft. –– Describe types of joints used • Drive shaft
to connect propeller shaft
with other members.
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TEACHING TEACHING
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c) Explain the –– Explain the functions of • DVD/VCD/VHS 3. Is the student
functions of joints used to connect • Computer able to explain
propeller shaft. propeller shaft • Cross joint the functions of
propeller shaft?
d) Describe types –– Explain the functions of • CV joint
of joints used propeller shaft. 4. Is the student
to connect able to describe
propeller shaft. types of joints
used to connect
e) Explain the discussion.
propeller shaft
functions of
iv) The teacher should give with other
joints used
feedback and use students’ members?
to connect
propeller shaft/ 5. Is the student
drive shaft. able to explain
the functions
of joints used
to connect
propeller shaft?
3.8 The Final The student should i) The teacher to use questions to • Motor vehicle 1. Is the student 3
Drive be able to: guide students in groups to: text book able to define
a) Define the term –– Define the term final drive. final drive?
final drive. –– Describe axle casing and • Charts 2. Is the student
b) Describe axle shaft. • Differential able to describe
differential ii) The teacher to arrange students gears models differential
gears and their in groups and guide them to: • Final drive gears and their
application. –– Describe differential gears applications?
• DVD/VCD/VHS 3. Is the student
c) Describe the and their applications.
able to describe
axle casing and –– Analyse the functions of
axle casing and
axle shaft. axle casing and axle shaft.
axle shaft?
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TEACHING TEACHING
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d) Analyse the iii) Students to present their 4. Is the student
functions of axle responses for sharing and able to analyse
casing and axle discussion. the functions of
shaft. iv) The teacher should give axle casing and
feedback and use students’ axle shaft?
the tasks given in part (i-iii)
4.0 TOOLS AND 4.1 Tightening The student should i) The teacher to use questions to • Tool box 1. Is the student 4
EQUIPMENT Tools be able to: guide students to brainstorm • Bench work able to explain
a) Explain the the concept of tightening tools. • Posters the meaning
meaning of of tightening
ii) The teacher to create activities • Flip charts
tightening tools. tools?
for students to: • Marker pen 2. Can the
b) Select different • Safety gears
–– Select different types of student select
types of
tightening tools. different types
tightening tools.
of tightening
–– Use tightening tools.
c) Use tightening tools?
tools. iii) With the aid of prepared 3. Can the student
assessment guideline, the use tightening
teacher should guide students tools?
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TEACHING TEACHING
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OBJECTIVES PERIODS
4.2 Removing The student should i) The teacher to create activities • Tool box 1. Is the student 3
and Refitting be able to: for students to: • Bench work able to identify
Tools a) Identify • Posters removing and
–– Identify removing and
removing and refitting tools?
refitting tools. • Flip charts
refitting tools.
2. Can the student
–– Demonstrate application of • Marker pen
b) Demonstrate demonstrate
removing and refitting tools. • Safety gears
application of application of
removing and –– Demonstrate how to use removing and
refitting tools. removing and refitting tools. refitting tools?
c) Use the –– Use the removing and 3. Can the
removing and refitting tools (i.e., machine student use the
refitting tools. stands, presses, fixtures, etc). removing and
refitting tools?
ii) With the aid of assessment
activities performed in part (i).
(ii).
4.3 Testing and The student should i) The teacher to use questions to • Tool box 1. Can the student 3
diagnostic be able to: guide students to: • Bench work define the
Tools a) Define the term –– Define the term testing and • Posters term testing
testing and diagnostic tools. and diagnostic
• Flip charts
diagnostic tools. tools?
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TEACHING TEACHING
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b) Identify –– Identify different types of • Marker pen 2. Is the student 3
different types testing and diagnosis tools. • DVD/VCD/ able to identify
of testing and VHC different types
diagnosis tools. of testing and
for students to: • Computer
diagnosis tools?
c) Select testing
– Select testing and diagnostic • Diagnostic kits
and diagnostic • Testing kits 3. Can the student
tools.
tools. select testing
– Use testing and diagnostic and diagnostic
d) Use testing and
tools. tools?
diagnostic tools.
iii) The teacher should monitor 4. Can the student
and facilitate students in use testing
performing the tasks given in and diagnostic
part (ii). tools?
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TEACHING TEACHING
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OBJECTIVES PERIODS
4.4 Lifting The student should i) The teacher to guide students • Chain block 1. Is the student 2
Equipment be able to: through questions and answers • Posters able to define
a) Define the and demonstration to: with lifting the term lifting
term lifting –– Define the term lifting mechanisms?
equipment
mechanisms. mechanisms. 2. Is the student
b) Identify –– Identify different types able to identify
different types of lifting equipment (i.e., different types
of lifting overhead cranes, mobile of lifting
equipment (i.e., cranes, chain block) equipment?
overhead cranes, ii) The teacher should create
3. Is the student
mobile cranes, activities and guide students to: able to
chain block)
–– Select lifting equipment. select lifting
c) Select lifting –– Use lifting equipment. equipment?
equipment
iii) The teacher should monitor 4. Is the student
d) Use lifting and facilitate students in able to
equipment performing the tasks given in use lifting
part (ii). equipment?
activities performed in part (ii)
(ii).
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TEACHING TEACHING
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OBJECTIVES PERIODS
5.0 PNEUMATIC 5.1 Pneumatic The student should i) The teacher to use • Hydraulic and 1. Is the student 3
AND principles be able to: brainstorming questions to pneumatic text able to define
HYDRAULIC a) Define the term guide students to define the books the term
pneumatics. term pneumatics. • Charts pneumatics?
PRINCIPLES
ii) The teacher to arrange students • Pneumatic 2. Can the
b) Explain the
in groups and guide them to: training kit student explain
applications
of pneumatic –– Define the term pneumatics. • Pneumatic application
systems. –– Explain applications machine/ of pneumatic
of pneumatic systems equipment systems?
c) Analyse the
(i.e., visiting plants with • Pneumatic 3. Can the student
working
pneumatic systems). power supply analyse the
principles of
pneumatics. –– Analyse the working • Hydraulic working
principles of pneumatics. training kit principles of
iii) Students to present their pneumatics?
• Board with
responses for sharing and pneumatic
discussion. circuits
5.2 Hydraulic The student should i) The teacher to use • Hydraulic and 1. Is the student 4
principles be able to: brainstorming questions to pneumatic text able to define
a) Define the term guide students to: books the term
hydraulic. –– Define the term hydraulics. hydraulics?
• Charts
b) Explain concept –– Explain concept of fluid
of fluid power. power.
• Hydraulic
training kit
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TEACHING TEACHING
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b) Explain ii) The teacher to arrange student • Hydraulic 2. Is the student
application in groups and guide them to: machine/ able to explain
of hydraulic equipment concept of fluid
–– Explain how hydraulic
systems power?
systems function. • Hydraulic power
d) Explain how supply 3. Is the student
–– Explain working principles
hydraulic • Apply various able to explain
of hydraulic (i.e., Pascal’s
systems application
law and Bernoulli’s hydraulic test/
function. of hydraulic
concepts). applications systems?
e) Explain the
–– Explain the applications of
advantages of 4. Can the student
hydraulic systems (visiting
hydraulics over explain how
plants with hydraulic
pneumatics. hydraulic
systems).
systems
f) Explain working
iii) The teacher to use questioning function?
principles of
strategies (i.e. what, why
hydraulics. 5. Can student
and how questions) to guide
identify
students to identify the
advantages
advantages of hydraulics with
of hydraulics
pneumatics.
compared with
iv) Students to present their pneumatics?
6. Is the student
discussion.
able to explain
v) The teacher should give working
feedback and use students’ principles of
responses as feedback to hydraulics
support students in performing (Pascal’s law
the tasks given in part (i-iv). and Bernoulli’s
concepts)?
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TEACHING TEACHING
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5.3 Hydraulic and The students should i) The teacher to use questions to • Multi media 1. Can the student 2
Pneumatic be able to: guide students to: • Posters with define the terms
Symbols a) Define the symbols hydraulic and
–– Define the terms hydraulic
terms hydraulic pneumatic
and pneumatic symbols
and pneumatic symbols?
symbols. –– Identify hydraulic and
2. Can the student
pneumatic symbols.
b) Identify identify
hydraulic and ii) The teacher to use questioning pneumatic
pneumatic strategies (what, why and how and hydraulic
symbols. questions) to guide students symbols?
to differentiate pneumatic and
c) Differentiate 3. Is the student
hydraulic symbols.
pneumatic able to
and hydraulic iii) The teacher should give differentiate
symbols. feedback and use students’ pneumatic
responses as feedback to and hydraulic
support students in performing symbols?
(ii).
5.4 Hydraulic and The students should i) The teacher to organise a visit • Hydraulic and 1. Is the student 4
Pneumatic be able to: to various work places and pneumatic able to identify
Circuits a) Identify guide to identify hydraulic and circuit boards hydraulic and
hydraulic and pneumatic circuits. pneumatic
• Multi media
pneumatic ii) The teacher to use questioning circuits?
circuits strategies (what, why and how
• Posters 2. Can the student
b) Differentiate questions) to guide students differentiate
pneumatic to differentiate pneumatic and pneumatic
and hydraulic hydraulic circuit. and hydraulic
circuit. circuit?
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TEACHING TEACHING
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c) Prepare iii) The teacher to create activities 3. Can the
different for students to prepare student prepare
pneumatic pneumatic and hydraulic pneumatic
and hydraulic circuits. and hydraulic
circuits. circuits?
iv) The teacher should monitor
and facilitate students in
part
v) With the aid of pre-prepared

vi) The teacher to give feedback
and use the students’
support the students to
perform the tasks done in part
(i), (ii) and (iii).
6.0 REFRIGERATION 6.1 Principles of The student i) The teacher to organise • Refrigeration 1. Is the student 4
AND AIR Refrigeration should be able students in groups and guide text books able to define
to: them to: the basic
CONDITIONING • Charts
a) Define the basic –– Define the basic concepts of concept of
• Refrigerator refrigerator?
concepts of refrigeration.
refrigeration. –– Identify types of • Flip chart 2. Is the student
b) Identify types of refrigerators. • Marker pen able to identify
refrigerators. • DVD/VCD/VHS types of
refrigerators?
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TEACHING TEACHING
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c) Explain the –– Explain the importance of • Computer 3. Is the student
importance of refrigeration. • Enthalpy- able to explain
refrigeration. entropy chart the importance
of refrigeration?
d) Differentiate responses for sharing and
vapour discussion. 4. Is the student
compression able to
and vapour differentiate
strategies (what, how and why
absorption vapour
questions) to guide students
systems. compression
to differentiate vapour
and vapour
e) Read mollies compression and vapour
absorption
diagrams/ absorption system.
systems?
charts.
5. Can the student
for students to read mollies
read mollies
diagram/ charts.
charts?
performed in part (iv).
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TEACHING TEACHING
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OBJECTIVES PERIODS
6.2 Introduction The student should i) The teacher to use questions to: • Air conditioning 1. Is the student 2
to Air be able to: –– Explain the meaning of air text books able to explain
Condition condition. • Charts the meaning of
a) Explain the
–– List types of air conditioning • Air condition air condition?
meaning of air
condition. systems. 2. Can the student
ii) The teacher to arrange students list types of air
b) List types of air in groups and guide them to conditioning
conditioning explain the importance of air systems?
systems. conditioning.
iii) Students to present their 3. Is the student
c) Explain the
responses for sharing and able to explain
importance of
discussion. the importance
air conditioning
iv) The teacher should give of air
system.
feedback and use students’ conditioning?
6.3 Compressor The student should i) The teacher to use questions to • Compressors 1. Is the student 2
be able to: guide students to: text books able to define
a) Define the term –– Define the term compressor. • Charts the term
compressor –– Identify types of compressor?
• Compressors
b) Identify types of compressors. 2. Is the student
models able to identify
compressors. –– Describe stages of
c) Describe stages compressors. • Posters types of
of compressors. ii) The teacher should give compressors?
feedback and use students’ 3. Is the student
responses as feedback to able to describe
support students in performing stages of
the tasks given in part (i). compressors?
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TEACHING TEACHING
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OBJECTIVES PERIODS
6.4 Evaporator The student should i) The teacher to use questions to • Evaporators and 1. Is the students 2
and Coolers be able to: guide students to: coolers models able to identify
a) Identify types of –– Identify types of • Evaporators types of
evaporators. evaporators. evaporators?
and coolers text
b) Identify types of –– Identify types of coolers. 2. Is the students
book able to identify
coolers. –– Explain de-frosting
c) Explain methods. • Charts types of
de-frosting ii) The teacher should give coolers?
methods. feedback and use students’ 3. Is the students
responses as feedback to able to explain
support students in performing de-frosting
the tasks given in part (i). methods?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.5 Condensers The student should i) The teacher to use questions to • Condensers 1. Is the student 2
be able to: guide students to explain the model able to explain
a) Explain the term: the term
• Condensers text
term air-cooler –– Air-cooler condensers. air-cooler
book condensers?
condensers. –– Water- cooler condensers.
b) Explain the term –– Evaporative condensers.. • Charts 2. Is the student
water- cooler ii) The teacher to create activities • Posters able to explain
condensers. for students to select different the term
water- cooler
c) Explain the term types of condensers.
condensers?
evaporative iii) Students to present their 3. Is the student
condensers. responses for sharing and able to explain
d) Select discussion. the term
condensers. iv) With the aid of pre-prepared evaporative
assessment guideline, the condensers?
teacher should guide students 4. Is the student
to assess the activities able to select
performed in part (ii). condensers?
v) The teacher to give feedback

