INDUSTRIAL TECHNOLOGY MECHANICAL ENGINEERING LEVEL 8

Transcription

1 INDUSTRIAL TECHNOLOGY MECHANICAL ENGINEERING LEVEL 8 27

2 Holding Devices 1 Use 1. Identify the The use of various Machine vice Discussion various types of holding holding devices to vee blocks and on the use of holding tools tools. perform operations clamps. holding to clamp/hold such as, cutting, filing Mole grip devices. workpieces. drilling. wrench G-clamp. 2. Sketch holding devices. 2. State use of holding devices. 3. Describe various holding devices G-clamps Mole grid wrench. Observe good safety practices associated with the use and care of holding devices. Demonstratio n on the proper uses of various holding devices. Sketching holding devices. Students may be given oral and written questions related to the topic. Let students state the uses of specific holding devices. Let students describe various holding devices. Wood Electricity 28

3 Drills and Drilling 1. Use 1. Identify the 1. The use of Students must drilling various types of various types of display safe machine to drilling drilling machines. working habits. produce machines. holes. 2. Select, remove, and replace drill bits. 3. Secure work for drilling. 2. Identify parts of the floor model drill press. 3. Identify parts of the twist drill and the two types. 2. Functions of each part of the twist drill. 3. Materials used to make twist drills and use of the center punch before drilling. Develop personal responsibility. Check to see that work is properly secured before drilling. Use the right drilling procedure. Types of drilling machineshand, portable, chest brace, press drill. Twist drills Drilling machine safety. Discussion on the types and use of drilling machines and twist drills and their parts. Demonstratio n on the use of drilling machines. Drawing drills and label parts. Examine the work done by students. Give written questions, to test understanding of concepts. Woods Electricity 29

4 Production of Iron i. Explain Reasons for sintering Accept the The production Show video method of reasons given of iron starts or slide production of for sintering with the pertaining to iron. process of production of sintering i.e iron/steel. ii. State what is meant by sintering. iii. State the process of smelting. Discuss how Iron ore is converted to iron. Aware of safety practices in the iron and steel industry. 1. Preheat to remove unwanted solid matter, moisture and carbon-dioxide and to produce pieces of ore suitable for smelting. Question students during the course of lesson. Let students explain in their own words the processes discussed. Paper and pencil test. Reading Contrast between slog and molten iron. 2. Refining the ore this process begins with smelting in the blast furnace. Show students an enlarged d view of a flow chart which includes the blast furnace. 30

5 Production of Steel Furnace is charged with coke, iron ore and lime stone. Function of limestone and coke. Products of the blast furnace (eg pig-iron and slag). 31

6 Production of Steel Explain method Steel contains carbon of production of in varying amounts. steel. Identify the furnaces used. Explain the difference in quality of steel produced by each furnace. Steel can be made many times stronger than cast iron. Will accept that steel companies produce a wide range of steel. Beginning with Pig-iron containing 0.5 to 5.0% Carbon and other elements e.g. sulphur, silicon etc. Processes:- (a) Bessemer furnace its charged with pig-iron but only about 3% of steel is produced from this furnace. This furnace is replaced by the Basic Oxygen furnace. Teacher explains difference between Iron and Steel - steel is on ally of iron and carbon. Teacher displays picture/diagra ms of furnaces and give brief description of furnaces - bessemer -basic oxygen furnace. Ask questions in reviewing lesson. Show students enlarged diagrams/pict ures of furnaces for them to identify each by name paper and pencil test (short answers objective). Integrated Science Reading 32

7 The difference in (b) Open Teacher operation between hearth or explains the Bessemer and Sigmens advantages open-hearth Mertin. of open furnaces. hearth It s first furnace. charged with lime stone then scrap steel about 90% of all steel is produced by this furnace. Assignments Paper and pencil test. Integrated Science 33

8 That : Producing Review (i) fractured/broken Cast iron is: production of grey cast-iron show a pig-iron. grandular structure. Cast Iron Explain briefly the method of production of cast-iron. List the various kinds of castiron. Identify grey cast-iron from other types of cast-iron. (ii) Parts subjected to horse conditions of service are made of steel NOT grey castiron. Will appreciate the reason (s) given for the dark gray almost black appearance of freshly cut grey cast-iron. Students will be aware that small thin castings should not be dropped. It is easily broken and must be handled with care. A smelting process. i The furnace used ii materials required (pigiron, scrap, steel, coke, limestone etc) Slag and impurities appear. Quality of castiron is determined by the ratio of materials above. Show students samples of cast-iron. Explain importance of grey cast iron. Characte ristics of gray cast-iron. Review lesson by asking individual students specific question. Paper and pencil Test; Content extended response. Reading Integrated Science 34