done in part (i-v).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.6 Refrigerants The student should i) The teacher to use questions to • Refrigerant 1. Is the students 2
and Controls be able to: guide students to: bottles able to identify
• Expansion types of
a) Identify types of –– Identify types of
refrigerants?
refrigerants. refrigerants. devices
• Filters 2. Is the students
b) Identify types –– Explain types of expansion
able to explain
of expansion devices and filters.
types of
devices and
ii) The teacher to organise expansion
filters.
students in groups and guide devices and
c) Analyse the them to analyse the importance filters?
importance of expansion devices and
3. Is the student
of expansion filters.
able to analyse
devices and
iii) Students to present their the importance
filters.
responses for sharing and of expansion
discussion. devices and
filters?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.7 Piping and Oil The student should i) The teacher to use questions to • Tool box 1. Is the student 2
Management be able to: guide students to identify types • Charts able to identify
of chilled water piping. • Refrigerator types of chilled
a) Identify types
water piping?
of chilled water ii) The teacher to use questioning • Air condition
piping. strategies (why and how • Compressor oil 2. Is the student
questions) to guide students to • PPE able to
b) Differentiate
differentiate liquid lines from differentiate
liquid lines from
suction line liquid line from
suction line
suction line?
c) Control oil in
for students to: 3. Can the student
the compressor.
control oil in the
–– Control oil in the
d) Change oil in compressor.
compressor.
the compressor.
4. Can the student
–– Change oil in the
change oil in the
compressor.
compressor.
iv) With the aid of pre-prepared
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TEACHING TEACHING
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OBJECTIVES PERIODS
6.8 Ducting and The student should i) The teacher to use questions to • Ducting and 1. Is the student 2
Insulation be able to: guide students to: insulation model able to identify
types of ducting
a) Identify types –– Identify types of ducting and • Ducting and
and insulators?
of ducting and insulators. insulation text
Insulators. book 2. Is the student
–– Explain uses of ducting and
• Charts able to explain
b) Explain uses insulators.
uses of ducting
of ducting and
ii) The teacher to organise and insulators?
insulators.
students in groups and guide
3. Is the student
c) Identify the them to:
able to identify
common
–– Identify the common the common
materials used
materials used for insulation materials used
for insulation in
in the refrigeration. for insulation in
the refrigeration
the refrigeration
system. –– Explain why insulation is
system?
applied to ductwork.
d) Explain why
4. Is the student
insulation is iii) The teacher to create activities
able to explain
applied to for students to draw schematic
why insulation
ductwork. diagram of refrigeration and
is applied to
show ductwork and insulation.
e) Draw schematic ductwork?
diagram of iii) The teacher should give
5. Is the student
refrigeration and feedback and use students’
able to draw
show ductwork responses as feedback to
schematic
and insulation. support students in performing
diagram of
refrigeration and
show ductwork
and insulation?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.9 Tools and The student should i) The teacher to use questions to • Tool box 1. Is the student 4
Equipment for be able to: guide students to: • Charts able to explain
Refrigeration a) Explain the the terms soft
–– Explain the meaning of the • Refrigerator
and Air meaning of brazing and
terms soft brazing, hard • Air condition
Conditioning the terms soft brazing rods?
brazing and brazing rods. • Welding
brazing, hard
machines (gas 2. Is the student
brazing and –– Identify different tools
able to identify
brazing rods. used in refrigeration and air welding and
different
conditioning. brazing)
b) Identify tools used in
different ii) The teacher to create activities • Cutting machine refrigeration
tools used in for students to cut, flare, bend (e.g. flame and air
refrigeration and and join tube by using tools cutting machine) conditioning?
air conditioning. and equipment.
3. Can the student
c) Perform cutting, iii) The teacher should monitor cut, bend and
flaring, bending and facilitate students in join tubes by
and joining performing the tasks given in using tools and
of tubes by part (ii). equipment?
using tools and
equipment.
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.10 Refrigerants The student should i) The teacher to use questions to • Chalkboard 1. Is the student 3
be able to: guide students to: • Charts able to define
a) Define the term –– Define the term refrigerant. • Refrigerants the term
refrigerant. –– Mention common refrigerant?
• Refrigerator
b) Mention refrigerants.
• Text books 2. Can the student
common ii) The teacher to organise
mention
refrigerants. students in groups and guide
common
c) Explain the them to describe the properties
refrigerants?
properties of of refrigerants.
refrigerants. iii) Students to present their 3. Is the student
discussion. properties of
iv) The teacher should give refrigerants?
(ii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.11 Refrigeration The student should i) The teacher to organise • Refrigeration 1. Is the student 3
Cycles be able to: students in groups and guide text books able to identify
a) Identify types them to: • Charts types of
of refrigeration refrigeration
–– Identify types of • Refrigerator
cycles. cycles?
refrigeration cycles. • Displays
b) Describe 2. Can the student
–– Describe heat loss and
heat loss and describe heat
heat gain in evaporator and
heat gain in loses and
condenser.
evaporator and heat gain in
condenser. –– Use diagram to describe evaporator and
reversed carnot cycle condenser?
c) Use diagram
to describe –– Explain various changes 3. Is the student
reversed carnot which take place on the able to describe
cycle. refrigerant when it circulates reversed carnot
in the system. cycle with the
d) Explain various
aid of diagram?
changes which ii) Students to present their
take place on the responses for sharing and 4. Can a student
refrigerant when discussion. explain various
it circulates in changes which
iii) The teacher to give feedback
the system. take place on the
refrigerant when
it circulates in
the system?
done in part (i) and (ii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6.12 Principle The student should i) The teacher to use questions to • Air condition 1. Is the student 3
of Air be able to: guide students to: text books able to define
Conditioning a) Define basic air basic air
–– Define basic air conditioning • Charts condition
conditioning
terms. • Air condition terms?
terms.
–– Explain the meaning of • Displays
b) Explain the 2. Is the student
psychometrics. • Air condition able to explain
meaning of
model psychometrics?
psychometrics. ii) The teacher to organise
students in groups and guide • Posters 3. Can the student
c) Describe
them to describe different describe
different
processes in air conditioning. different
processes in air
iii) The teacher to create activities processes in air
conditioning.
conditioning?
for students to perform
d) Carry out
different processes in air 4. Can the student
different
conditioning. perform
processes in air different
conditioning. iv) Students to present their processes in air
responses for sharing and conditioning?
discussion.
71
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
7.0 ENGINEERING 7.1 Orthographic The student should i) The teacher to arrange students • Drawing board 1. Is the student 10
DRAWING III Projection be able to: in groups and guide them to: • Drawing able to explain
a) Explain the term Instrument/ the term
–– Explain the term
orthographic orthographic
orthographic projection. equipments
projection. projection?
–– Identify drawing symbols • VCD/DVD
b) Identify drawing showing 2. Can the student
for first and third angle.
symbols for first identify drawing
Orthographic
and third angle. ii) The teacher to create activities symbols for first
for students to: Projection and third angle?
c) Project views • Multimedia
on vertical –– Draw views on vertical and 3. Can the student
horizontal principle plane projection
and horizontal project views
principle plane. (Front, end elevation and • Poster showing on vertical
plan). orthographic and horizontal
d) Explain the
projection principle plane
importance –– Draw object in first and
• ISO drawing (front, end
of drawing third angle projections.
paper elevation and
symbols in
iii) Students to present their work plan)?
orthographic.
e) Construct 4. Can the student
orthographic iv) With the aid of pre-prepared explain the
drawing in first assessment guideline, the importance
and third angle teacher should guide students of drawing
projection. to assess the activities symbols in
performed in part (ii). orthographic?
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TEACHING TEACHING
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OBJECTIVES PERIODS
f) Draw views v) The teacher to use questioning 5. Can the student
on vertical strategies (what, how, and why construct
and horizontal questions) to guide students orthographic
principle plane to explain the importance drawing in
(Front, end of drawing symbols in first angle and
elevation and orthographic. third angle
plan). projection?
g) Draw object feedback and use students’ 6. Can the student
in first and responses as feedback to draw views
third angle support students in performing on vertical
projections the tasks given in part (i-v). and horizontal
principle plane
(Front, end
elevation and
plan)?
7. Can the student
draw object
in first and
third angle
projections?
73
73
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
7.2 LOCI The Student should i) The teacher to use • Posters with 1. Is the student 6
(Mechanisms) be able to: brainstorming questions to picture showing able to define
guide students define the term different meshes the term locus
a) Define the term
locus of a point. of a point?
locus of a point. of locus
ii) The teacher to create activities 2. Can the student
b) Can the student for students to:
• Drawing set
• Drawing board/ plot the locus
plot the locus –– Plot the locus of points of a point of a ladder
point of a ladder ladder movement of a crank table
movement of a
movement of a and slider single point coil • ISO drawing crank and slider
crank and slider springs. paper for single point
for single point –– Construct locus of ladder
coil springs?
• Video animation coil springs?
movement crank and slides
of LOCI 3. Can the student
c) Construct single point links with
multiple point and helix and • Multimedia construct
locus of ladder
coil springs. project locus of ladder
movement crank
movement crank
and slides single iii) The teacher should monitor
and facilitate students in and slides single
point links with
performing the tasks given in point links with
multiple point
part (ii). multiple point
and helix and
iv) Students to present their work and helix and
coil springs.
for sharing and discussion. coil springs?
v) With the aid of assessment
the tasks done in part (i-iv).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
7.3 Auxiliary The student should i) The teacher to use questions to • Scale rule 1. Is the student 3
Views be able to: guide students to explain the • Drawing board able to explain
a) Explain the meaning of auxiliary views. • Drawing paper the meaning of
meaning of auxiliary views?
ii) The teacher to guide students • Drawing kit
auxiliary views.
in groups to: 2. Is the student
b) Explain the able to explain
–– Explain the importance
importance of the importance
of auxiliary views in
auxiliary views of auxiliary
engineering.
in engineering. views in
–– Differentiate types of engineering?
c) Differentiate
auxiliary elevation.
types of 3. Can the student
auxiliary –– Identify need and use of differentiate
elevation. points, lines, and planes in types of
space. auxiliary
d) Identify need
elevation?
and use of iii) Students to present their
points, lines, and responses for sharing and 4. Can the student
planes in space. discussion. identify need
and use of
points, lines,
and planes in
space?
the tasks done in part (i-iv)
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
7.4 Developments The student should i) The teacher to guide students • Poster with 1. Is the student 6
of Mechanical be able to: in groups to: pictures showing able to explain
Components –– Explain development of development
a) Explain different types
an object in engineering of objects in
development drawing. of developments
engineering
of objects in –– Describe the purpose of machine drawing?
engineering and use of development components
drawing. drawings. 2. Can the student
• Drawing set
ii) The teacher to create activities describe the
b) Describe the • Model with
for students to: purpose and use
purpose and use various
–– Draw developments of of development
of development
mechanical components. intersections of fields?
drawings.
–– Develop two cylinders that components 3. Can the
c) Draw intersect at right angles.
student draw
development iii) The teacher should monitor
development
of mechanical and facilitate students in
performing the tasks given in of mechanical
components.
part (ii). components?
d) Develop two iv) Students to present their 4. Can the student
cylinders that responses for sharing and develop two
intersect at right discussion. cylinders that
angles. v) With the aid of prepared intersect at right
assessment guideline, the angles?
performed in part (ii) .
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
7.5 Section The student should i) The teacher to use questions to • Drawing kit 1. Can the student 4
be able to: guide students to: • Drawing identify
–– Identify different types of template different types
a) Identify
sections. of sections.
different types • Drawing sheet
–– Identify different application
of sections. • Drawing board 2. Can the student
of sections in mechanical
identify
b) Identify engineering.
applications
applications ii) The teacher to create activities
of sections in
of sections in for students to:
mechanical
mechanical –– Draw section lines
engineering?
engineering. –– Draw hatching lines.
c) Apply sections
–– Apply sections in various 3. Can the student
mechanical engineering apply sections
in various
drawings. in various
mechanical
–– Apply hatching lines in mechanical
engineering
section drawing. engineering
drawings.
iii) The teacher should monitor drawings?
d) Draw section and facilitate students in
4. Can the student
lines. performing the tasks given in
draw section
e) Draw hatching part (ii).
lines?
lines. iv) Students to present their
responses for sharing and 5. Can the student
f) Apply hatching discussion. draw hatching
lines in section v) With the aid of prepared lines?
drawing. assessment guideline, the 6. Can the student
teacher should guide students apply hatching
to assess the activities lines in section
performed in part (ii). drawing?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
the tasks done in part (i), (ii)
and (iv).
7.6 Limits and Fits The student should i) The teacher to use questions to • Posters showing 1. Is the student 4
be able to guide students to: different able to define
a) Define the term tolerances and the term limits
–– Define the term limits
limits as applied as applied to
and fits as applied to the limits
to engineering engineering
engineering process. • Manila sheet
process. process?
b) Identify –– Identify different types of • Marker pen 2. Can the student
different types limits and fits. identify
of limits and different types
–– Identify unilateral and
fits and their of fits and their
bilateral tolerances as
applications applications
special in the dimension of
in automotive in automotive
drawing.
c) Identify ii) The teacher to organise 3. Can the student
unilateral students in groups and guide identify
and bilateral them to analyse the term unilateral
tolerances as application limits and fits in and bilateral
specified in the automotive engineering. tolerances as
dimensioning of specified in the
drawing. dimensioning of
drawing?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
e) Analyse the iii) The teacher to create activities 4. Can the student
application of for students to: analyse the
limits and fits application of
–– Solve various problems
in automotive limits and fits
relating to limits and fits
engineering. in automotive
as applied in engineering
engineering?
f) Solve various process.
problems 5. Can the student
–– Read from table of fits
relating to solve various
and tolerances in order to
limits and fits problems
determine the required size
as applied in relating to
of the hole and shaft with
engineering limits and fits
reference to 1S0 standard.
process. as applied in
iv) With the aid of prepared engineering
g) Read from
assessment guideline, the process?
table of fits
and tolerances 6. Can the student
in order to read from
determine the table of fits
required size v) Students to present their and tolerances
of the hole responses for sharing and in order to
and shaft with discussion, determine the
reference to 1S0 required size
standard. of the hole
and shaft with
reference to 1S0
standard?
the tasks done in part (i-iii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
8.0 INTRODUCTION 8.1 Introduction to The student should i) The teacher to use • Posters with 1. Is the student 8
TO CAD I CAD I be able to: brainstorming questions to pictures of able to define
a) Define the term guide students to define the objects drawn the term
Computer Aided term Computer Aided Drafting Computer
using CAD
Drafting (CAD). (CAD). Aided Drafting
• Posters with (CAD)?
b) Explain the ii) The teacher to arrange students pictures of
importance in groups and guide them to: 2. Is the student
computer inputs
of CAD in able to explain
–– Explain the importance and output
automotive the importance
of CAD in mechanical devices
engineering. of CAD in
engineering.
c) Describe the
• CAD package automotive
–– Describe the applications • CAD software engineering?
applications
of CAD in mechanical (CorelDraw,
of CAD in 3. Is the student
engineering.
mechanical Page Maker, able to describe
engineering. –– Explain the advantages and Microsoft the applications
disadvantages of using CAD of CAD in
d) Explain the Office, Auto
in automotive engineering. automotive
advantages and CAD, Paint,
engineering?
disadvantages iii) Students to present their Corel CAD etc)
of using CAD responses for sharing and 4. Is the student
• Computer
in automotive discussion. able to
loaded with
engineering. explain the
iv) The teacher should give CAD software advantages and
disadvantages
of using CAD
in automotive
engineering?
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80
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
8.2 CAD Software The student should i) The teacher to use questions to • Posters with 1. Can the 6
and Hardware be able to: guide students to: pictures of student list
a) List different objects drawn different types
–– List different types of
types of of computer
computer hardware. using CAD
computer hardware?
hardware. –– Explain the term Auto CAD. • Posters with
pictures of 2. Can the
b) Explain the term ii) The teacher to arrange students student explain
computer inputs
Auto CAD. in groups and guide them to: the term Auto
and output CAD.
c) Identify CAD –– Identify CAD hardware and devices
hardware and software. 3. Can the
software.
• AutoCAD
student
–– Describe CAD system package Identify CAD
d) Describe hardware (CPU, Secondary
• CAD software hardware and
CAD system Memory, and Workstation).
(CorelDraw, software?
hardware
–– Describe elements of Page Maker, 4. Can the
e) Describe the drawing in CAD.
Microsoft student
elements of
iii) Students to present their Office, Auto describe
drawing in
responses for sharing and CAD, Paint, CAD system
CAD.
discussion. hardware?
Corel CAD etc)
f) Explain the
iv) The teacher to use questioning • Computer 5. Can the
importance of
strategies (what, how, and what installed with student
CAD and its
questions) to guide students describe the
applications in CAD software
to explain the importance of elements of
engineering.
CAD and its applications in drawing in
engineering. CAD?
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TEACHING TEACHING
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OBJECTIVES PERIODS
v) The teacher should give 6. Can the
feedback and use students’ student explain
responses as feedback to the importance
support students in performing of CAD and its
the tasks done in part (i-iii). applications in
engineering?
8.3 CAD The student should i) The teacher to arrange students • Posters with 1. Can the student 6
Application be able to: in groups and guide them to: pictures of describe
a) Describe –– Describe elements of CAD objects drawn elements of
elements of used for drawing automobile CAD used
using CAD
CAD used objects. for drawing
for drawing • Posters with automobile
–– Identify types of projections pictures of
automobile objects?
and geometrical modeling.
objects. computer inputs
ii) Students to present their 2. Can the student
b) Identify types and output identify types
of projections discussion. devices of projections
and geometrical
• CAD package and geometrical
modeling. • CAD software modeling?
for students to:
c) Use elements of –– Use elements of CAD (CorelDraw, 3. Can the student
CAD drawing to drawing to draw automobile Page Maker, use elements
draw automobile objects, Microsoft of CAD
objects. drawing to draw
–– Make automobile layout and Office, Auto
automobile
d) Make sketches using CAD. CAD, Paint,
objects?
automobile iv) The teacher should monitor Corel CAD etc)
layout and and facilitate students in
sketch using performing the tasks given in
CAD. part (iii).
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TEACHING TEACHING
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OBJECTIVES PERIODS
v) With the aid of prepared • Computer 4. Can the
assessment guideline, the loaded with student make
teacher should guide students CAD software automobile
to assess the activities layout and
performed in part (iii). sketch using
CAD?
feedback and use the students’
responses as feedback in
supporting students to use
the component of CAD in
engineering drawing.
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83
FORM IV
COMPETENCIES
By the end of form IV, the student should have ability to:
a) trouble shoots different faults and analyse auto-electric system in a motor vehicle;
b) recognize malfunctions in engine systems;
c) trouble shoots different faults on motor vehicles and assemble automotive system;
d) conduct different maintenance practice and repair of automotive system;
e) applying technical drawing knowledge and skills in drawing automotive layout and sketches; and
f) apply CAD technology to draw machine components.
OBJECTIVES
By the end of form IV, the student should be able to:
a) identify malfunctions in engine systems;
b) describe and assemble automotive system;
c) use the knowledge and skill learnt to conduct different maintenance practice and repair of automotive system;
d) use technical drawing knowledge and skills to draw different machinery components; and
e) use CAD technology to draw machine/automotive components.
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
1.0 ENGINE 1.1 Lubrication The student should i) The teacher to use questions to • Various oil 1. Is the student able 4
SYSTEMS System be able to: guide the students to: pumps. to identify types
a) Identify types –– Identify types of lubrication of lubrication
• Different types of
of lubrication systems. systems?
oil e.g. SAE 40,
systems. –– Identify various types of oil etc 2. Is the student able
b) Identify various pumps and pressure gauges. to identify various
ii) The teacher to arrange students • Pictures and
types of oil types of oil pumps
in groups and guide them to: Drawings of
pumps and and pressure
–– Explain the purpose of different types of
pressure gauges. gauges?
automotive lubrication oil Pumps
c) Explain the systems. 3. Is the student
• Multimedia
purpose of –– Classify different types of oil able to explain
Projector
automotove and pressure gauges. the purpose
lubrication –– Explain uses of oil pumps and • Video (CD/ of automotive
systems. gauges in a vehicle. DVD) showing lubrication
–– Explain the functions of oil lubrication systems?
d) Classify
pumps. system animation
different types of 4. Is the student able
–– Explain the operations (simulation)
oil and pressure to classify different
gauges. principle of oil pumps and • Lubrication types of oil and
gauges in a vehicle. System model pressure gauges?
e) Explain uses –– Explain the use of oil filter in
of oil pumps the engine. • Real vehicles with 5. Is the student
and gauges in a iii) The teacher to use questioning working engine able to explain
vehicle. uses of oil pumps
strategies (what, how, and what • Different types of
questions) to guide students to and gauges in a
f) Explain the oil filters
explain the operations principle vehicle?
functions of oil
pumps. of oil pumps and gauges in a
vehicle.
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
g) Explain the iii) Students to present their 6. Is the student able
operations responses and sharing. to explain the
principle of iv) With the aid of prepared functions of oil
oil pumps and assessment guideline, the pumps?
gauges in a teacher should guide students to 7. Is the student
vehicle. assess the activities performed able to explain
h) Explain the use in part (ii). the operations
of oil filter in the v) The teacher should give principle of oil
engine. feedback and use students’ pumps and gauges
responses as feedback to in a vehicle?
support students in performing 8. Is the student able
the tasks done in part (i-vi). to explain the use
of oil filter in the
engine?
1.2 Fuel Air The student i) The teacher to use questions to • Multimedia 1. Is the student able 4
and Exhaust should be able guide students to: Projector to explain the fuel
System for to: –– Explain the fuel systems and • Video (CD/ DVD) systems and their
Compression a) Explain the their components. showing fuel components?
Ignition fuel systems –– Identify types of fuel system animation 2. Is the student able
Engines (CI) and their metering system for S1 and (simulation) to Identify types
and Spark components. CI.. • Fuel System layout of fuel metering
Ignition –– Describe the emission control model system for S1 and
b) Identify types • Real vehicles
Engines (SI) system. CI?
of fuel metering • Heater plugs
–– Describe the exhaust system 3. Is the student able
system for S1 • Injectors
and noise silencing. to describe the
and CI. • Electronic fuel
ii) The teacher to arrange students emission control
injector (EFI)
in groups and guide them to: system?
system model/
–– Explain the main purpose of animation
fuel system. (simulation)
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c) Describe the –– Describe the functions of the 4. Is the student able
emission control exhaust system and noise to describe the
system. silencing. exhaust system and
iii) The teacher to create activities noise silencing?
d) Describe the
exhaust system for students to control of A/F 5. Is the student able
and noise ratio in S1 engines. to explain the main
silencing. iv) The teacher should monitor and purpose of fuel
facilitate students in performing system?
e) Explain the main
purpose of fuel the tasks given in part (iii). 6. Is the student able
system. v) Students to present their to describe the
responses and sharing. functions of the
f) Describe the
exhaust system and
functions of iv) With the aid of prepared noise silencing?
the exhaust assessment guideline, the
system and noise teacher should guide the 7. Can the student
silencing. students to assess the activities control A/F ratio in
performed in part (iii). S1 engines?
g) Control A/F ratio
in S1 engines. v) The teacher should give 8. Can the student
feedback and use students’ control A/F ratio in
responses as feedback to S1 engines?
the tasks done in part (i-v).
1.3 Fuel System i) The teacher to use questions to • Multimedia 1. Is the student able
(Feed Pumps) guide students to identify types Projector to identify types of
of lift pumps. • Video (CD/ DVD) lift pumps?
ii) The teacher to arrange students showing fuel
in groups and use questions to system Animation
guide them to: (simulation)
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The student should –– Explain the purpose of feed • Fuel System 2. Is the student 4
be able to: pump in an engine. layout model able to explain
a) Identify types of • Real vehicles the purpose of
–– Explain the functions of the
lift pumps. • Heater plugs feed pump in an
feed pump in CI engines and
• Injectors engine?
b) Explain the its operation.
• Tools
purpose of feed 3. Is the student able
pump in an to explain the
for students to:
engine. functions of the
–– Sketch feed pumps, feed pump in CI
c) Explain the
engines and its
functions of the –– Assemble feed pumps.
operation?
feed pump in CI
–– Disassemble feed pumps.
engines and its 4. Can the student
operation. iv) Students to present their sketch feed
responses and sharing. pumps?
d) Sketch feed
pumps. v) With the aid of prepared 5. Can the student
assessment guideline, the assemble feed
e) Assemble feed
teacher should guide students to pumps?
pumps.
6. Can the student
f) Disassemble in part (iii).
disassemble feed
feed pumps.
vi) The teacher should give pumps?
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OBJECTIVES PERIODS
1.4 Fuel System The student should i) The teacher to use questions to • Electronic Fuel 1. Is the student 4
(Injectors) be able to: guide students to: Injection (EFI) able to explain
system model/ the concept of
a) Explain the –– Explain the concept of
Animation injectors.
concept of injectors.
(simulation)
injectors. 2. Is the student able
–– Identify types of injectors.
• Common rail to Identify types of
b) Identify types of
–– Explain the concept of heater Injection System injectors?
injectors.
plugs in CI engine. model
3. Is the student
c) Explain the
ii) The teacher to arrange students able to explain
concept of heater
in groups and guide them to: the concept of
plugs in CI
heater plugs in CI
engines –– Identify the purpose of
engines?
mixing air and fuel by fine
d) Identify the
spray of fuel into air. 4. Is the student able
purpose of
to identify the
mixing air and –– Describe electronic Fuel
purpose of mixing
fuel by fine Injector (EFI) system.
air and fuel by fine
spray of fuel into
–– Explain the functions of the spray of fuel into
air.
fuel injection pump in CI air?
e) Describe engines and its operation.
5. Is the student
electronic Fuel
iii) The teacher to create activities able to describe
Injection (EFI)
for students to: electronic Fuel
system.
–– Sketch fuel injector pump. Injector (EFI)
f) Explain the system?
functions of the –– Conduct sectional views of
fuel injection different types of injectors.
pump in CI iv) Students to present their
engines and its responses and sharing.
operation.
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g) Sketch fuel v) With the aid of prepared 6. Is the student able
injector pump. assessment guideline, the to explain the
teacher should guide the functions of the
h) Conduct
students to assess the activities fuel injection pump
sectional views
performed in part (iii). in CI engines and
of different types
its operation.?
of injectors vi) The teacher to give feedback
and use the students’ responses 7. Is the student able
i) Differentiate
as feedback to support students to sketch fuel
between
to perform the tasks mentioned injector pump?
Electronic Fuel
in part (i-v).
Injection and 8. Is the student
Conventional/ able to conduct
Mechanical Fuel sectional views of
Injection different types of
injectors?
j) Describe
common rail fuel 9. Is the student able
injection system to differentiate EFI
from Conventional
fuel Injection
system
10. Is the student
able to describe
common rail
injection system?
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OBJECTIVES PERIODS
1.5 Ignition system The student should i) The teacher to arrange students • Various types of 1. Is the student 4
for SI engines be able to: in groups and guide them to: engine ignition able to describe
–– Describe ignition system and systems layout a simple ignition
a) Describe a system functions. model system?
simple ignition
–– Identify principle operation, • Pictures/ 2. Can the student
system.
trouble shooting and services. Drawings of identify a simple
b) Identify a simple different types of coil ignition system
–– Describe a simple coil
coil ignition ignition systems and other types of
ignition system, magneto,
system and other ignition system?
electronic (transistor/ • Pictures/
types of ignition
capacitor) and computerized Drawings of 3. Can the student
system.
ignition systems and other different types of describe a simple
c) Describe a various ignition systems ignition systems coil ignition
simple coil components. system, magneto,
ignition system, • Multimedia
ii) The teacher to create activities electronic
magneto, Projector
for students to sketch simple (transistor/
electronic • Video (CD/ DVD) capacitor) and
ignition circuit diagrams.
(transistor/ showing ignition computerized
capacitor) and –– With the aid of prepared system Animation ignition systems
computerized assessment guideline, the (simulation). and other various
ignition systems teacher should guide students ignition systems
and other various to assess the activities • Real vehicles.
components?
ignition systems performed in part (ii). • Various parts of
components. 4. Is the student able
iii) Students to present their ignition systems.
to sketch simple
d) Sketch simple responses and sharing. ignition circuit
ignition circuit iv) The teacher to give feedback diagrams?
diagrams. and use the students’ responses
as feedback to support students
to perform the tasks mentioned
in part (i-iii).
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1.6 Charging The student should i) The teacher to use questions to • Pictures/ 1. Is the student 2
System be able to: guide students to: Drawings of able to identify
a) Identify –– Identify charging system different types charging system
charging system components. charging system components?
components. –– Describe charging system
• Video (CD/ DVD) 2. Is the student
components.
b) Describe showing charging able to describe
charging system ii) The teacher to create activities system animation charging system
components. for students to demonstrate (simulation). components?
the use of charging system
c) Use charging • Real vehicles. 3. Is the student
components.
system able to use
• Various parts of
components. iii) With the aid of prepared charging system
charging system
assessment guideline, the components?
in part (ii).
1.7 Engine Cooling The student should i) The teacher to use questions to • Various types of 1. Is the student able 4
System be able to: guide students to: cooling systems to explain the
a) Explain the concepts of heat
–– Explain the concept of heat • Pictures/
concepts of heat transfer.
transfer. Drawings of
transfer.
different types of 2. Is the student able
–– Identify types of cooling
engine cooling to identify types of
system (i.e., air cooling and
systems cooling system?
water cooling).
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b) Identify types of –– Explain different components • Multimedia 3. Is the student able 4
cooling system of engine cooling systems. Projector to explain different
c) Explain different components of
ºº Radiators • Video (CD/
components of engine cooling
ºº Water pump DVD) showing
engine cooling systems?
ºº Fans engine cooling
systems.
ºº Thermostat system Animation 4. Is the student able
d) Identify different
ºº Coolant additives. (simulation) to explain different
methods of
methods of engine
engine cooling ii) The teacher to use questioning • Real vehicles
cooling system?
system. strategies (what, why and how
e) Explain the questions) to guide students to: 5. Is the student able
engine cooling
functions of to explain the
–– Explain different methods of systems e.g. hose
engine cooling functions of engine
cooling engine system? pipes, pumps etc
system. cooling system?
f) Explain the –– Explain functions of engine 6. Is the student
importance of cooling system. able to explain
engine cooling the importance
–– Explain the importance of
system. of engine cooling
engine cooling system.
g) Explain system?
advantages and iii) The teacher to arrange students 7. Is the student
disadvantages in groups and guide them to: able to explain
of each engine –– Explain advantages and advantages and
cooling system. disadvantages of each engine disadvantages
h) Describe trouble cooling system of each engine
shooting and –– Describe concept of trouble cooling system?
service shooting and service. 8. Is the students able
i) Describe the iv) The teacher to create activities to describe trouble
engine-cooling for students to describe the shooting and
system with engine-cooling system with service?
well- labeled well- labeled diagrams.
diagrams.
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v) With the aid of prepared 9. Is the students
assessment guideline, the able to describe
teacher should guide students to the engine-cooling
assess the activities performed system with well-
in part (iv). labeled diagrams?
1.8 Engine Sensors The student should i) The teacher to use questions to • Various types of 1. Is the student able 2
and Computer be able to: guide students to identify types engine sensors and to identify types of
Control a) Identify types of of engine sensors computer control engine sensors?
Modules engine sensors. ii) Students in groups to explain modules 2. Is the student able
b) Explain the link the: • Pictures/ to explain the link
between sensors –– Link between sensors and Drawings of between sensors
and computers. computers. different types of and computer?
c) Explain the –– Functions of engine sensors engine sensors and 3. Is the student
functions of and computer control computer control able to explain
engine sensors modules. modules functions of
and computer iii) Students to present their • Multimedia engine sensors and
control modules. responses for sharing and Projector computer control
discussion. • Video (CD/ DVD) modules?
iv) The teacher should give showing engine
feedback and use students’ sensors and
responses as feedback to computer control
support students in performing modules animation
the tasks done in part (i-iii). (simulation).
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TEACHING TEACHING
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OBJECTIVES PERIODS
• Real vehicles
engine sensors
and computer
control modules
1.9 Alternative The student should i) The teacher to use questions to • Various types of1. Is the student 1
Fuels be able to: guide students to: fuels able to explain
a) Identify the –– Explain alternative fuels for • Multimedia alternative fuels for
alternative fuels S1(CNG ethanol, LPG ). Projector S1(CNG ethanol,
for S1(CNG –– Identify alternative fuels for • Video (CD/ DVD) LPG )?
ethanol, LPG ) C1(Biodisel). showing various 2. Is the student
ii) The teacher to give feedback types of fuels able to identify
b) Identify the
and use students’ responses as • Real vehicles alternative fuels for
alternative fuels
for C1(Biodisel). feedback to support students to C1(Biodisel)?
perform the tasks given in part
(i).
2.0 AUTOMOTIVE 2.1 Suspension The student should i) The teacher to use questions to • Various types 1. Is the student 8
SYSTEMS II Systems be able to: guide students to: of suspension able to list
a) List different –– List different types of systems layout different types
types of suspension system. model of suspension
suspension • Pictures/ system?
–– Identify different suspension
system. Drawings of 2. Is the student
material properties.
b) Describe different types able to describe
different types ii) The teacher to guide students in of suspension different types
of suspension groups to: systems of suspension
system. –– Describe different types of • Multimedia system?
suspension system Projector
–– Describe suspension system
trouble shooting.
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OBJECTIVES PERIODS
c) Describe –– Identify the components of • Video (CD/ 3. Is the student
suspension suspension system. DVD) showing able to describe
system trouble suspension system suspension system
–– Describe different types
shooting. animation trouble shooting?
of suspension system e.g.
• Real vehicles
d) Identify the steel, hydro-elastic, rubber, 4. Is the student able
• Various parts
components pneumatic and dumpers to identify the
of suspension
of suspension suspension system. components of
systems.
system. suspension system?
–– Explain the purpose of • Coil springs, leaf
e) Identify different suspension system. spring, shock 5. Is the student able
suspension absorber etc. to identify different
–– Identify different types of
material suspension material
steel suspension system
properties. properties?
(laminated leaf spring, coil
f) Explain the (helical) spring, torsion bar, 6. Is the student
purpose of wishbones and stabilizers). able to explain
suspension the purpose of
for students to assemble and
g) Identify different disassemble suspension system. 7. Is the student able
types of steel to identify different
suspension types of steel
h) Assemble and assess the activities performed 8. Is the student
disassemble in part (iii). able to assemble
suspension and disassemble
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OBJECTIVES PERIODS
2.2 Braking The student should i) The teacher to use questions to • Various types of 1. Is the student able 6
Systems be able to: guide students to: brake systems to describe the
a) Explain the types –– Explain the types and purpose layout model types and purpose
and purpose of of brakes. of brakes?
• Pictures/
brakes. –– Identify air and hydraulic Drawings of 2. Can the student
b) Identify air and brakes. different types of identify air and
hydraulic brakes. ii) The teacher to arrange students brake systems hydraulic brakes?
c) Identify the in groups to:
layout and –– Identify the layout and • Multimedia 3. Can the student
operation of operation of a hand brake Projector identify the layout
a hand brake mechanism together with its and operation
• Video (CD/ DVD)
mechanism means of compensation of a hand brake
showing brake
together with –– Explain the reasons for the mechanism
system animation
its means of use of hydraulically operated together with
compensation. brakes on vehicles. • Real vehicles. its means of
–– List the safety precautions compensation?
d) Explain the • Various parts of
reasons for related to a hydraulic brake brake systems 4. Can the student
the use of system. parts including explain the reasons
hydraulically –– Identify vehicles (2-wheel / master cylinder, for the use of
operated brakes 4-wheel drive) brake system slave cylinder, hydraulically
on vehicles features. wheel cylinder, operated brakes on
–– Describe ABS system. brake drum and vehicles?
e) List the safety –– Identify air and hydraulic shoe, etc.
precautions brake. 5. Is the student
related to a iii) The teacher to use questioning • Tools able to list safety
hydraulic brake strategies (what, why and how precautions related
system. questions) to guide students to to a hydraulic
explain the reasons for the use brake system?
of hydraulically operated brakes
on vehicles.
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TEACHING TEACHING
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f) Identify vehicles iv) The teacher to create activities 6. Can the student
(2-wheel / for students to: identify 2 wheel
4-wheel drive) –– Prepare sketches showing drive and 4 wheel
brake system the layout of a single line drive brake
features. hydraulic braking system. systems features?
g) Describe ABS –– Carry out maintenance on 7. Can the student
system. brake system. describe ABS
h) Carry out –– Dismantle components of the system?
maintenance on brake system and assemble
brake system. them. 8. Can the student
i) Prepare sketches v) With the aid of prepared carry out
showing the assessment guideline, the maintenance on
layout of a single teacher should guide students to brake system?
line hydraulic assess the activities performed 9. Can the student
braking system. in part (iv). prepare sketches
j) Dismantle vi) The teacher should give showing the
components of feedback and use students’ layout of a single
the brake system responses as feedback to line hydraulic
and assemble support students in performing braking system?
them. the tasks done in part (i-v). 10. Can the student
dismantle
components of
the brake system
and assemble
them?
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TEACHING TEACHING
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OBJECTIVES PERIODS
11. Can the student
dismantle
components of
brake system and
assemble them?
2.3 Steering The student should i) The teacher to use questions to • Different types of 1. Can the student 4
System be able to: guide students to: steering geometry define Ackerman
a) Define –– Define Ackerman principles sketches principles as
Ackerman as applied to steering linkage. • Various types of applied to steering
principles as –– Explain the purpose of steering systems linkage.
applied to steering system. layout teaching
2. Is the student able
steering linkage. –– Describe the purpose of model
to explain the
b) Explain the power assisted steering. • Pictures/
purpose of steering
purpose of ii) The teacher to guide students in Drawings of
system?
steering system. groups to: different types of
c) Describe –– Describe steering geometry steering systems 3. Is the student able
steering including and not limited to • Multimedia to describe steering
geometries. toe in, toe out. Projector geometries?
d) Describe the – – Explain the principles • Video (CD/ DVD)
purpose of underlying caster and showing steering
to describe the
power assisted camber angles and kingpin system Animation.
purpose of power
steering. inclination. • Real vehicles.
assisted steering?
– – Explain the principle of • Various parts of
e) Explain the
operating different power steering systems 5. Is the student
principles
assisted steering. parts including able to explain
underlying
steering boxes, the principles
caster and
steering joints etc. underlying caster
camber angles
• Tool box and camber angles
and kingpin
and kingpin
inclination.
inclination?
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g) Explain iii) The teacher to create activities 6. Is a student able to
principles for students to: explain principles
of operating of operating
–– Draw steering geometry.
different power different power
assisted steering. –– Carry out fault checking assisted steering?
and maintenance in power
h) Draw steering 7. Is a student able
assisted steering;
geometry. to draw steering
iv) Students to present their geometry?
i) Carry out fault
checking and 8. Can the student
discussion.
maintenance. carry out fault
v) The teacher should give checking and
feedback and use students’ maintenance?
2.4 Steering Joints The student should i) The teacher to use questions to • Different types of 1. Is the student able 2
be able to: guide students to: steering geometry to identify types of
a) Identify types of sketches steering joints?
–– Identify types of steering
steering joints; • Various types of 2. Is the student able
joints;
steering systems to distinguish
b) Distinguish
–– Distinguish fault finding and layout teaching fault finding and
fault finding and
rectification of steering joints model rectification of
rectification of
• Pictures/ steering joints?
steering joints.
Drawings of
in groups and guide them to: 3. Is the student able
c) Explain the different types of
to distinguish
purpose of –– Distinguish fault finding and steering systems
fault finding and
steering joints. rectification of steering joints.
rectification of
steering joints?
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TEACHING TEACHING
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c) Dismantle –– Explain the purpose of • Multimedia 4. Is the student able
and assemble steering joints; Projector to dismantle and
steering system • Video (CD/ DVD) assemble steering
–– The teacher to create
showing steering system?
activities and guide students
system Animation
to dismantle and assemble 5. Is the student able
• Real vehicles.
steering system to explain the
• Tool box
purpose of steering
iv) Students to present their • Steering joints
joints?
responses/work for sharing • Various parts of
and discussion steering systems 6. Can the student
parts including dismantle and
v) With the aid of prepared
steering boxes, assemble steering
steering joints etc. system?
2.5 Steering box The student should The teacher to guide students • Different types of 1. Is the student able 2
be able to: through group discussions to: steering boxes to identify types of
a) Identify types of –– Identify types of steering • Picture/drawings steering boxes?
steering boxes. boxes of steering boxes 2. Is the student
b) Describe –– Describe construction of able to describe
construction of steering boxes construction of
steering boxes. steering boxes?
101
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.6 Tyres The student should i) The teacher to use questions to • Different types of 1. Is the student able 6
be able to: guide students to: wheel and tyres to identify types of
a) Identify types of tyres?
–– Identify types of tyres. • Various types of
tyres.
wheel and tyres 2. Is the student able
–– Describe tyre information.
b) Describe tyre layout teaching to describe tyre
information. –– Identify different parts of model information?
tyres.
c) Identify different • Pictures/ 3. Is the student able
parts of tyres. ii) The teacher to arrange students Drawings of to identify different
in groups and use questions to different types of parts of tyres?
d) Explain the
guide them to: wheel and tyres
purpose of tyres. 4. Is the student able
–– Explain the purpose of tyres. • Multimedia to explain the
e) Describe tyre air
Projector purpose of tyres?
pressures. –– Describe tyre air pressures.
• Video (CD/ 5. Is the student able
f) Distinguish
DVD) showing to describe tyre air
different types strategies (why and how
wheel and pressures?
of tyres, whether questions) to guide students
tyres animation
cross-ply or to distinguish different types 6. Is the student able
(simulation)
radial ply. of tyres, whether cross-ply or to distinguish
radial ply. • Real vehicles different types
of tyres, whether
cross-ply or radial
responses as feedback to ply?
the tasks done in part (i) and
(ii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.7 Wheel The student should i) The teacher to use questions to • Different types of 1. Is the student able 6
be able to: guide students to: wheel and tyres to identify types of
a) Identify types of • Various types of wheel balancing?
–– Identify types of wheel
wheel balancing. wheel and tyres
balancing. 2. Is the student
b) Explain wheel layout teaching able to explain
–– Explain wheel offsets and model
offsets and wheel offsets and
geometry. • Pictures/
geometry. geometry?
ii) The teacher to arrange students Drawings of
c) Explain the different types of 3. Is the student able
in groups and use questions to
purposes of wheel and tyres to explain the
guide them to:
wheel alignment. • Multimedia purposes of wheel
–– Explain the purposes of alignment?
d) Explain the Projector
wheel alignment.
importance of • Video (CD/ 4. Is the student
wheel balancing. –– Explain the importance of DVD) showing able to explain
wheel balancing. wheel and the importance of
e) Explain the
tyres animation wheel balancing?
effect of –– Explain the effect of
unbalanced wheel to steering (simulation)
unbalanced 5. Is the student
wheel to steering and braking systems. • Real vehicles able to explain
and braking • Various parts of the effect of
–– Describe effect of front wheel wheel and tyres
systems. unbalanced wheel
on tyre wear, toe in or toe out. including rims, to steering and
f) Describe effect tyre, wheel
iii) The teacher to create activities braking systems?
of front wheel on
and guide students to carry out • Cap, balancing
tyre wear, toe in 6. Is the student able
wheel alignment and balancing. weights, etc
or toe out. to describe effect
• Wheel balancing
g) Carry out wheel iv) The teacher should monitor and of front wheel on
facilitate students to perform the machine
alignment and tyre wear, toe in or
task given in part (iii). • Wheel alignment toe out.
balancing. machine
• Tools
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
v) With the aid of prepared 7. Can the student
assessment guideline, the carry out wheel
teacher should guide students alignment and
to assess the activities balancing?
2.8 Vehicle Safety The student should i) The teacher to use questioning • Pictures/ 1. Is the student able 2
System and be able to: strategies (what, how and why Drawings of to identify vehicle
Accidents a) Identify Vehicle questions) to guide students to: different types safety system.
Safety System. –– Identify vehicle safety system. of vehicle safety
2. Is the student
–– Explain the importance of system
a) Explain the able to explain
seat belts, air bags, ABS and • Multimedia
importance of the importance
laminated wind screen in Projector
seat belts, air of seat belts, air
preventing vehicle accidents. • Video (CD/ DVD)
bags, ABS and bags, ABS and
ii) The teacher to arrange students showing vehicle
laminated wind laminated wind
in groups and use questions to safety system
screen. screen?
guide them to: • Real vehicles
b) Explain road –– Explain road sign and their • Posters with road 3. Is the student able
sign and their interpretation. signs to explain road
interpretation. –– State advantages of vehicle sign and their
safety systems. interpretation?
c) State advantages
of vehicle safety iii) The teacher should give 4. Is the student able
systems. feedback and use students’ to state advantages
responses as feedback to support of vehicle safety
students to state importance and systems?
advantages of vehicle safety:
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.0 POWER AND 3.1 Sources of The student should i) The teacher to use question to • Posters 1. Is the student able 8
ENERGY Energy be able to: guide students to: • Solar panel to explain the term
a) Explain the term –– Explain the term energy • Wind turbine energy system?
energy system. system • CD/DVD
b) Identify different –– Identify different types of • Small hydro-
to identify different
types of energy. energy. power plant model
types of energy?
c) Identify different – – Identify different types of • Biomass plant
types of energy energy sources. model 3. Is the student able
sources. ii) The teacher to use questioning • Geothermal plant/ to identify different
d) Differentiate strategies (what, how and why poster types of energy
different types of questions) to guide students to • Nuclear power sources?
energy. differentiate different types of plant/poster
energy. • Kinetic energy
to differentiate
iii) The teacher should give (Tidal) plan model different types of
feedback and use students’ energy?
(ii).
3.2 Energy The student should i) The teacher to use questions • Posters 1. Is the student able 8
Harnessing be able to : to guide students to identify • CD/DVD to identify types
Technology a) Identify types different harnessing technology • Power plant of harnessing
of harnessing such as for hydro-power, model/poster technologies?
technologies. thermal engine (internal and • Solar power plant 2. Is the student able
b) Distinguish external combustion), wave, to distinguish
different types tidal, nuclear and geothermal. different types
of harnessing of harnessing
technologies. technologies?
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c) Explain the ii) The teacher to arrange students 3. Is the student able
advantages and in groups and use questions to to explain the
disadvantages of guide them to: advantages and
different types –– Distinguish different types of disadvantages of
of harnessing harnessing technologies. different types
technologies –– Explain the advantages of harnessing
and disadvantages of technologies?
different types of harnessing
technologies.
discussion.
(ii).
4.0 AUTOMOTIVE 4.1 Auto electric The student should i) The teacher to arrange students • Pictures/ 1. Is the student able 6
ELECTRIC system be able to: in groups and use questions to Drawings / to describe the
SYSTEM a) Describe the guide them to: sketches of electrical system in
electrical system –– Describe the electrical system vehicle electrical a vehicle?
in a vehicle in a vehicle system. 2. Is the student
b) Explain the –– Explain the core function of • Auto-electrical able to explain
core function electricity in vehicles. textbooks. the core function
of electricity in –– Explain the purpose of • Posters of electricity in
vehicles. electrical system in a vehicle. • Board vehicles?
• Marker pens
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c) Explain the ii) Students to present their 3. Is the student
purpose of responses for sharing and able to explain
electrical system discussion. the purpose of
in a vehicle. iii) The teacher should give electrical system in
feedback and use students’ a vehicle?
the tasks done in part (i).
4.2 Auto-electric The student should i) The teacher to guide students in • Marker pen 1. Is the student 4
Symbols be able to: groups to identify the various • Computer able to identify
a) Identify different types of auto-electric symbols. • Auto-electric text different types of
types of auto- book auto-electric
electric symbols. • Charts symbols?
for students to draw auto-electric
• Electrical symbols
b) Draw auto- symbols. 2. Can the student
• DVD/VCD/VHS
electric symbols. draw auto-electric
symbols?
discussion.
students to identify different
types of auto-electric symbols.
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OBJECTIVES PERIODS
4.3 Fundamentals The student should i) The teacher to use questions to • Marker pen 1. Is the student 4
of electronics be able to: guide students to: • Computer able to identify
a) Identify – Identify electronic • Auto-electric text electronic
electronic components. book components?
components – Explain principles of operation • Charts
of electronic components. 2. Is the student
(e.g. diodes, • Electrical symbols
ii) The teacher to create activities able to explain
transistors, • DVD/VCD/VHS
for students to: principles
capacitors, • Electronics
– Draw electronic components. of operation
transduces, LED symbols
– Draw electric components. of electronic
etc) • Board with
iii) With the aid of assessment components?
b) Explain the electrical and
principles of electronic circuits 3. Can the student
operation of draw electronic
electronic and electric
components. components?
c) Draw electronic responses as feedback to
and electric support students in performing
components. the tasks given in part (i-iii).
4.4 Auto-Electric The student should i) The teacher to arrange students • Various types of 1. Is the student able 3
Circuits be able to : in groups and use questions to Auto- Electric to identify different
a) Identify different guide them: circuits layout types of auto-
types of auto- –– Identify different types of teaching model. electric circuits in
electric circuits a motor-vehicle
auto- electric circuits in a • Pictures/ system?
in a motor- motor-vehicle system. Drawings of 2. Is the student
vehicle system. different types able to explain
of Auto-Electric the purpose of
circuits. different types
• Multimedia of Auto-Electric
Projector circuits in a motor-
vehicle system?
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b) Explain the –– Explain the purpose of • Video (CD/ 3. Is the student
purpose of different types of Auto- DVD) showing able to identify
different types Electric circuits in a motor- Auto-Electric components/parts
of Auto-Electric vehicle system (i.e., Starting circuits animation of Auto-Electric
circuits in a system, Ignition system, (simulation) circuits?
motor-vehicle lighting system, braking
• Real vehicles 4. Is the student able
system system etc.)
to trace faults
–– Identify components/parts of • Various
c) Identify in the lighting,
components of
components/ Auto-Electric circuits. starting, ignition
Auto- Electric
parts of Auto- ii) Students to share their responses and braking
circuits including
Electric circuits. for sharing and discussion. systems.?
fuses, switches,
d) Tracing faults iii) The teacher to create activities fuse box, lights, 5. Can the student
in the lighting, for students to: etc sketch different
starting, ignition –– Sketch different types of types of Auto-
• Testing kit
and braking Auto- Electric circuits. Electric circuits in
systems. –– Trace faults in the lighting,
• Related tools a motor-vehicle
starting, ignition and braking system.?
e) Sketch different
types of auto- systems.
electric circuits iv) With the aid of prepared
in a motor- assessment guideline, the
vehicle system. teacher should guide students to
in part (iii).
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4.5 Printed Circuits The student should i) The teacher to arrange students • Printed circuits 1. Is the student able 2
Board PCB be able to: in groups and use questions to board to identify parts
a) Identify parts of guide them: • Pictures/ drawings of printed circuits
printed circuits –– Identify parts of printed of sample PCB board?
board. circuits board. • Video (CD/ DVD
b) Identify the –– Identify the purposes of showing PCB
to identify the
purposes of printed circuits board, • Components of
purposes of printed
printed circuits –– Explain the main functions of PCB
circuits board?
board. printed circuits board.
c) Explain the main ii) Students to share their responses 3. Is the student able
functions of for sharing and discussion. to explain the main
printed circuits iii) The teacher should give functions of printed
board. circuits board.?
4.6 Faults in The student should i) The teacher to create activities • Testing kits 1. Can the student 6
Auto-Electrics be able to: for students to: • Measurement kits trace open circuit
System a) Detect open –– Trace open circuit problems. • Diagnostic kits problems?
circuit problems. –– Check for relays and • Motor vehicle 2. Can the student
b) Investigate relay overload problems. check relays
and overload –– Practice fault diagnosis. and overload
problems. –– Use fault finding techniques problems?
c) Use fault finding on auto- electric system. 3. Can the student
techniques in –– Carry out simple rectification use fault finding
auto system of auto-electric system. techniques in auto
d) Rectify open system?
circuit problems.
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OBJECTIVES PERIODS
e) Rectify –– Demonstrate how to 4. Can the student
overloading perform adjustments and rectify open circuit
problems by replacements. problems?
adjustment and –– Rectify overloading 5. Can the student
replacements. problems by adjustment and rectify overloading
f) Perform replacements. problems by
adjustments and –– Identify remedy auto-electric adjustment and
replacements problems. replacements?
g) Carry ii) Students to present their work 6. Can the student
out simple for sharing and discussion. perform
rectification of adjustments and
auto-electric iii) With the aid of assessment replacements?
system. guideline, the teacher should
guide students to assess the 7. Can the student
activities performed in part (i). carry out simple
rectification of
v) The teacher should give auto-electric
feedback and use students’ system?
4.7 Repair and The student should i) The teacher to create activities • Test kits for 1. Can the student 4
Maintenance of be able to: for students to: electrical check battery state
Auto-Electric a) Check the –– Check battery state of charge components of charge using
System battery state of using hydrometer. • Related tools hydrometer?
charge using –– Clean and replace battery • Carbon/bronze 2. Can the student
hydrometer. terminals. brushes clean and replace
battery terminal?
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b) Clean and –– Charge battery. • Park plug 3. Can the student
replace battery –– Remove and replace alternator • Feeler gauge charge battery?
terminal. assembly. • Starter motor 4. Can the student
c) Charge battery. –– Clean and set contact breaker
• Alternator remove and
d) Remove point
replace alternator
and replace –– Set and adjust ignition timing. • Battery
assembly?
alternator –– Remove wiper and stater • Fuses
assembly. motor and replace brushes. 5. Can the student
e) Clean and set –– Replace fuses in electrical clean and set
contact breaker system. contact breaker
point. –– Set spark plug with feeler point?
gauge.
f) Remove wiper 6. Can the student
–– Set and adjust ignition timing. remove wiper and
motor, starter
ii) Students to present their work
motor and starter motor and
replace brushes. replace brushes?
g) Replace fuses iii) With the aid of prepared
in electrical assessment guideline, the
to replace fuses in
system. teacher should guide students to
electrical system?
h) Set spark plug assess the activities performed
with feeler in part (i). 8. Can the student set
gauge. spark plug with
feeler gauge?
i) Set and adjust feedback and use students’
ignition timing. responses as feedback to 9. Can the student
support students in performing able to set and
the tasks done in part (i). adjust ignition
timing?
112
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OBJECTIVES PERIODS
5.0 AUTOMOTIVE 5.1 Overview of The student should i) The teacher to use questions • Various types of 1. Is the student 2
AUXILIARY Auto-electric be able to: to guide students to identify Auxiliary systems able to identify
SYSTEM Auxiliary parts a) Identify automotive auxiliary system layout teaching automotive
automotive parts. model auxiliary system
auxiliary system • Pictures/ parts?
ii) The teacher to use questioning
parts. Drawings of
strategies to guide students to: 2. Is the student
b) Explain the different types of able to explain
–– Explain the purposes of Auxiliary systems the purposes of
purposes
auxiliary systems.
of auxiliary • Multimedia auxiliary systems?
systems. –– Describe the importance of Projector
3. Is the student
auxiliary systems. • Video (CD/ DVD) able to describe
c) Describe the
importance iii) The teacher should give showing Auxiliary the importance of
of auxiliary feedback and use students’ systems animation auxiliary systems?
systems. responses as feedback to (simulation)
support students in performing • Real vehicles
the tasks done in part (i) and • Various
(ii). components of
Auxiliary systems
including fuses,
switches, fuse
box, lights, etc
5.2 Auxiliary The student should i) The teacher to use questions to • Various types of 1. Is the student able 4
Systems be able to: guide students to: Auxiliary systems to identify different
(Gauges and a) Identify different –– Identifies different types of layout teaching types of gauges in
Meters) types of gauges gauges and meters in a motor model a motor vehicle?
in a motor vehicle.
vehicle. –– Explain uses of gauge and
meter in a motor vehicles.
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TEACHING TEACHING
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OBJECTIVES PERIODS
b) Explain the ii) The teacher to arrange students • Pictures/ 2. Is the student
purpose of in groups and use questions to Drawings of able to explain
gauges and guide them: different types of uses of gauge and
meters in a –– Explain the importance of Auxiliary systems meters in a motor
vehicle. gauges and meters in motor vehicles?
• Multimedia
vehicle. 3. Is the student
c) Explain the Projector
–– Identify faults in meters. able to explain
importance
iii) Students to share their responses • Video (CD/ DVD) the importance of
of gauges and
for sharing and discussion. showing Auxiliary gauges and meters
meters in motor
iv) The teacher to create activities systems animation in motor vehicle?
vehicle.
for students to: (simulation)
d) Identify faults –– Locate and read different • Real vehicles to identify faults
in meters. gauges.
in meters?
–– Read different motor vehicles • Various
e) Locate and read 5. Is the student able
meters e.g. speedometer, etc components of
different gauges. to locate and read
–– Dismantle and check, faulty Auxiliary systems
f) Read different in meters. including fuses, different gauges?
motor vehicles –– Replace and repair and check switches, fuse 6. Is the student
meters e.g. faulty in meters. box, lights, etc able to read
speedometer, v) With the aid of prepared different motor
• Related tools
etc. assessment guideline, the vehicles meters?
teacher should guide students • Various vehicle Speedometer, etc.
g) Dismantle and
to assess the activities meters 7. Can the student
check faulty in
meters. performed in part (iv). dismantle and
vi) The teacher should give check faulty in
h) Replace and feedback and use students’ meters?
repair faulty in responses as feedback to 8. Can the student
meters. support students in performing replace and repair
the tasks done in part (i-v). faulty in meters?
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5.3 Alarms and The student should i) The teacher to arrange students • Various types of 1. Is the student able 2
Horns be able to: in groups and guide them to Auxiliary systems to explain the
a) Explain the explain the purpose of alarms layout teaching purpose of alarms
purpose of and horns in a vehicle. model and horns in a
alarms and horns ii) Students to share their responses vehicle?
• Pictures/
in a vehicle. for sharing and discussion. 2. Can the student
Drawings of
b) Explain the iii) The teacher to use questioning different types of explain the
importance strategies to guide students to Auxiliary systems importance and
and operating explain the importance and operating principle
• Multimedia of horns used in
principle of operating principle of horns
Projector motor vehicles
horns used in used in motor vehicles system.
motor vehicles • Video (CD/ DVD) system.?
system. for students to: showing Auxiliary 3. Is the student able
–– Dismantle and check faulty in systems animation to dismantle and
c) Dismantle and
horn and alarms. (simulation) check faulty in
check faulty in
–– Replace and repair faulty in horn and alarms?
horn and alarms. • Real vehicles
alarms and horns in a vehicle. 4. Is the student able
d) Replace and –– Trace various wiring systems • Various to replace and
repair faulty in connect alarm and horns. components of repair faulty in
alarms and horns v) With the aid of prepared Auxiliary systems alarms and horns in
in a vehicle. assessment guideline, the including fuses, a vehicle?
teacher should guide students switches, fuse
e) Trace various 5. Can the student
to assess the activities box, lights, etc
wiring systems trace various
connect alarm performed in part (iv). • Related tools wiring systems
and horns. vi) The teacher should give connect alarm and
feedback and use students’ horns?
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OBJECTIVES PERIODS
5.4 Wind Screen The student should i) The teacher to arrange students • Various types of 1. Is the student able 2
Wipers be able to: in groups and use questions to Auxiliary systems to explain the
a) Explain the guide them to: layout teaching purpose of wind
purpose of wind –– Explain the purpose of wind model screen wipers in a
screen wipers in screen wipers in a vehicle. • Pictures/ vehicle?
a vehicle. Drawings of 2. Is the student able
–– Explain the importance and
different types of to explain the
b) Explain the operating principle of wind
Auxiliary systems importance and
importance screen wipers.
• Multimedia operating principle
and operating ii) The teacher to create activities Projector of wind screen
principle of wind for students to: • Video (CD/ DVD) wipers?
screen wipers.
–– Dismantle and check, faulty showing Auxiliary
3. Is the student
c) Dismantle and in wind screen wipers. systems animation
able to dismantle
check, faulty –– Replace and repair wind (simulation)
and check, faulty
in wind screen screen wipers. • Real vehicles
in wind screen
wipers.
–– Trace various wiring systems. • Various
wipers?
components of
d) Replace and –– Connect wind screen wipers. 4. Is the student able
Auxiliary systems
repair wind to replace and
iii) With the aid of prepared including fuses,
screen wipers repair wind screen
assessment guideline, the switches, fuse
e) Trace various teacher should guide students box, lights, etc wipers?
wiring systems to assess the activities • Related tools 5. Is the student able
performed in part (ii). to trace various
f) Connect wind
iv) The teacher should give wiring systems?
screen wipers.
feedback and use students’ 6. Is the student able
responses as feedback to to connect wind
support students in performing screen wipers?
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OBJECTIVES PERIODS
6.0 MAINTENANCE 6.1 Introduction to The student should i) The teacher to use questions to • Multimedia 1. Can the student 2
PRACTICE Maintenance be able to: guide students to: • Board explain the
Practice a) Explain the –– Explain the importance of • Industrial visit importance of
importance of motor-vehicle maintenance • Tools motor-vehicle
motor-vehicle practice. • PPE maintenance
maintenance –– Identify people involved • Real vehicle practice?
practice. in planned maintenance 2. Can the student
b) Identify people practice. identify people
involved ii) The teacher should give involved
in planned feedback and use students’ in planned
maintenance responses as feedback to maintenance
practice. support students in performing practice?
6.2 Introduction The student should i) The teacher to use • Manila sheet 1. Can the student 2
to Preventive be able to: brainstorming questions to • Marker pen define the term
Maintenance a) Define th term guide students to define the term • Board Preventive
(PM) Preventive Preventive Maintenance (PM). • Posters Maintenance
Maintenance ii) The teacher to use questioning (PM)?
PM. strategies to guide students to:
2. Can the student
b) Differentiate –– Differentiate PM from other differentiate
PM from other maintenance strategies. PM from other
Maintenance –– Identify areas where PM is maintenance
strategies. applicable. strategies?
c) Identify area feedback and use students’ 3. Can the student
where PM is responses as feedback to identify areas
applicable. support students in performing where PM is
the tasks done in part (i) and applicable?
(ii).
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OBJECTIVES PERIODS
to Corrective be able to: brainstorming questions to • Marker pen define the term
Maintenance a) Define the term guide students to define the term Corrective
(CM) Corrective Corrective Maintenance (CM). Maintenance
Maintenance ii) The teacher to use questioning (CM)?
(CM). strategies to guide students to: 2. Can the student
b) Differentiate –– Differentiate CM from other differentiate
CM from other maintenance strategies. CM from other
Maintenance –– Identify areas where CM is maintenance
strategies. applicable. strategies?
c) Identify area iii) The teacher should give 3. Can the student
where CM is feedback and use students’ identify areas
applicable. responses as feedback to where CM is
support students in performing applicable?
(ii).
to Breakdown be able to: brainstorming questions to • Marker pen define the term
Maintenance a) Define the term guide students to define the term Breakdown
(BM) Breakdown Breakdown Maintenance BM. Maintenance BM?
Maintenance 2. Can the student
(BM). differentiate
strategies to guide students to:
b) Differentiate BM from other
BM from other –– Differentiate BM from other maintenance
maintenance maintenance strategies. strategies?
strategies. 3. Can the student
–– Identify application areas
c) Identify area identify areas
where BM is applicable.
where BM is where BM is
applicable. applicable?
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(ii).
6.5 Introduction The student should i) The teacher to use • Manila sheet 1. Is the student able 2
to Total be able to: brainstorming questions to • Marker pen to define the term
Productive a) Define the term guide students to define the term • Multimedia Total Productive
Maintenance Total Productive Total Productive Maintenance package Maintenance
(TPM) Maintenance (TPM). • Poster with (TPM)?
(TPM). ii) The teacher to use questioning diagrams of TPM
2. Is the student
b) Explain the strategies (what, why and how able to explain
involvement questions) to guide students the involvement
of people in all to explain the involvement of of people in all
levels of TPM people in all levels of Total levels of TPM
organization. Productive Maintenance (TPM). organisation?
iii) The teacher to organise students
c) Explain the into groups and guide them to 3. Is the student able
benefits (direct explain the benefits (direct and to explain the
and indirect) indirect) of TPM in a workplace. benefits (direct and
of TPM in a iv) Students to present their indirect) of TPM?
workplace. responses for sharing and
discussion.
119
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OBJECTIVES PERIODS
6.6 Pillars of Total The student should i) The teacher to organise students • Manila sheet 1. Is the student able 2
Productive be able to: in groups and guide them to: • Marker pen to list the eight
Maintenance a) List the eight –– List down the eight • Multimedia pillars of TPM?
(TPM) pillars of Total pillars of Total Productive package
Productive Maintenance (TPM). • Poster with a
to describe each
Maintenance –– Describe each of eight pillars diagrams of 8
of eight pillars of
(TPM). of TPM. pillars of TPM
TPM?
ii) Students to share their responses
b) Describe each of
for sharing and discussion. 3. Is the student able
eight pillars of
iii) The teacher to use questioning to explain the
TPM.
strategies (what, why and how importance of each
c) Explain the questions) to guide students to pillar of TPM?
importance of explain the importance of each
each pillar of pillar of TPM?
TPM iv) The teacher should give
7.0 ENGINEERING 7.1 Drawing The students should i) The teacher to organise students • Standard drawing 1. Is the student 2
DRAWING IV Joints be able to: in groups and guide them to: paper able to Identify
a) Identify the –– Identify the materials, • Manila sheet the materials,
materials, instruments and equipment • Marker pen instruments and
instruments and for drawing joints. • Drawing equipment for
equipment for –– Explain the method of instruments drawing joints?
drawing joints. drawing joints • Poster with 2. Is the student
b) Explain the pictures of able to explain
methods of different joints the methods of
drawing joints drawing joints?
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TEACHING TEACHING
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OBJECTIVES PERIODS
c) Draw different ii) The teacher to create activities 3. Can the student
types of joints. for students to draw different draw different
types of joints (i.e.,screw types of joints?
threads, riveted, keyed, splined,
welded etc).
7.2 Working The students should i) The teacher to use questions to • Standard drawing 1. Is the student able 4
Drawing be able to: guide students to: paper to define the term
a) Define the –– Define the term working • Manila sheet working drawing?
term working drawing. • Marker pen 2. Is the student able
drawing. –– Identify different types of • Drawing to identify different
b) Identify different working drawing. instruments types of working
types of working –– List the importance of • Poster with drawing?
drawings. working drawings with pictures of
regard to automotive working different joints
processes.
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c) List the ii) The teacher to create activities 3. Is the student
importance for students to: able to list the
of working – Draw detailed views importance of
drawings of machine parts using working drawings
with regard standards abbreviations. with regard
to automotive – Draw components view of to automotive
working machine parts. working processes?
processes. iii) With the aid of prepared
4. Can the student
d) Draw detailed draw detailed
views of views of the
machine parts machine parts
in part (ii).
using standard using standard
abbreviations, iv) Students to present their abbreviations?
symbols and responses for sharing and
5. Can the student
conventions. discussion.
draw components
e) Draw v) The teacher should give view of machine
components feedback and use students’ parts.
view of machine responses as feedback to
parts. support students in performing
7.3 Assembly The student should i) The teacher to use • Standard drawing 1. Is the student able 8
Drawing be able to: brainstorming questions to paper to define assembly
a) Define the guide students to define the term • Manila sheet drawing?
term assembly assembly drawing. • Marker pen 2. Is the student able
drawing. ii) The teacher to arrange students • Drawing to explain the
b) Explain the in groups and guide them to: instruments reasons of having
reasons of –– Explain the reasons of having assembly drawing?
having assembly assembly drawing.
drawing.
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OBJECTIVES PERIODS
c) Describe –– Identify different types of • Poster with 3. Can the student
different types assembly drawing (i.e.,part pictures of describe types of
of assembly assembly drawing and fully different joints assembly drawing?
drawing. assembly drawing).
4. Can the student
d) Draw parts or iii) The teacher to create activities draw parts or fully
fully assembly for students to draw parts or assembly of a
of a machine and fully assembly of a machine and machine and show
show views and show views and sectional view views and sectional
sectional view of an assembly drawing. view of an
of an assembly iv) With the aid of prepared assembly drawing?
drawing assessment guideline, the
in part (ii).
v) Students to share their responses
8.0 INTRODUCTION 8.1 Pictorial The student should i) The teacher to organise • Manila sheet 1. Can the student 8
TO CAD II Drawing be able to: students in groups and guide • Marker pen explain the process
(Oblique, a) Explain the them to explain the process of • Computer loaded of drawing oblique
Isometric) process of drawing oblique and isometric with CAD and isometric
drawing oblique drawings using CAD softwares. softwares drawings using
and isometric CAD softwares?
drawings using
CAD softwares.
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OBJECTIVES PERIODS
b) Draw oblique ii) The teacher to create activities 2. Can the student
and isometric for students to draw oblique draw oblique and
drawings using and isometric drawings using isometric drawings
CAD softwares CAD softwares. using CAD
softwares?
iv) Students to share their
discussion.
8.2 Orthographic The student should i) The teacher to organise students • Manila sheet 1. Can the student 6
Projection be able to: in groups and guide them to • Marker pen explain the
a) Explain the explain the process of drawing • Computer loaded process of drawing
process of orthographic projection using with CAD orthographic
drawing CAD softwares. softwares projection using
orthographic ii) The teacher to create activities CAD softwares?
projection using for students to:
CAD softwares. –– Draw the Orthographic
projection by using CAD
softwares.
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b) Draw –– Draw orthographic drawing 2. Can the student
orthographic in first and third angle draw orthographic
projection using projections using CAD projection using
CAD softwares. softwares CAD softwares?
c) Draw 3. Can the student
orthographic draw orthographic
drawing in first drawing in first
and third angle and third angle
in part (ii).
projections using projections using
iv) Students to share their responses
CAD softwares. CAD softwares?
8.3 Dimensioning The student should i) The teacher to organise students • Manila sheet 1. Can the student 6
be able to: in groups and guide them to • Marker pen describe how to
a) Describe how describe how to use CAD • Multimedia use CAD softwares
to use CAD softwares to draw different • Computer loaded to draw different
softwares to types of dimension lines. with CAD types of dimension
draw different ii) The teacher to create activities software lines?
types of for students to draw dimension 2. Can the student
dimension lines. lines using CAD softwares. be able to draw
b) Draw different iii) With the aid of prepared different dimension
types of assessment guideline, the lines using CAD
dimension lines teacher should guide the softwares?
using CAD students to assess the activities
softwares. performed in part (ii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
9.0 AUTO- 9.1 Lubrications The student should i) The teacher to organise students • Real vehicle/ 1. Can the student 4
WORKSHOP Systems be able to: in groups and guide them to: engine explain the process
PRACTICES a) Explain the –– Explain the process of • Lubrications of changing engine
process of changing engine oil and oil • Complete tools oil and oil filter?
changing engine filter. box 2. Can the student
oil and oil filter. –– Explain the importance of • Oil filter explain the
b) Explain the changing engine oil and oil • Oil drain/ oil importance of
importance of filter. caddy changing engine
changing engine ii) The teacher to create activities oil and oil filter?
oil and oil filter. for students to change engine oil 3. Can the student
c) Change engine and oil filter. change engine oil
oil and oil filter. iii) With the aid of prepared and oil filter?
in part (ii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
9.2 Fuel System The student should i) The teacher to organise students • Complete tools 1. Can the student 4
be able to: in groups and guide them to box replace fuel filter?
a) Replace fuel explain the procedures for: • Real vehicle 2. Can the student
filter. –– Replacing fuel filter. • Fuel filter replace faulty fuel
b) Replace faulty –– Replacing faulty fuel pump • Fuel pump pump and adjust
fuel pump and adjust carburetor. carburetor?
• Injector pump
and adjust –– Servicing fuel injectors and 3. Can the student
• Injector nozzles service fuel
carburetor. filters.
c) Service fuel –– Bleeding fuel system. injectors and
injectors and ii) The teacher to create activities filters?
filters. for students to: 4. Can the student
d) Bleed fuel –– Replace fuel filter. bleed fuel system?
system. –– Replace faulty fuel pump.
–– Bleed fuel system.
–– Service fuel injector and filter.
in part (ii).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
9.3 Auto-Electric The student should i) The teacher to guide students in • Alternator 1. Can the student 8
System be able to: groups to: components dismantle starter
a) Dismantle • Ignition system motor in order to
–– Dismantle starter motor in
starter motor in components identify armature,
order to identify ammature,
order to identify • Hydrometer commuter brushes
commutator brushes and
ammature, • Battery charger and mounting
mountings starter winding,
commutator and connecting starter winding,
solenoid and bendix drive.
brushes and cables solenoid and
mountings –– Assemble ammature, • Spark plugs bendix drive?
starter winding, commutator brushes and • Stator motor
2. Can the student
solenoid and mountings starter winding, assembly
assemble
bendix drive solenoid and bendix drive in a • Battery acid
ammature,
b) Assemble motor vehicle. • PPE
commutator
ammature, ii) The teacher to create activities brushes and
commutator for students to: mountings starter
brushes and winding, solenoid
mountings –– Dismantle starter motor.
and bendix drive in
starter winding, –– Overhaul the alternator a motor vehicle?
solenoid and
bendix drive in a –– Prepare acid for filling battery 3. Can the student
motor vehicle. –– Connect batter to battery overhaul of
c) Overhaul of charger. alternator?
alternator 4. Can the student
–– Identify ignition system
d) Prepare acid for prepare acid for
components (i.e., ignition
filling battery filling battery?
coil, distributor and capacitor
and contact breaker high 5. Can the student
tension cables) connect battery to
battery changer?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
c) Connect battery iii) With the aid of prepared 6. Can the student
to battery assessment guideline, the identify
changer. teacher should guide students ignition system
d) Identify to assess the activities components?
ignition system performed in part (i) and (ii).
components (i.e. iv) Students to share their
ignition coil, responses for sharing and
distributor and discussion.
capacitor and v) The teacher should give
contact breaker feedback and use students’
high tension responses as feedback to
cables). support students in performing
9.4 Engine Cooling The student should i) The teacher to guide students in • Engine test 1. Can the student 4
System be able to groups to: • Complete tool box explain the
a) Explain the –– Explain the procedure for • Real vehicle procedure for
procedure changing radiator water • Radiator changing radiator
for changing horse. • Horse pipes water horse?
radiator water –– Explain the procedure for 2. Can the student
horse. flushing radiator explain the
b) Explain the ii) The teacher to create activities procedure for
procedure for for students to: flushing radiator?
flushing radiator. –– Change radiator water horse.
c) Change radiator –– Flush radiator. 3. Can the student
water horse. iii) With the aid of prepared change radiator
d) Flush radiator. assessment guideline, the water horse?
teacher should guide students 4. Can the student
to assess the activities flush radiator?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
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MANUFACTURING ENGINEERING
FORM III

By the end of Form III, the student should have ability to:
a) use heat treatment techniques in improving mechanical properties of metals;
b) demonstrate use of metal forming processes;
c) demonstrate use of machine tools in producing engineering products;
d) use welding machine to perform arc welding and gas welding processes;
e) draw section views by considering section exceptions;
f) demonstrate technical drawing techniques in drawing intersection lines and developing prism and cylinders; and
g) apply CAD softwares in making manufacturing drawings.

By the end of Form III, the student should be able to:
a) develop skills of heat treatment for metals;
b) describe various metal forming processes;
c) develop skills of operating various machine tools to cut metals, turning, drill, grind, thread, taper turning etc;
d) use skills and knowledge learnt in performing arc welding and gas welding processes;
e) communicate effectively using engineering drawings;
f) use technical drawing techniques to draw intersection lines and develop prism and cylinders; and
g) use CAD softwares in making manufacturing engineering drawings.
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TEACHING
SPECIFIC TEACHING AND NO. OF
OBJECTIVES LEARNING STRATEGIES PERIOD
RESOURCES
1.0 MANUFACTURING Introduction to The student should i) The teacher to use • Multimedia, TV, 1. Is the student 5
ENGINEERING Manufacturing be able to: questions to guide students Computer able to explain
Engineering a) Explain the term to: • Reading texts on the meaning
Manufacturing –– Explain the meaning the topic of the term
engineering. of Manufacturing • Posters showing Manufacturing
engineering. importance of engineering?
b) Explain
–– Explain importance manufacturing
importance of 2. Is the student
of Manufacturing Engineering in
Manufacturing able to explain
engineering field in the society
engineering field importance of
society
in society. Manufacturing
ii) The teacher to organise engineering field
c) Differentiate group discussions for in society?
Manufacturing students to:
engineering from –– Differentiate 3. Is the student
other fields of Manufacturing able to
engineering. engineering from other differentiate
fields of engineering. Manufacturing
d) Identify
– – Identify opportunities engineering from
opportunities
obtained in the field other fields of
obtained in
of Manufacturing engineering?
the field of
Manufacturing engineering. 4. Is the student
engineering. iii) The teacher to use able to identify
questioning strategies opportunities
to guide students to obtained in
explain the essence of the field of
studying Manufacturing Manufacturing
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TEACHING
RESOURCES
e) Explain the vi) The teacher should give 5. Is the student

essence of feedback and use students’ able to explain
studying responses as feedback the essence
Manufacturing to support students in of studying
engineering. performing the tasks given Manufacturing
in part (i-iii). engineering?
2.0 METAL FORMING 2.1 Metal Students should be i) The teacher to use ●● Posters showing 1. Is the student 4
AND HEAT forming able: questions to guide students various metal able to define
TREATMENT Processes a) Define the term to: forming the term metal
(hot and cold metal forming –– Define the term metal processes forming process?
forming) process. forming processes. ●● Computer 2. Is the student
c) Explain metal – – Explain metal forming ●● Forge tools able to explain
forming processes. processes (i.e. forging, metal forming
rolling, extrusion, ●● Manila sheet
processes?
d) Differentiate blanking and punching ●● Marker pen
3. Is the student
metal forming etc). ●● Forming able to
process from other ii) The teacher to use machines differentiate
manufacturing questioning strategies ●● Workpieces metal forming
processes. (what, why and who process
e) Describe hot and question) to guide students from other
cold forming to manufacturing
processes in –– Differentiate metal processes?
manufacturing. forming process from
4. Can the student
other manufacturing
describe hot
processes.
and cold rolling
–– Describe hot and
processes?
cold forming metal
forming processes in
manufacturing.
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TEACHING
RESOURCES

performing the tasks given
in part (i) and (ii).
2.2 Heat Students should be i) The teacher to use ●● Manila sheet 1. Is the students 6
Treatments able to. questions to guide students ●● Marker pen able to define
of Metals a) Define the term to: the term heat
●● Furnaces
heat treatment of –– Define the term heat treatment of
metals. treatment of metal. ●● Heat treatment metals?
b) Define different –– Define different heat charts/diagrams
2. Is the students
heat treatment treatment processes ●● VCD/DVD able to define
processes. (such as annealing showing various different heat
c) Explain stages normalizing and case heat treatments treatment
involved in heat hardening). processes processes?
treatment to plain –– Explain stages involved ●● Colour code 3. Is the students
carbon steel. in heat treatment to poster able to explain
d) Identify different plain carbon steel. ●● Equilibrium stages involved
color codes for ii) The teacher to arrange diagrams/charts in heat treatment
heat treatment. students in groups and to plain carbon
e) Explain heat guide them to: steel?
treatment –– Explain how to
4. Is the student
processes. interpret the heat
able to identify
f) Explain the treatment charts.
different color
relationship of –– Explain the relationship
codes for heat
heat treatment of heat treatment
treatment?
temperature and temperature and carbon
carbon content. content
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TEACHING
RESOURCES
g) Interpret heat –– Explain heat treatment 5. Is the student

treatment charts. processes. able to explain
–– Interpret heat treatment heat treatment
charts. processes?
responses for sharing and able to
discussion. explain the
iv) The teacher should give relationship of
feedback and use students’ heat treatment
responses as feedback temperature and
to support students in carbon content?
performing the tasks given 7. Is the student
in part (i-iii). able to interpret
heat treatment
charts?
3.0 MACHINE 3.1 Machine The student should i) The teacher to use ●● Posters with 1. Is the student 6
TOOLS I Tools and be able to: questions to guide students pictures of able to define
Accessories a) Define the term to: different the term
machine tools. –– Define the term machines machine tools?
b) List types of machine tools. ●● Manila sheet 2. Is the student
machine tools. ●● Marker pen able to list types
–– List different types of
c) Draw diagrams ●● Computer of machine
machine tools.
of machine tools. animation tools?
d) Operate various ii) The teacher to create ●● Drilling
3. Can the student
machines to cut activities for students to: machine
draw diagrams
materials. ●● Lathe machine
–– Draw diagram of of machine
●● Milling
machine tools. tools?
machines etc
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TEACHING
RESOURCES
–– Operate various ●● Power hacksaw 4. Can the student

machines used to cut machine etc operate various
materials. ●● PPE machines to cut
iii) The teacher should materials?
monitor and facilitate
students in performing the
tasks given in part (ii).
assessment guideline,
the teacher should guide
students to assess the
activities performed in part
(ii).
v) Students to present their
discussion.
in part (i-iii).
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TEACHING
RESOURCES
3.2 Lathe Students should be i) The teacher to use questions ●● Posters showing 1. Is the student 8
Machine able to: to guide students to: different able to
a) Explain safety pictures of lathe explain safety
–– Explain safety precaution
precaution when machines precaution when
when working on a lathe
working on a ●● Manila sheet working on a
machine
lathe machine. lathe machine?
●● Marker pen
–– Identify different types
b) Identify different ●● Computer 2. Is the student
of lathe machines.
types of lathe software able to identify
machines. ii) The teacher to arrange different
●● Lathe machine
students in groups and types of lathe
c) Explain different guide them to: ●● Lathe machine machines?
operations on a accessories
lathe machine. –– Explain different 3. Is the student
operations on lathe able to explain
d) Describe machine different
procedures operations on a
of mounting –– Describe procedures
lathe machine?
different of mounting different
accessories on a accessories on lathe 4. Is the student
lathe machine. machine. able to describe
procedures
e) Select iii) The teacher to guide of mounting
appropriate students to select different
size and type of appropriate size and accessories on a
accessories for a types of accessories for a lathe machine?
particular usage. particular usage.
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TEACHING
RESOURCES
iv) The teacher should give 5. Is the student

feedback and use students’ able to select
responses as feedback appropriate
to support students in size and type
performing the tasks given of accessories
in part(i-iii). for a particular
usage?
3.3 Lathe Students should be i) The teacher to guide ●● Posters with 1. Is the student 6
Machine able to: students in groups to: pictures able to identify
Cutting Tools a) Identify lathe –– Identify different showing lathe cutting
cutting tool tool used on a lathe different types tools materials?
materials. machine. of cutting tools
2. Can the student
b) Describe physical –– Explain the physical ●● Manila sheet describe
properties of properties of tools on ●● Marker pen physical
cutting tools. lathe machine. ●● Conventional properties of
–– Describe how to grind lathe M/C, cutting tools?
c) Describe how
to grind cutting cutting tools. does not need 3. Can the student
tools angles. ii) The teacher to create computer describe the
activities for students to: software grind cutting
d) Fix and set tool ●● Lathe machines tool angles?
–– Fix and set tool on a
bits on a lathe
lathe machine. ●● Tools grinder 4. Is the student
machine.
–– Cut simple workpieces ●● PPE able to fix and
e) Cut simple on lathe machines. set tool bits on a
●● Workpiece
workpieces on lathe machine?
–– Sketch different type of
lathe machines.
lathe cutting tools.
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TEACHING
RESOURCES
f) Sketch different –– Face and turn on a lathe 5. Can the student

type of lathe machine. cut simple work
cutting tools. iii) The teacher should pieces on lathe
monitor and facilitate machines?
g) Face and turn on
a lathe machine. 6. Is the student
tasks given in part (ii).
able to sketch
iv) Students to present their different type
responses for sharing and of lathe cutting
discussion. tools?
v) With aid of prepared 7. Is the student
assessment guideline, able to face and
the teacher should guide turn on a lathe
students to assess the machine?
(ii).
in part (i-iv).
3.4 Lubricants Students should be i) The teacher to arrange ●● Posters showing 1. Is the student 4
and coolants able to: students in groups and different able to explain
a) Explain the use guide them to: lubricants the use of
of lubricants –– Explain the use of ●● Manila sheet lubricants and
and coolants in lubricants and coolants coolants in
machine tools. in machine tools. machine tools.?
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TEACHING
RESOURCES
b) Identify types of –– Identify types of ●● Marker pen 2. Is the student

lubricants and lubricants and coolants ●● Lubricants of able to identify
coolants used in used in machine tools. different use types of
machine tools. –– Explain the importance lubricants and
●● Coolant
c) Explain the of lubricants and coolants used in
importance of coolants in machine machine tools?
lubricants and tools. 3. Is the student
coolants in –– Explain different able to explain
machine tools. methods of applying the importance
d) Explain the lubricants to machine of lubricants
methods of tools. and coolants in
applying coolants ii) Students to present their machine tools?
and lubricants in responses for sharing and 4. Is the student
machine tools. discussion. able to explain
iii) The teacher should give the methods
feedback and use students’ of applying
responses as feedback coolants and
to support students in lubricants in
performing the tasks given machine tools?
in part (i-iii).
3.5 Lathe The student should i) The teacher to arrange ●●Posters with 1. Can the student 10
Machine be able to: students in groups and pictures of set tool on a
Operations a) Set a tool on a guide them to: different types of center height?
center height. –– Set a tool on a center lathe machines 2. Is the student
b) Explain the effect height. ●●Manila sheet able to explain
of having a tool –– Explain the effect of ●●Marker pen the effect of
above or below having a tool above or ●●Facing tools having a tool
the center. below center line. ●●Turning tools above or below
●●Threading tools the center?
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TEACHING
RESOURCES
c) Identify fine and –– Identify fine and course ●● Knurling tools 3. Can the student
course feeds, set feeds, set feed and (straight and identify fine and
feed and speeds speeds feed on lathe diamond) course feeds,
on lathe machine. machine. ●● Boring tools set feed and
speeds on lathe
d) Select a proper ii) Students to present their ●● Lathe machine
machine?
tool for a responses for sharing and ●● PPE
particular discussion. 4. Can the
machining student select
iii) The teacher to create
process. a proper tool
activities for students to:
for a particular
e) Select proper
–– Select proper tools for machining
lathe machine
particular machining process?
tools for a
process. 5. Can the student
particular
machining –– Select proper lathe select proper
process. machine tools for a lathe machine
particular machining tools for a
f) Perform various particular
process.
operations of machining
lather machines –– Perform knurling process?
(drilling, facing, (straight and diamond)
turning, boring, operations. 6. Can the student
knueling ect). –– Perform boring perform various
operations. operations on a
g) Perform boring lathe machine?
operations. –– Calculate speed feed on
lathe machine. 7. Can the student
h) Calculate speed –– Calculate gear train perform boring
feed on lathe when cutting threads on operations?
machine. lathe machine.
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TEACHING
RESOURCES
i) Calculate gear iv) The teacher should monitor 8. Is the student

train when and facilitate students in able to calculate
cutting threads performing the tasks given speed feed
on lathe machine. in part (iii). on lathe
v) With aid of prepared machine?
assessment guideline, 9. Can the student
the teacher should guide calculate gear
students to assess the train when
activities performed in part cutting threads
(iii). on lathe
vi) The teacher should give machine?
in part (i-iv).
3.6 Drilling The student should i) The teacher to use ●● Drill bits 1. Is the student 4
Machine be able to: questions to guide students ●● Drilling able to define
a) Define the term to: machines the term drilling
drilling machine –– Define the term drilling machine?
●● Poster showing
b) List ways of machine. 2. Is the student
various drilling
making a hole on –– List ways of making a machines and able to list ways
a solid metal. hole on a solid metal. drill bits of making a
c) Identify different –– Identify different types hole on a solid
types of drilling of drilling machines. metal?
machines.
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TEACHING
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d) Explain the uses ii) The teacher to arrange ●● VCD/DVD 3. Is the student
of a drilling students in groups and showing able to identify
machine in the guide them to: various drilling different types
manufacturing operating of drilling
–– Explain the uses of
processes. ●● Reamers machines?
a drilling machine in
e) Explain the the manufacturing ●● Manila sheet 4. Is the student
importance processes. ●● Marker pen able to explain
of a drilling the uses of
–– Explain the importance ●● Radial drilling
machine in the a drilling
of a drilling machine machine
manufacturing machine in the
in the manufacturing ●● Bench drilling
processes. manufacturing
processes. machine processes?
f) Explain different ●● Pillar drilling
–– Explain different 5. Is the student
operations on a machine
operations on a drilling able to explain
drilling machine.
machine. ●● Column type the importance
g) Describe the drilling machine of a drilling
–– Describe the procedure
procedure ●● Drilling machine in the
of mounting different
of mounting accessories manufacturing
accessories on a drilling
different processes?
machine.
accessories on a
drilling machine.
discussion. different
iv) The teacher should give operations
feedback and use students’ on a drilling
responses as feedback machine?
in part (i-iii)
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TEACHING
RESOURCES
7. Can the student

describe the
procedure
of mounting
different
accessories
on a drilling
machine?
3.7 Cutting Tools The student should i) The teacher to use ●● Posters with 1. Is the student 8
for Drilling be able to: questions to guide students picture of able to identify
Machines a) Identify types of to: different types types of drilling
drilling tools. –– Identify different drill of twist drills tools?
b) Identify types bit materials. ●● Manila sheet 2. Is the student
of drill bit –– Explain the physical able to identify
●● Marker pen
materials. properties of cutting drill bit
tools. ●● Posters with materials?
c) Explain the
picture of 3. Is the student
physical –– Identify types of drill
drill, bore, able to explain
properties of drill bit materials.
countersinking the physical
bits. ii) The teacher to create
operation properties of
d) Draw labelled activities for students to:
parts of a drill –– Draw labelled cutting ●● Drill bits drill bits?
bit. tools for drilling ●● Reamers 4. Can the student
e) Fix drill bits on machines. sketch different
●● Drilling
drilling machine –– Set a tool on a drilling types of drill
machine
chuck machine. bits?
●● PPE 5. Is the student
f) Set drill bits on –– Fix and set drill bits on
drilling machine? drilling machine chuck. able to fix drill
bits on drilling
machine?
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TEACHING
RESOURCES
g) Drill/bore/ –– Drill /bore, countersunk 6. Is the student

countersinking on a drilling machine. able set drill
on a drilling bits on drilling
iii) The teacher should
machine. machine?
students in performing the 7. Is the student
tasks given in part (ii). able to
drill/bore/
iv) With aid of prepared
countersink
on a drilling
machine?
(ii).
v) Students to present their
discussion.
in part (i-iv)
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TEACHING
RESOURCES
3.8 Drilling Students should be i) The teacher to organise ●● Lubricants tins 1. Is the student 6
Machine able to: students into groups and ●● Manila sheet able to describe
Operations a) Describe the guide them to: the procedure
●● Marker pen
procedure of mounting
–– Describe the procedure ●● Posters showing
of mounting different
of mounting different different type of
different accessories
accessories on a drilling drill operations
accessories on a on a drilling
machine.
drilling machine. ●● Counter boring machine?
–– Identify a proper tool tool
b) Identify a 2. Is the student
for particular drilling ●● Countersunk
proper tool for able to identify
processes. tool
particular drilling a proper tool
processes. –– Identify drill holding ●● Centre drill (twist drill)
devices (i.e., chucks, ●● Pedestal for particular
c) Identify drill drilling
sleeves). grinding
holding devices. processes?
ii) The teacher to use ●● Machine
d) Explain the
questioning strategies attached with a 3. Is the student
effects of twist
(what, why and how twist able to identify
drill off the
questions) to guide drill holding
center line. ●● Drilling
students to; devices?
e) Explain the machine
–– Explain the effects of
processes attachments 4. Is the student
twist drill off the center
of selecting ●● PPE able to explain
line.
appropriate the effects of
–– Explain the processes
size and type of twist drill off the
of selecting appropriate
accessories for a center line?
size and type of
particular usage.
accessories for a
particular usage.
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TEACHING
RESOURCES
f) Explain the –– Explain the importance 5. Is the student

importance of of using cutting fluids/ able to explain
using cutting lubricants in drilling the processes
fluids/lubricants operations. of selecting
in drilling appropriate
–– Explain safety
operations. size and type
precautions to be taken
of accessories
g) Explain safety when working on a
for a particular
precautions to drilling machine.
usage?
be taken when
working on a 6. Is the student
drilling machine. able to explain
discussion
the importance
iv) The teacher should give of using cutting
feedback and use students’ fluids/lubricants
responses as feedback in drilling
to support students in operations?
performing the tasks given 7. Is the student
in part (i) and (ii). able to
explain safety
precautions
to be taken
when working
on a drilling
machine?
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TEACHING
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3.9 Drilling The student be able i) The teacher should ●● Poster with 1. Is the student 10
Practices to: organise a field trip a picture of able to select
a) Select a and create activities for drilling machine a proper tool
proper tool for students to: ●● Drill bits for particular
particular drilling –– Select a proper tool drilling
●● Drilling
processes. for particular drilling processes?
machines
b) Set a tool on a processes.
●● Poster showing 2. Is the student
drilling machine. –– Set a tool on a drilling able to set a tool
machine. various drilling
c) Select correct on a drilling
machines.
drilling speeds –– Select correct drilling machine?
and feeds. speeds and feeds. ●● Radial drilling
d) Grind drill bits –– Grind drill bits machine 3. Is the student
accurately. accurately. ●● Bench drilling able to select
e) Carry out –– Carry out drilling of a machine correct drilling
drilling of a hole, hole, countersinking speeds and
●● Pillar drilling
countersinking and reaming operations. feeds?
machine
and reaming ii) The teacher should 4. Is the student
●● Column type
operations. monitor and facilitate able to grind
drilling machine
students in performing the drill bits
tasks given in part (i). ●● Tool grinder
accurately?
iii) Students to present their ●● PPE
5. Is the student
work for sharing and
able to carry out
discussion.
drilling of a hole
iv) With aid of prepared
countersinking
and reaming
operations?
activities performed in
part (i).
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TEACHING
RESOURCES

in part (i-iv).
3.10 Grinding Students should be i) The teacher to use ●● Posters 1. Is the student 4
machine able to: brainstorming questions to ●● Tools grinding able to define
a) Define the guide students to define a machines the term
term grinding term grinding machine. grinding
●● Surface grinding
machine. ii) The teacher to organise machine?
machine
b) Identify students into groups and 2. Is the student
principal parts guide them to: ●● Cylindrical
able to identify
of a grinding –– Identify principal parts grinding
principal parts
machine. of a grinding machines. machine
of a grinding
c) Describe uses of –– Describe uses of each ●● Pedestal griding machine?
each grinding grinding machine. machine
3. Is the student
machine. –– Differentiate types able to describe
d) Differentiate of grinding machine uses of each
types of grinding (i.e. pedestal grinding grinding
machines. machine surface machine?
grinding machine and
4. Is the student
cylindrical grinding
able to
machine).
differentiate
types of
grinding
discussion.
machines and
their use?
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TEACHING
RESOURCES

3.11 Grinding Students should be i) The teacher to use ●● Poster with 1. Can students 2
Wheels able to: questions to guide students pictures of identify and
a) Identify different to: grinding wheel name types
types of grinding –– Identify different types (showing of grinding
wheels. of grinding wheels. grinding wheel wheels?
b) Identify shapes, in use) 2. Can students
–– Identify shapes, form
form and bonds identify shapes
and bonds of different ●● CD/DVD
of different form and bonds
grinding wheels. ●● Grinding wheels
grinding wheels. of different
of different
c) Explain ii) The teacher to organise grinding
shape and form
application of students into groups and wheels?
different types of guide them to: 3. Can the
grinding wheels. student explain
–– Explain application application of
d) Differentiate
of different types of different types
grinding wheels
grinding wheels. of grinding
for soft materials
and hard –– Explain grinding wheel wheels?
materials. materials, bonds and 4. Can students
e) Explain their applications. differentiate
grinding wheels grinding
–– Differentiate grinding wheels for soft
materials and wheels for soft
configurations materials and
materials and hard hard materials?
(forms) or bond. materials
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iii) Students to present their 5. Can students

responses for sharing and explain
discussion. grinding wheels
iv) The teacher should give materials and
feedback and use students’ configurations
responses as feedback (forms) or
to support students in bond?
3.12 Grinding The students should i) The teacher to use ●● Poster with 1. Can students 8
operations be able to : questions to guide students pictures of list down types
a) List types to list types of grinding different types of grinding
of grinding operations. of grinding machines and
operations. ii) The teacher to organise wheels operations?
b) Identify grinding students in groups and ●● Marker pen 2. Can students
wheels defects. guide them to:
●● Manila sheets identify grinding
c) Draw simple –– Identify grinding wheels defects?
wheels defects. ●● VCD/DVD
diagrams
for different 3. Can the student
of grinding –– Describe the processes
grinding draw simple
machines and of testing for cracks
operations diagrams
operations. and trueness of grinding
d) Check quality of wheel. ●● Grinding of grinding
a grinding wheel. iii) The teacher to design machine (i.e machines and
e) Test for cracks activities for students to: Tools grinder operations?
and trueness of –– Draw simple diagrams surface grinder
4. Can the student
grinding wheel. of grinding machines and cylindrical
check quality
f) Dressing and operations. grinder)
of a grinding
grinding wheels. wheel?
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–– Check quality of a ●● Grinding wheels 5. Can the student

grinding wheel. ●● Tools test for cracks
and trueness of
–– Test for cracks and ●● Workpiece
grinding wheel?
Trueness of grinding ●● PPE
wheel. 6. Can students
perform
–– Dress grinding wheels. dressing of
iv) The teacher should grinding
monitor and facilitate wheels?
tasks given in part (iii).
v) With aid of prepared
(ii).
supporting students to
perform the tasks given in
part (i-v).
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3.13 Grinding The student should i) The teacher to design ●● Poster with 1. Can the student 6
Practice be able to: activities for students to: pictures of select suitable
a) Select suitable –– Select suitable grinding different types grinding
grinding wheel for a certain of grinding wheels for
wheels for operation. wheels certain grinding
certain grinding –– Mount a grinding wheel ●● Marker pen operations?
operations. on a machine 2. Can students
●● Manila sheets
b) Mount a –– Select suitable speed mount correctly
grinding wheel ●● VCD/DVD
and feed for a certain a grinding wheel
on a grinding for different
grinding wheel. on grinding
machine. grinding
ii) The teacher should machine?
operations
c) Select speeds monitor and facilitate 3. Can students
and feeds for students in performing the ●● Grinding
select suitable
different grinding tasks given in part (i). machine (i.e
speed and feed
wheels. iii) With aid of prepared Tools grinder
for a certain
assessment guideline, surface grinder
grinding wheel?
the teacher should guide and cylindrical
students to assess the grinder)
activities performed in ●● Grinding wheels
part (i). ●● Tools
iv) Students to present their ●● Workpiece
discussion. ●● PPE
supporting students to
perform the tasks given in
part (i-iv).
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4.0 WELDING 4.1 Electric arc Students should be i) The teacher to use ●● Electric Arc 1. Is the student 4
TECHNOLOGY Welding able to: questions to guide students welding able to identify
Accessories a) Identify to: accessories various welding
various electric –– Identify various ●● Poster showing accessories?
arc welding electric arc welding electric arc 2. Is the student
accessories. accessories. welding able to
ii) The teacher to organise accessories explain the
b) Explain the
students in groups and ●● VCD/DVD use of various
use of various
guide them to: on electric arc accessories
accessories
–– Explain the use of welding in electric arc
in electric arc
various accessories in welding?
welding. ●● PPE
electric arc welding.
c) Describe –– Describe consumable ●● Arc welding 3. Can the students
consumable and and non consumable machine differentiate
non consumable electric arc welding consumable and
electric arc processes. non consumable
welding iii) The teacher to create welding
processes. activities for students to: processes?
d) Use welding –– Practice using welding 4. Can the student
accessories accessories in electric use welding
in electric arc arc welding. accessories
welding. –– Use accessories in in electric arc
electric arc welding. welding?
iv) The teacher should
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v) With aid of prepared

(ii).
in part (i-v).
4.2 Electric arc Students should be i) The teacher to arrange ●● Electric Arc 1. Is the student 8
Welding able to: students in groups and welding able to identify
Machines a) Identify different guide them to: machines different types
types of electric –– Identify different ●● Poster showing of electric
arc welding electric arc welding electric Arc arc welding
machines. machines (D C and A welding machine?
b) Explain the C welding transformer, machines 2. Is the student
function of welding rectifier, able to explain
●● VCD/DVD
the different welding inverter, the function
showing
types of electric welding generator etc.) of different
welding
arc welding –– Explain the function equipments and types of electric
machines. of the different type machines arc welding
of electric arc welding machine?
machines.
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b) Explain the –– Explain the uses of ●● Electrodes 3. Can the student

uses of different different types of ●● Workpieces explain the uses
types of electric electric arc welding of different
●● PPE
arc welding machines. types of electric
machines. ii) The teacher to create arc welding
activities for students machines?
c) Use different
to use different types 4. Can the student
types of electric
of electric arc welding use different
arc welding
machines. types of electric
machines.
iii) With aid of pre-prepared arc welding
assessment guideline, machines?
(ii).
in part (i-iii).
4.3 Electric arc The student should i) The teacher to organise ●● Poster showing 1. Is the student 10
Welding be able to: students in groups and different able to select
Machine a) Select proper guide them to discuss how electrodes and proper type
Operations type and size of to select proper type and sizes. and size of
electrodes. size of electrodes. ●● Are welding electrodes?
b) Select correct
machines
welding current
according to the
job.
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c) Use tapping ii) The teacher to use ●● Electrodes 2. Is the student

and scratching students’ responses as ●● Electric are able to select
methods. feedback to support welding shields correct welding
students to explain proper current
●● PPE
ways to select type and according to the
size of electrodes. job?
iii) The teacher to create 3. Is the student
activities for students to: able to use
–– Select proper type and tapping and
size of electrodes. scratching
–– Use tapping and methods?
scratching methods.
v) With aid of pre-prepared
(iii).
in part (i-v).
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4.4 Welding Students should be i) The teacher to use ●● Poster with 1. Is the student 4
Electrodes able to: questions to guide student pictures of able to define
a) Explain the to: electrodes the term
term welding –– Explain the term ●● Manila sheet welding
electrodes. welding electrodes. electrodes?
●● Marker pen
b) Identify different 2. Is student able
–– Identify different types ●● Welding
types of welding to identify types
of welding electrodes. Electrodes
electrodes. of welding
–– List parts of welding ●● Welding electrodes?
c) List parts machines 3. Is the student
electrodes.
of welding able to list parts
●● Safety gears
electrodes. –– Explain the meaning of of welding
d) Explain the core and coating. electrodes?
meaning of core ii) The teacher to arrange 4. Is the student
and coating. students in groups and able to explain
e) Explain the guide them to: the meaning
types of coating of core and
–– Explain the types of coating?
of welding
coating of welding 5. Is the student
electrodes.
electrodes. able to explain
f) Identify
–– Identify electrodes the types
electrodes
according to their of coating
according to their
codes. of welding
codes.
–– Explain the importance electrodes?
g) Explain the 6. Is the student
of welding electrodes.
importance able to identify
of welding electrodes
electrodes. according to
their codes?
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c) Select the size iii) The teacher to design 7. Is the student

of welding activities for students to: able to explain
electrodes –– Select the size of the importance
according to welding electrodes of welding
various jobs. according to various electrode?
jobs.
d) Use different 8. Can the student
–– Use different types of select the size
types and size
welding electrodes. of welding
of welding
electrodes. –– Store and handle electrodes
welding electrodes. according to
e) Store and iv) The teacher should various jobs?
handle welding monitor and facilitate
electrodes. students in performing the 9. Is the student
tasks given in part (iii). able to use
different
v) With aid of pre-prepared types and size
assessment guideline, of welding
the teacher should guide electrodes?
activities performed in part 10. Is the student
(iii). able to store and
handle welding
vi) The teacher should give electrodes?
in part (i-v).
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4.5 Welding Students should be i) The teacher to create ●● Poster showing 1. Is the student 10
Techniques able to: activities for students to: picture of able to prepare
a) Prepare diagrams –– Prepare diagrams welding diagrams that
that explain the that explain the main techniques explain the
main features features and working ●● Machine, main features
and working principles of the electric electrodes and working
principles of arc welding operation. principles of
●● Manila sheet
the electric the electric
–– Control the speed Marker pen
arc welding arc welding
and movement of the ●● Workpiece
operation. operation?
welding electrode. ●● PPE
b) Control the speed 2. Can the student
–– Maintain the electric control the speed
and movement arc operations.
of the welding and movement
–– Join various workpieces of the welding
electrode.
by welding. electrodes?
c) Maintain the –– Maintain angle of the 3. Can the student
electric arc welding electrode. maintain the
operation. electric arc
ii) The teacher should monitor
d) Join workpieces and facilitate students in operation?
by electric arc performing the tasks given 4. Is the student
welding. in part (i). able to join work
e) Maintain iii) With aid of pre-prepared pieces by electric
the angle of assessment guideline, arc welding?
the welding the teacher should guide 5. Is the student
electrode students to assess the able to maintain
activities performed in part the angle of
(ii). the welding
electrode?
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in part (i-iii)
4.6 Gas Welding Students should be i) The teacher to use ●● Gas welding 1. Is the student 4
processes able to: questions to guide students accessories able to explain
a) Explain the to: ●● Posters showing the meaning of
meaning of gas –– Explain the meaning of Gas welding gas welding?
welding. gas welding. accessories 2. Is the student
b) Identify various –– Identify various gas ●● VCD/DVD on able to identify
gas welding welding accessories. gas welding various gas
accessories. welding
ii) The teacher to arrange ●● Personal
c) Explain the use accessories?
students in groups and Protective
of gas welding guide them to explain Equipment 3. Is the student
accessories. the use of gas welding (PPE) able to describe
accessories. the use of
d) Use accessories
gas welding
of gas welding iii) The teacher to create accessories?
e) Perform different activities for students to:
4. Can the student
gas welding –– Use gas welding use gas welding
techniques. accessories(i.e., gas accessories?
cylinders, regulator,
5. Can the student
pressure gauge, horses,
perform
welding torch, check
different
valve).
gas welding
techniques?
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–– Perform different gas

welding techniques.
(iii).
in part (i-iv).
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4.7 Filler Metals The student should i) The teacher to use ●● Poster showing 1. Is the student 6
(Filler Rods) be able to: brainstorming questions pictures of filler able to define
a) Define the term to guide students to define rods the term filler
filler rod. the term filler metals. ●● Filler rods rod?
ii) The teacher to use 2. Is the student
b) Identify different ●● Manila sheet
questions to guide students able to identify
types and sizes of ●● Marker pen
to: different types
filler rods. ●● Personal
–– List down the filler and sizes of
c) Select the correct metals. Protective filler rods?
type and sizes of –– Identify different types Equipments
3. Can the student
filler rods. and size of filler rods. (PPE)
select the
–– Explain the way to correct type and
d) Use different
select the correct types size of filler
types and sizes of
and size of filler rods. rods?
filler rods.
4. Can the student
use different
–– Select the correct type
types and sizes
and sizes of filler rods.
of filler rods?
–– Use different types and
sizes of filler rods.
(iii).
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in part (i-v)
4.8 Panel Beating The student should i) The teacher to use ●● Panel beating 1. Is the student 8
be able to: questions to guide students tools able to define
a) Define the term to: ●● Multimedia the term panel
panel beating, –– Define the term panel beating?
●● Projector
b) Identify tools and beating 2. Is the student
equipment used –– Identify tools and ●● PPE
able to identify
in panel beating equipment used in ●● Posters showing tools and
workshop panel beating workshop different panel equipment used
c) Describe the (i.e., wooden block, beating tools in panel beating
process involved sand bags, stakes and workshop?
in panel beating. hammers). 3. Is the student
d) Conduct panel ii) The teacher to organise able to describe
beating students in groups and the process
guide them to describe the involved in
process involved in panel panel beating?
beating (i.e., realignment,
4. Is the student
stretching, planishing,
able to conduct
welding, filling, sanding,
panel beating?
spraying, joining, bolting
and screwing.
activities for students to
conduct panel beating.
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(iii).
discussion.
vii) The teacher should
give feedback and use
the students’ responses
as feedback to support
tasks given in part (i-v).
4.9 Painting The student should i) The teacher to use ●● Compressor 1. Can the student
be able to: questions to guide students machine define the term
a) Define the term to: ●● Spraying gun painting?
painting. –– Define the term
●● Tupertine 2. Can the student
painting
b) Identify tools ●● Metal filler identify tools
–– Identify tools and and equipment
and equipment ●● Paint
equipment use in use in painting
use in painting
painting workshop. ●● PPE workshop?
workshop.
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c) Describe the ii) The teacher to organise 3. Can the student

procedure to students in groups and describe the
be followed in guide them to: procedure to
painting process. be followed
– Describe the procedure
in painting
d) Describe the to be followed in
process?
material used for painting process (i.e.,
painting. cleaning, thining, 4. Can the student
drying etc.) describe the
e) Paint different
material used
things. – Describe the material
for painting?
used for painting
5. Can the student
iii) The teacher to create paint different
activities for students to things?
paint different things (i.e.,
vehicles, etc.).
(iii).
discussion
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tasks given in part (i-vi).
5.0 ENGINEERING 5.1 Orthographic The student should i) The teacher to guide ●● Drawing board 1. Is the student 8
DRAWING III Projection be able to: students in groups to: ●● Drawing able to explain
a) Explain Instrument/ orthographic
–– Explain the
orthographic equipments projection?
orthographic projection.
projection.
●● VCD/DVD 2. Is the student
–– Identify drawing
b) Identify drawing showing able to identify
symbols for first and
symbols for first Orthographic drawing
third angle.
and third angle. Projection symbols for first
ii) The teacher to create ●● Multimedia and third angle?
c) Project views
activities for students to: projection 3. Can the student
on vertical
and horizontal –– Project views on ●● Poster showing project views
principle plane. vertical and horizontal orthographic on vertical
principle plane. projection and horizontal
d) Construct principle plane?
orthographic –– Draw views on vertical ●● ISO drawing
and horizontal principle paper 4. Can the student
drawing in first
and third angle plane (Front, end construct
projection. elevation and plan). orthographic
drawing in
e) Explain the –– Draw object in first and first angle and
importance of third angle projections. third angle
drawing symbols projection?
in orthographic
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iii) The teacher should 5. Is the student

monitor and facilitate able to explain
students in performing the the importance
tasks given in part (ii). of drawing
symbols in
orthographic?
work for sharing and
discussion.
(ii).
vi) The teacher to use
questioning strategies
(what, how, and why
questions) to guide
students to explain the
importance of drawing
symbols in orthographic.
tasks given in part (i-vi)
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5.2 Auxiliary The student should i) The teacher to use ●●

Scale rule 1. Is the student 6
Views be able to: brainstorming questions to ●●
Drawing board able to explain
a) Explain the term guide students to explain the term
●●
Drawing paper
auxiliary views the term auxiliary views. auxiliary views?
●●
Drawing
b) Explain the ii) The teacher to guide 2. Is the student
instruments
importance of students in groups to: able to explain
●● Poster showing the importance
auxiliary views –– Explain the importance auxiliary views
in engineering. of auxiliary views in of auxiliary
engineering. views?
c) Differentiate 3. Can the student
types of auxiliary –– Differentiate types of
auxiliary elevation. differentiate
elevation. types of
–– Identify need and use of auxiliary
d) Identify need and
points, lines, and planes elevation?
use of points,
in space.
lines, and planes 4. Can the student
in space. iii) Students to present their identify need
responses for sharing and and use of
e) Construct discussion.
auxiliary points, lines,
iv) The teacher to create and planes in
views using
activities for students to space?
auxiliary plan
construct auxiliary views 5. Can the student
and auxiliary
using auxiliary plan and construct
elevation.
auxiliary elevation. auxiliary
v) The teacher should views using
monitor and facilitate auxiliary plan
students in performing the and auxiliary
tasks given in part (iv). elevation?
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vi) With aid of pre-prepared

(iv).
tasks given in part (i-vi)
5.3 LOCI The student should i) The teacher to use ●● Posters with 1. Is the student 8
(Mechanisms) be able to: brainstorming questions to picture showing able to define
a) Define the term guide students to define different meshes the term locus
locus of a point. the term locus of a point. of the produces of a point?
b) Explain the locus 2. Is the student
ii) The teacher to use
procedure for ●● Drawing set able to explain
questioning strategies
constructing a ●● Drawing paper the procedure
to guide students to
locus of ladder for constructing
explain the procedure for ●● Video animation
movement a locus of ladder
constructing a locus of of LOCI
crank and slide. movement,
ladder movement, crank
mechanism using ●● Multimedia crank and slide
and slide using single
single point links project using single
point links with multiple
with multiple point links with
points links and helix and
points links and multiple points
coil spring.
helix and coil links and helix
spring. and coil spring?
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c) Construct locus iii) The teacher to create 3. Is the student

of a ladder activities for students to able to construct
movement crank construct locus of a ladder a locus of ladder
and slides-single movement crank and movement,
point links with slides- single point links crank and
multiple point with multiple point and slides-single
and helix and helix and coil springs. point links with
coil springs. multiple point
and helix and
coil springs?
(iii).
vi) The teacher should
tasks given in part (i-v)
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5.4 Developments The student should i) The teacher to guide • Poster with 1. Is the student 6
of be able to: students in groups to: pictures showing able to define
Engineering a) Explain the different types development
objects meaning of of developments of objects in
development of objects
development of machine engineering
in engineering drawing.
of objects in components drawing?
engineering –– Describe the purpose • Drawing
2. Can the student
drawing. and use of development instruments
describe the
b) Describe the fields. • Model of various
purpose and use
purpose and use components
ii) The teacher to create of development
of development • Drawing sheets
activities for students to: fields?
fields.
c) Draw –– Draw development of 3. Can the
development engineering objects. student draw
of engineering development
–– Develop two cylinders of engineering
objects.
intersect at right angles. objects?
d) Develop two
cylinders iii) The teacher should 4. Can the student
intersect at right monitor and facilitate develop two
angles. students in performing the cylinders
tasks given in part (ii). intersect at right
iv) With aid of pre-prepared angles?
(ii) .
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v) The teacher should

tasks given in part (i-iv).
5.5 Sectional The student should i) The teacher to use • Drawing 1. Can the student 6
Views be able to: questions to guide students template identify different
a) Identify different to: • Drawing sheet types of sections?
types of sections. • Drawing 2. Can the student
–– Identify types of
b) Explain different instruments explain different
sections.
application of • Drawing table/ application of
sections. –– Explain different board section?
application of sections. 3. Can the student
c) Draw section draw various
lines in various ii) The teacher to create
types of
drawings. Draw activities for students to:
sectional views?
hatching lines in 4. Can the student
–– Draw sections lines in
section drawing. draw the
various drawings.
d) Apply sections hatching lines in
lines in various –– Draw hatching lines in section drawing?
drawings. section drawing. 5. Can the student
e) Apply hatching –– Apply sections lines in apply sections
lines in section various drawings. lines in various
drawing. drawings?
–– Apply hatching lines in 6. Can the student
f) Draw various section drawing. apply hatching
types of sectional
–– Draw various types of lines in section
views.
sectional views drawing?
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iii) The teacher should 7. Can the student

monitor and facilitate draw various
students in performing the types of
tasks given in part (ii). sectional views?
iv) With aid of pre-prepared
(ii) .
v) The teacher should
tasks given in part (i-iv)
5.6 Limits and The student should i) The teacher to use ●● Posters showing 1. Is the student 6
Fits be able to: brainstorming questions to different able to define
a) Define the term guide student to: tolerances and the term limits
limits and fits –– Define the term limits limits and fits as
as applied in anf fits as applied in ●● Manila sheet applied in
engineering engineering drawing. engineering
●● Marker pen
drawing. –– Identify different types drawing?
b) Identify different of limits and fits 2. Is the student
types of limits able to identify
and fits. different types
of limits and
fits?
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b) Identify ii) The teacher to guide 3. Is the student

unilateral students in groups to: able to identify
and bilateral unilateral
–– Identify unilateral and
tolerances as and bilateral
bilateral tolerances
specified in the tolerances as
as specified in the
dimensioning of specified in the
dimension of drawing.
drawing. dimensioning of
–– Explain the application drawing?
c) Explain the
of limits and fits in
application of 4. Can the student
manufacturing process.
limits and fits in explain the
manufacturing iii) Students to present their application of
process. work for sharing and limits and fits in
discussion. manufacturing
e) Calculate
process?
tolerances iv) The teacher should
relating to give feedback and use 5. Can the student
limits and fits the students’ responses calculate
as applied in as feedback to support tolerances
engineering students in performing the relating to
drawings. tasks given in part (i-iii) limits and fits
f) Determine the as applied in
v) The teacher to create engineering
required size of
activities for students to: drawings?
the hole and shaft
with reference –– Calculate tolerances
to International relating to limits
Standard and fits as applied in
Organization engineering drawings.
(ISO).
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–– Determine the required 6. Can the student

size of the hole and determine the
shaft with reference to required size
International Standard of the hole
Organization (ISO). and shaft with
reference to
International
Standard
Organization
tasks given in part (v).
(ISO).
vii) With aid of pre-prepared
(v).
viii) The teacher should
students in performing
the tasks given in part
(i-vi).
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6.0 INTRODUCTION 6.1 Introduction The student should i) The teacher to use ●● Posters with 1. Is the student 4
TO CAD I to Computer be able to: brainstorming questions pictures of able to define
Aided a) Define the term to guide students to define objects drawn the term
Drafting I Computer Aided the term Computer Aided using CAD Computer
Drafting (CAD). Drafting (CAD). ●● Posters with Aided Drafting
ii) The teacher to arrange pictures of (CAD)?
b) Explain the
students in groups and computer inputs 2. Is the student
importance
guide them to: and output
of CAD in able to explain
–– Explain the devices the importance
manufacturing
importance of CAD ●● CAD software of CAD in
engineering.
in manufacturing (CorelDraw, manufacturing
c) Describe the engineering. Page Maker, engineering?
applications –– Describe the Microsoft
of CAD in applications of CAD 3. Is the student
Office, CAD,
manufacturing in manufacturing able to describe
Paint, Corel
engineering. engineering. the applications
CAD etc)
–– Explain the advantages of CAD in
d) Explain the ●● Computer manufacturing
and disadvantages
advantages and loaded with engineering?
of using CAD in
disadvantages CAD software
manufacturing 4. Is the student
of using CAD in
engineering. able to
manufacturing
engineering. iii) Students to present their explain the
responses for sharing and advantages and
discussion, disadvantages
iv) The teacher should give of using CAD in
feedback and use the manufacturing
students’ responses as engineering?
feedback to support the
tasks done in part (i-iii).
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6.2 CAD The student should i) The teacher to use ●● Posters with 1. Can the student 4
Software and be able to: questions to guide students pictures of list five (5)
Hardware a) List five (5) to: objects drawn computer
computer using CAD hardware?
–– List five (5) computer
hardware. ●● Posters with
hardware. 2. Can the student
b) Identify pictures of identify
–– Describe hardware of computer inputs
hardware of hardware of
CAD system and CAD and output
CAD system and CAD system
software. devices
CAD software. and CAD
ii) The teacher to arrange ●● CAD package software?
c) Describe
students in groups and ●● CAD software 3. Can the student
hardware of
guide them to: (CorelDraw, describe
CAD systems.
–– Describe hardware Page Maker, hardware of
d) Explain the Microsoft CAD systems?
of CAD systems
meaning of Office, Auto
(i.e.,CPU, Secondary 4. Can the student
CAD. CAD, Paint,
Memory, and explain the
e) Describe Workstation). Corel CAD etc)
meaning of
elements of CAD?
drawing in CAD.
CAD. 5. Can the student
f) Explain the describe
–– Describe elements of
importance of elements of
drawing in CAD.
CAD and its drawing in
applications in iii) Students to present their CAD?
manufacturing responses for sharing and
engineering. discussion.
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TEACHING
RESOURCES
iv) The teacher to use ●● Computer 6. Can the student

questioning strategies loaded with explain the
(what, how, and what CAD softwares importance of
questions) to guide CAD and its
students to explain the applications in
importance of CAD manufacturing
and its applications engineering?
in manufacturing
engineering.
v) The teacher to give
feedback and use the
students’ responses as
feedback to support the
students to perform the
tasks done in part (i-iii).
6.3 CAD The student should i) The teacher to arrange ●● Posters with 1. Can the student 12
Application be able to: students in groups and pictures of describe
a) Describe guide them to: objects drawn elements of
elements of using CAD CAD drawing to
–– Describe elements of
CAD softwares use for drawing
CAD drawing used for ●● Posters with
used for drawing manufacturing
drawing manufacturing pictures of
manufacturing objects?
objects. computer inputs
objects.
and output
–– Identify types of
devices
projections and
geometrical modeling.
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TEACHING
RESOURCES
b) Use elements ii) Students to present their ●● CAD software 2. Can the student
of CAD responses for sharing and (Corel Draw, use elements
drawing to draw discussion. Page Maker, of CAD
manufacturing Microsoft drawing to draw
objects. Office, CAD, manufacturing e
c) Identify types Paint, Corel objects?
–– Use elements of
of projections CAD etc) 3. Can the student
CAD drawing to draw
and geometrical identify types
manufacturing objects, ●● Computer
modeling. of projections
–– Make manufacturing loaded with
d) Make CAD softwares and geometrical
layouts and sketches
manufacturing modelling?
using AutoCAD.
layouts and 4. Can the
sketches using student make
CAD softwares. manufacturing
tasks given in part (iii). layouts and
sketches using
v) With the aid of pre- CAD softwares?
prepared assessment
guideline, the teacher
should guide students
students to use the
component of CAD in
engineering drawing.
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FORM IV
COMPETENCIES
By the end of Form IV, the student should have ability to:
a) apply foundry techniques to produce components;
b) demonstrate the knowledge and skills of using milling and shaping machines;
c) prepare maintenance schedule and perform maintenance of different machine tools;
d) draw working drawings and assembly drawing;
e) draw various engineering drawings using technical drawing skills; and
f) draw various manufacturing engineering drawings using CAD.
OBJECTIVE
By the end of Form IV, the student should be able to:-
a) describe different foundry operations;
b) use milling and shaping machines to manufacture various parts;
c) describe different maintenance procedures;
d) interpret working drawing and assembly drawing; and
e) use CAD softwares in solving different manufacturing engineering problems.
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
1.0 FOUNDRY 1.1 Introduction The student i) The teacher to use brainstorming ●● Pattern 1. Is the student 4
TECHNOLOGY to Foundry should be able to: questions to guide students ●● Posters showing able to define
Technology a) Define the to define the term foundry different types of the term foundry
term foundry technology. foundry products technology?
technology.
ii) The teacher to use questioning ●● Multimedia 2. Can the student
b) Explain the strategies (what, how, and why equipments explain the
role of foundry questions) to guide students to: ●● Moulding boxes role of foundry
technology in technology in
–– Explain the role of foundry ●● Tools
development. development?
technology in development. ●● Moulding sands
c) Explain the 3. Is the student able
–– Explain the advantages
advantages and to explain the
and disadvantages of using
disadvantages advantages and
foundry in manufacturing
of foundry in disadvantages
process.
manufacturing of foundry in
process. iii) The teacher to use questions manufacturing
to guide students to identify processes?
d) Identify
materials used in foundry
materials used 4. Is the student
process.
in the foundry able to identify
process. iv) The teacher to arrange students materials used
in groups and guide them to in the foundry
e) Assess the
assess the development of the process?
development
foundry industries in Tanzania.
of foundry 5. Is the student
industries v) The teacher should give able to assess
technology in feedback and use the students’ the development
Tanzania. responses as feedback to support of foundry in
students in performing the tasks Tanzania?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
6. Is the student
able to assess the
development of
foundry industries
technology in
Tanzania?
1.2 Pattern The student i) The teacher to use brainstorming ●● Models of 1. Is the student able 3
Making should be able to: questions to guide students to: patterns to define the term
a) Define the –– Define the term pattern ●● Marker pen pattern?
term pattern. making. ●● Manila sheet
2. Can the student
–– Name various types of ●● Poster with
b) Name various name various
patterns commonly used in different types of
types of types of patterns
foundry. pattern.
patterns commonly used in
ii) The teacher to guide students in ●● Tools
commonly foundry?
groups to: ●● Materials for
used in
–– Identify materials used in pattern making 3. Is the student
foundry.
making patterns. able to identify
c) Identify –– Explain the characteristics materials used in
materials used of materials used in making making patterns?
in making patterns (i.e.,wear resistance, 4. Is the student able
patterns. strength, repair-ability, to explain the
d) Explain the corrosion etc). characteristics of
characteristics –– Explain fundamental of materials used in
of materials patterns designs and common making patterns?
used in making patterns allowances.
patterns. iii) Students to present their
discussion.
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
e) Explain the iv) The teacher should give 5. Is the student able
fundamentals feedback and use the students’ to explain the
of pattern responses as feedback to support fundamentals of
designs and students in performing the tasks pattern designs
common given in part (i-iii). and common
pattern pattern allowance?
allowances.
1.3 Molding Sand The student i) The teacher to use questions to ●● Manila sheet 1. Is the student able 2
should be able to: guide students to: ●● Marker pen to define the term
a) Define the –– Define the term molding sand. ●● Sand (moulding) molding sand?
term molding –– Identify molding sands. ●● Sand testing 2. Is the student able
sand. –– Explain properties of molding machine to identify types
b) Identify types sands. of molding sands?
of molding ii) The teacher should give
3. Is the student
sand. feedback and use the students’
able to explain
b) Explain responses as feedback to
properties of
properties of support students in performing
mounding sands?
molding sands. the tasks given in part (i).
1.4 Tools and The student i) The teacher to use questions to ●● Moulding box 1. Is the student 3
Equipment should be able to: guide students to identify tools ●● Riddle able to identify
a) Identify and equipments used in foundry various tools and
●● Hand hammer
various tools workshop. equipments used
and equipment ii) The teacher to create activities ●● Draw spike in the foundry
used in the for students to use tools ●● Trowel workshop?
foundry and equipment in foundry ●● Mallet 2. Can the student
workshop. workshop. use properly tools
●● Spruce pin
and equipment
●● Riser pin
in a foundry
workshop?
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
b) Use properly iii) The teacher should monitor and ●● Slick

the tools and facilitate students in performing ●● Shower
equipment the tasks given in part (ii).
●● Vent wire
in foundry iv) With the aid of prepared
workshop. assessment guideline, the
students to assess the activities
1.5 Furnaces The student i) The teacher to use questions to ●● Swab 1. Is the student able 3
should be able to: guide students to: ●● Poster with to define the term
a) Define the –– Define the term furnaces picture of furnace?
term furnaces. different furnaces 2. Is the student able
–– Explain the meaning charging
b) List types of ●● Manila sheet to list down types
a furnace.
furnaces. of furnaces?
–– List type of furnaces. ●● Marker pen
c) Explain the 3. Is the student able
–– Explain how to charge the ●● Charging
meaning of to explain the
furnace. elements (scraps,
charging a meaning charging
silicon, graphite
furnace. –– Identify the charging a furnace?
power, limestone)
d) Explain how elements. 4. Can the student
●● Multimedia explain how to
to charge a ii) The teacher should give
furnace. charge a furnace?
5. Can the student
e) Identify the responses as feedback to support
identify the
charging students in performing the tasks
charging elements
elements of a given in part (i).
of a furnance?
furnance.
185
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
1.6 Core and The student i) The teacher to use questions to ●● Sample of 1. Is the student able 4
Core Making should be able to: guide students to: different shapes to define the term
a) Define the –– Define the term core. of cores core.
term core. –– Identify types of core ●● Poster with
materials. 2. Is the student able
b) Identify pictures of
ii) The teacher to arrange students to identify types
types of core different cores
in groups and guide them to: of core materials?
materials.
–– Identify the characteristic of ●● Wood of different
c) Identify the 3. Is the student able
core materials. shapes
characteristic to identify the
of core –– Identify properties of core ●● Manila sheet characteristic of
materials. ●● Marker pen core materials?
materials.
–– Explain procedures for
d) Identify ●● Tools
making core. 4. Is the student
properties of
iii) The teacher to create activities able to identify
core materials. for students to make core. properties of core
e) Explain iv) The teacher should monitor and materials?
procedures for facilitate students in performing
making core. the tasks given in part (iii). 5. Is the student
f) Make core v) Students to present their able to explain
materials. responses for sharing and procedures for
discussion. making core?
vi) With aid of pre-prepared 6. Is the student
assessment guideline, the able to make core
teacher should guide students to materials?
in part (iii).
the tasks given in part (i-vi).
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.0 MACHINE 2.1 Introduction The student i) The teacher to use brainstorming ●● Marker pen 1. Is the student able 2
TOOLS II of Milling should be able to: questions to guide students to: ●● Manila sheet to define the term
Machine a) Define the –– Define the term milling ●● Poster with milling machine?
term milling machine. pictures of
machine. –– List types of milling different types of
to list types of
machines. milling machines
b) List types milling machine?
●● Multimedia
of milling ii) The teacher to organise students package 3. Is the student
machines. into groups and guide them to able to identify
c) Identify identify the principal parts of a principal parts of a
principal parts milling machine. milling machine?
of a milling iii) Students to present their 4. Is the student able
machine. responses for sharing and to draw and label
d) Draw and discussion. a milling machine
label a milling iv) The teacher to create activities parts?
machine parts. for students to draw a simple
diagram of a milling machine
and label all parts.
assessment guideline, the teacher
should guide students to assess
the activities performed in part
(ii).
187
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.2 Milling The student i) The teacher to use brainstorming ●● Posters with 1. Is the student able 3
Cutters should be able to: questions to guide students to: pictures of to define milling
a) Define the different types of cutters?
–– Define milling cutters.
term milling milling cutters
2. Is the student
cutters. –– Identify different types of ●● Manila sheet able to identify
milling cutters.
b) Identify ●● Marker pen different types of
different types ii) The teacher to guide students in ●● Multimedia milling cutters?
of milling groups to: package 3. Is the student
cutters.
–– Explain different applications ●● Milling cutters able to explain
c) Explain of milling cutters . ●● Tool grinder applications of
different different types of
–– Explain milling cutter ●● PPE
applications of cutters?
materials.
milling cutters.
–– Explain on how to grind
d) Explain to explain milling
milling cutters.
milling cutter cutter materials?
materials. iii) The teacher to create activities
and guide them to grind milling
e) Grind milling to grind milling
cutter
cutter. cutters?
discussion.
188
188
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.3 Milling The student i) The teacher to use questions to ●● Poster with 1. Can the student 8
Operations should be able to: guide students to identify types pictures identify types
a) Identify types of milling operations. showing milling of milling
of milling ii) The teacher to create activities operations operations?
operations. for students to: ●● Manila sheet 2. Can the student
b) Draw a simple –– Draw a simple diagram of a ●● Marker pen draw a simple
diagram of milling operation. ●● Multimedia diagram of a
a milling –– Select a cutting tool for a package milling operation?
operation. certain purpose. ●● Milling machine 3. Can the student
c) Select a –– Mount a tool on a milling ●● Milling tools and select a cutting
cutting tool machine. accessories tool for certain
for certain –– Select speed and feed on the purpose?
●● Index head
purpose. milling machine.
●● PPE 4. Can the student
d) Mount a tool –– Use indexing head to cut mount a tool on a
on a milling different types of shapes milling machine?
machine. (gears, splines).
5. Can the student
e) Select speed iii) The teacher should monitor and select speed
and feed on facilitate students in performing and feed on the
the milling the tasks given in part (ii). milling machine?
machine. iv) Students to present their
discussion.
in part (ii).
189
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
f) Use indexing v) The teacher should give 6. Is the student able

head to cut feedback and use the students’ to use indexing
different types responses as feedback to support head to cut
of shapes. students in performing the tasks different types of
given in part(i-v). shapes?
2.4 Introduction The student i) The teacher to use questions ●● Poster. 1. Is the student able 3
of Shaping should be able to: to guide students to define the ●● Different types of to define shaping
Machine a) Define the term shaping machine. shaping tools. machine?
term shaping ii) The teacher to guide student in ●● Manila sheet etc. 2. Is the student able
machine. groups to identify the principal ●● Shaping to identify the
b) Identify the parts of shaping machine. machines. principal parts of
principal parts shaping machine?
of shaping 3. Is the student able
for students to draw and label
machine. to draw and label
a shaping machine tools and its
c) Draw and a shaping machine
parts.
label a shaping and its parts?
machine tools iv) The teacher should monitor and
and its parts. facilitate students in performing
the tasks given in part (iii).
in part (ii).
190
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.5 Shaping The student i) The teacher to organise students ●● Poster with 1. Can students 3
Machine should be able to: in groups and guide them to: different types of differentiate crank
Operations a) Identify shaping tools and hydraulic
–– Differentiate crank shaping
difference ●● Manila sheet etc shapers?
machine and hydraulic
between a ●● Shaping
shaping machine. 2. Is the student
crank shaping machines
able to identify
machine and –– Is the student able to identify ●● Posters with
different types of
hydraulic different types of shaping shaping machine
shaping tools?
shaping tools?
machine. 3. Is the student
able to determine
b) Identify for students to determine
shaping stroke?
different types shaping stroke.
of shaping
iii) The teacher should monitor and
tools.
facilitate students in performing
c) Determine the tasks given in part (ii).
shaping stroke.
in part (ii).
191
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
2.6 Shaping The student i) The teacher to use questions to ●● Poster 1. Can the student 3
Machine should be able to: guide students to: ●● Different types of identify different
Tools a) Identify –– Identify different types of shaping tools types of shaping
different types shaping tools (eg. crank, gear ●● Manila sheet etc tools?
of shaping and hydraulic). ●● Shaping
2. Can the student
tools. –– Explain parts of shaping machines
explain parts of
machine ●● Tool grinder
b) Explain parts shaping machine?
ii) The teacher to create activities ●● PPE
of shaping
for students to: ●● Shapping tool 3. Can the student
machine.
–– Determine shaping stroke for determine shaping
c) Determine different materials. tool materials?
shaping tool –– Determine shaping tool 4. Can the student
materials. materials.
determine shaping
d) Determine
–– Grind different tool shapes/
stroke for different
angles for a particular work.
shaping stroke materials?
for different
facilitate students in performing 5. Can the student
materials.
the tasks given in part (ii). grind different
e) Grind different
iv) With aid of pre-prepared tool shapes/angles
tool shapes/
assessment guideline, the for a particular
angles for
teacher should guide students to work?
a particular
work. assess the activities performed
in part (ii).
192
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TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
3.0 MAINTENANCE 3.1 Introduction to The student i) The teacher to use questions to • Multimedia 1. Can the student 2
PRACTICE Maintenance should be able to: guide students to: • Board explain the
Practice a) Explain the • Industrial visit importance of
–– Explain the importance of
importance of • Chalk maintenance
maintenance practices.
maintenance practice?
practice. –– Identify people involved in
2. Can the student
b) Identify PM.
identify people
people
–– Identify area where involved in planned
involved
maintenance practice is maintenance
in planned
applicable practice?
maintenance
practice. ii) The teacher should give 3. Can the student
c) Identify feedback and use the students’ identify area where
area where responses as feedback to support maintenance
maintenance students in performing the tasks practice is
practice is mentioned in part (i). applicable?
applicable.
3.2 Introduction The student i) The teacher to use brainstorming • Manila sheet 1. Can the student 1
to Preventive should be able to: questions to guide students • Marker pen define the term
Maintenance a) Define to define the term Preventive • Chalk Preventive
(PM). the term Maintenance (PM). Maintenance
Preventive (PM)?
Maintenance
strategies to guide students to: 2. Can the student
PM.
differentiate
Differentiate PM –– Differentiate PM from other
PM from other
from other maintenance strategies.
maintenance
Maintenance
–– Identify areas where PM is strategies?
strategies.
applicable.
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TEACHING TEACHING
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OBJECTIVES PERIODS
c) Identify area iii) The teacher should give 3. Can the student
where PM is feedback and use the students’ identify areas
applicable. responses as feedback to support where PM is
students in performing the tasks applicable?
mentioned in part(ii).
to Corrective should be able to: questions to guide students • Marker pen define the term
Maintenance a) Define to define the term Corrective • Chalk Corrective
(CM) the term Maintenance (CM). Maintenance
Corrective (CM)?
Maintenance
strategies to guide students to: 2. Can the student
(CM).
differentiate
–– Differentiate CM from other
b) Differentiate CM from other
maintenance strategies.
CM from maintenance
other –– Identify areas where CM is strategies?
Maintenance applicable.
3. Can the student
strategies.
iii) The teacher should give identify areas
c) Identify area feedback and use the students’ where CM is
where CM is responses as feedback to support applicable?
applicable. students in performing the tasks
mentioned in part (ii).
to Breakdown should be able to: questions to guide students to • Marker pen define the term
Maintenance a) Define define the term Breakdown • Chalk Breakdown
(BM) the term Maintenance BM. Maintenance BM?
Breakdown
Maintenance
strategies to guide students to:
(BM).
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TEACHING TEACHING
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OBJECTIVES PERIODS
c) Differentiate –– Differentiate BM from other 2. Can the student

BM from maintenance strategies. differentiate
other BM from other
–– Identify areas where BM is
maintenance maintenance
applicable.
strategies. strategies?
d) Identify area 3. Can the student
where BM is identify areas
applicable where BM is
applicable?
mentioned in part (i) and (ii).
3.5 Introduction The student i) The teacher to use brainstorming • Manila sheet 1. Is the student able 1
to Total should be able to: questions to guide students to • Marker pen to define the term
Productive a) Define the define the term Total Productive • Multimedia Total Productive
Maintenance term Total Maintenance (TPM). package Maintenance
(TPM) Productive • Poster with (TPM)?
Maintenance diagrams of TPM
strategies (what, why and how 2. Is the student
(TPM). • Chalk
questions) to guide students able to explain
b) Explain the to explain the involvement of the involvement
involvement people in all levels of Total of people in all
of people Productive Maintenance (TPM). levels of TPM
in all levels organisation?
iii) The teacher to organise students
of TPM
into groups and guide them to 3. Is the student able
organization.
explain the benefits (direct and to explain the
c) Explain the indirect) of TPM in a workplace. benefits (direct and
benefits (direct indirect) of TPM?
and indirect)
of TPM in a
discussion.
workplace.
195
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TEACHING TEACHING
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OBJECTIVES PERIODS

mentioned in part (i-iii).
3.6 Pillars The student i) The teacher to organise students • Manila sheet 1. Is the student able 1
of Total should be able to: in groups and guide them to: • Marker pen to list the eight
Productive a) List the eight • Multimedia pillars of TPM?
–– List down the eight pillars of
Maintenance pillars of Total package
Total Productive Maintenance 2. Is the student able
(TPM) Productive • Poster with a
(TPM). to describe each
Maintenance diagrams of
of eight pillars of
(TPM). –– Describe each of eight pillars brame of TPM
TPM?
of TPM.
b) Describe each
of eight pillars ii) Students to share their responses
to explain the
of TPM. for sharing and discussion.
importance of each
c) Explain the iii) The teacher to use questioning pillar of TPM?
importance of strategies (what, why and how
each pillar of questions) to guide students to
TPM explain the importance of ech
pillar of TPM?
mentioned in part (i-iii).
196
196
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
4.0 ENGINEERING 4.1 Drawing The students i) The teacher to organise students • Standard drawing 1. Is the student 4
DRAWING IV Engineering should be able to: in groups and guide them to: paper able to Identify
Joints a) Identify the • Manila sheet the materials,
–– Identify the materials,
materials, • Marker pen instruments and
instruments and equipment
instruments • Drawing equipment for
for drawing joints.
and equipment instruments drawing joints?
for drawing –– Explain the method of • Poster with
2. Is the student
joints. drawing joints. pictures of
able to explain
different joints
b) Explain the ii) The teacher to create activities the methods of
methods of for students to draw different drawing joints?
drawing joints types of joints (i.e.,screw
3. Can the student
threads, riveted, keyed, splined,
c) Draw different draw different
welded etc).
types of joints. types of joints?
the tasks given in part (ii).
in part (ii).
mentioned in part (i-iv).
197
197
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
4.2 Working The students i) The teacher to use questions to • Standard drawing 1. Is the student able 4
Drawing should be able to: guide students to: paper to define the term
a) Define the –– Define the term working • Manila sheet working drawing?
term working drawing. • Marker pen
drawings. –– Identify different types of • Drawing
to identify different
working drawing. instruments
b) Identify types of working
–– List the importance of • Poster with
different types drawings?
working drawings with pictures of
of working
regard to manufacturing different joints 3. Is the student
drawings.
processes. • Drawing board/ able to list the
c) List the ii) The teacher to create activities table importance of
importance for students to: working drawings
of working –– Draw detailed views of with regard to
drawings machine parts using standards manufacturing
with regard to abbreviations. processes?
manufacturing –– Draw components view of 4. Can the student
processes. machine parts.
draw detailed
d) Draw detailed views of the
views of machine parts
machine parts using standard
using standard iv) With the aid of pre-prepared abbreviations,
abbreviations, assessment guideline, the symbols and
symbols and teacher should guide students to conventions?
conventions. assess the activities performed
5. Can the student
in part (ii).
draw components
v) Students to present their view of machine
responses for sharing and parts?
discussion.
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TEACHING TEACHING
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OBJECTIVES PERIODS
e) Draw vi) The teacher should give

components feedback and use the students’
view of responses as feedback to
machine parts. support students in performing
the tasks mentioned in part (i-
iv).
4.3 Assembly The student i) The teacher to use brainstorming • Standard drawing 1. Is the student able 4
Drawing should be able to: questions to guide students paper to define assembly
a) Define the to define the term assembly • Manila sheet drawing?
term assembly drawing. • Marker pen
drawing. ii) The teacher to arrange students • Drawing
to explain the
b) Explain in groups and guide them to: instruments
reasons of having
the reasons
–– Explain the reasons of having assembly drawing?
of having
assembly drawing.
assembly 3. Can the student
drawing. –– Identify different types of describe types of
assembly drawing (i.e.,part assembly drawing?
c) Describe
assembly drawing and fully
different types 4. Can the student
assembly drawing).
of assembly draw parts or fully
drawing. iii) The teacher to create activities
assembly of a
d) Draw parts for students to draw parts or
machine and show
or fully fully assembly of a machine and
views and sectional
assembly of a show views and sectional view
view of an
machine and of an assembly drawing.
assembly drawing?
show views iv) The teacher should monitor and
and sectional facilitate students in performing
view of an the tasks given in part (iii).
assembly
drawing
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TEACHING TEACHING
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OBJECTIVES PERIODS

discussion.
the tasks mentioned in part (i-
vi).
5.0 COMPUTER 5.1 Pictorial The student i) The teacher to use brainstorming ●● Manila sheet 1. Can the student 6
AIDED Drawing should be able to: questions to guide students to: ●● Marker pen Define the
DRAFTING (Oblique, a) Define the –– Define the term oblique term oblique
●● Computer loaded
(CAD II) Isometric) term isometric projection. projection?
with CAD
projection. –– Define the term isometric
softwares 2. Can the student
projection.
b) Define the define the
term oblique term oblique
for students draw isometric and
projection. projection?
oblique projection using CAD
c) Draw oblique softwares. 3. Can the student
and isometric iii) The teacher should monitor and draw oblique
drawings by facilitate students in performing and isometric
using CAD the tasks given in part (ii). drawings by using
softwares. iv) Students to present their work CAD softwares?
200
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TEACHING TEACHING
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OBJECTIVES PERIODS

in part (i).
mentioned in part (i-v).
5.2 Orthographic The student i) The teacher to organise students • Manila sheet 1. Can the student 4
Projection should be able to: in groups and guide them to • Marker pen explain the
a) Explain the explain the process of drawing • Computer loaded process of drawing
process of orthographic projection using with CAD orthographic
drawing CAD softwares. softwares projection using
orthographic • Posters showing CAD softwares?
projection orthographic
for students to: 2. Can the student
using CAD projection
draw orthographic
softwares. –– Draw the Orthographic • Posters showing
projection using
projection by using CAD orthographic
b) Draw CAD softwares?
softwares. drawing in first
orthographic
and third angle 3. Can the student
projection –– Draw orthographic drawing
projections draw orthographic
using CAD in first and third angle
drawing in first
softwares. projections using CAD
and third angle
softwares.
projections using
iii) The teacher should monitor and CAD softwares?
201
201
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
c) Draw iv) With the aid of pre-prepared

orthographic assessment guideline, the
drawing teacher should guide students to
in first and assess the activities performed
third angle in part (ii).
projections v) Students to share their responses
using CAD for sharing and discussion.
softwares. vi) The teacher should give
mentioned in part (i-vi).
5.3 Dimensioning The student i) The teacher to organise students • Manila sheet 1. Can the student 4
should be able to: in groups and guide them to • Marker pen describe how to
a) Describe how describe how to use CAD • Multimedia use CAD softwares
to use CAD softwares to draw different • Computer loaded to draw different
softwares to types of dimension lines. with CAD types of dimension
draw different software lines?
types of
for students to draw dimension 2. Can the student
dimension
lines using CAD softwares. be able to draw
lines.
different dimension
b) Draw different lines using CAD
types of softwares?
dimension
lines using iv) With the aid of pre-prepared
CAD assessment guideline, the
softwares. teacher should guide students to
in part (ii).
202
202
TEACHING TEACHING
SPECIFIC NO. OF
OBJECTIVES PERIODS
v) Students to share their responses

mentioned in part (i-v).
203
203

Syllabus For Mechanical Engineering Form I-IV

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Syllabus For Mechanical Engineering Form I-IV

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MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

TANZANIA INSTITUTE OF EDUCATION

MECHANICAL ENGINEERING SYLLABUS FOR

Tanzania Institute of Education

Tel: + 255 22-2773005/ + 255 22 277 1358

Ag. Commissioner for Education,

Tel. +255 222 110150

1.0 Introduction ............................................................................................................................................................ v

2.0 Objectives of Education in Tanzania

3.0 Objectives of Secondary Education in Tanzania

4.0 General Competencies

5.0 General Objectives

6.0 Structure and Organisation of the Syllabus Content

6.2 Class level objectives

6.4 Specific objectives

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

c) Identify iv) Students to present their 3. Can the student

d) Categorize the iv) The teacher should give 4. Can the

e) Apply – Apply workshop safety 4. Can the student

c) Describe –– List all hand tools and 3. Is the student

b) Describe on –– Describe on how to use 2. Can the student

iv) With the help of prepared 4. Can the student

e) Construct –– Construct different types of 5. Can student

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

vi) The teacher should give

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

v) With the aid of pre-prepared

v) The teacher to give feedback

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

e) Explain the vi) The teacher should give 5. Is the student

iii) The teacher should give

g) Interpret heat –– Explain heat treatment 5. Is the student

–– Operate various ●● Power hacksaw 4. Can the student

iv) The teacher should give 5. Is the student

f) Sketch different –– Face and turn on a lathe 5. Can the student

b) Identify types of –– Identify types of ●● Marker pen 2. Is the student

i) Calculate gear iv) The teacher should monitor 8. Is the student

7. Can the student

g) Drill/bore/ –– Drill /bore, countersunk 6. Is the student

f) Explain the –– Explain the importance 5. Is the student

v) The teacher should give

iv) The teacher should give

iii) Students to present their 5. Can students

–– Check quality of a ●● Grinding wheels 5. Can the student

v) With aid of prepared

b) Explain the –– Explain the uses of ●● Electrodes 3. Can the student

c) Use tapping ii) The teacher to use ●● Electrodes 2. Is the student

c) Select the size iii) The teacher to design 7. Is the student

iv) The teacher should give

–– Perform different gas

vi) The teacher should give

iv) The teacher should

c) Describe the ii) The teacher to organise 3. Can the student

vii) The teacher should

iii) The teacher should 5. Is the student

5.2 Auxiliary The student should i) The teacher to use ●●

vi) With aid of pre-prepared

c) Construct locus iii) The teacher to create 3. Is the student

v) The teacher should