9 Sketches of Design Produce Sketching is the first Participate in Definition of neat phase in designing of class/group design. representative a product. discussion sketches of Type of design design in good (a) original proportion. Sketch in good proportion e.g. size of one part in relation to another. Explain the reasons for making pictorial sketches of a product design simple projects to be constructed in workshop. The basic rule when making a freehand sketch. Accept that free hand sketches are useful. b) improvement to an existing idea. Process of sketching (1) Using short light strokes. Show students an original design of a project explain/discu ss (involve students) how it could be improved. Sketch a simple project on chalkboard. Let students make the same sketch (project) using short, light strokes. Performance test. Students to sketch a pictorial view of a given project. Technical Drawing Building Technology. 35

10 Working Drawing Draw two or The positioning of more views each view. of project. Prepare detailed drawings of each part of project. - Front - Plan - End Strive forwards the attainment of neatness of presentation. Difference between first and third angle projections. Methods of dimensioning. Use the said project to prepare a working drawing. Prepare a working drawing of a project. Technical Drawing Mathematics 36

11 Planning Procedure Write in Plan carefully As students plan their Will accept Steps of Give students sequential for every projects they will that planning procedure examples of order an item/project learn many of the each consist of : an operation operation they (students) same things done in manufacturing i. Writing brief sheet. sheet for make. industry. step will statements of constructing result in time each task in a a project. serving. sequential order. ii. Listing correct tools/ equipment to carry out each task or operation. Teacher gives written example and discuss appropriate tools/equipm ent. Assignment 1. Give students a given shape say a rectangle with specific dimensions. Let them state how they will find its center also marking off 4 equally spaced points along its center length. Home Management English Building Technology All tools to be stated. 37

12 Bill of Material. Prepare a bill Importance of a bill of of materials. materials. Explain the procedure for preparing a bill of materials for constructing a project. Appreciate the reasons discussed for having a bill of materials. State the name of each part of project. Type of material to be used and cost of each part. Show students CXC Plan Sheet which illustrates how Bill of Materials is prepared. Similar exercise of bill of materials. Review lesson by questioning paper and pencil test. Mathematics 38

13 Hermaphrodite 1. Scribe lines Laying out of parallel to ( an work requires edge) a datum. special tools. 2. Prepare a datum edge on metal. 1. Identify various types of odd-leg calipers. 2. Explain what is datum. Show awareness of care when using measuring and layout tools. Hermaphrodite sometimes called jenny caliper or oddleg. It has two legs one pointed and the other is bent. i. Used to draw/scribe lines parallel to a datum (an edge). ii. Find center of circular work pieces also rectangular shape. Explain to students with the aid of diagrams various types of odd-leg calipers and demonstrate its use. Let students carry out similar demonstration with scrap metal. Define the term datum and explain its importance and how it (datum) may be obtained. Show students each tool. Call on individual student(s) to name a specific tool and explain its use. Assignment to:- Sketch the odd leg caliper. Explain the term datum and its importance. Building Technology Technical Drawing 39

14 Calipers Measure Describe an internal inside caliper. diameters. Inside and outside calipers are used in conjunction with an engineer s rule. Students will be aware that calipers are used to transfer measurements and will take extreme care in so doing. Inside calipers their legs are curved outwards and they are used mainly to: i. measure internal diameters. ii. check internal faces are parallelism. Show students how calipers are adjusted. Paper and pencil test. Give students unlabelled diagrams of both calipers. Let them name both calipers and label the parts and state use. Measure: (a) external diameter (b) Internal diameters Sketch each type of caliper and label the parts correctly. Describe an (a) outside caliper (b) inside caliper State the use of each caliper. Circular stocks/ work pieces e.g. internal and external diameters are measured with calipers. Appreciate the importance of: accurate measurements handling of tools with extreme care. Outside Caliper is a two legged steel instrument. Its legs are curved inward. Show students inside and outside calipers. Let students: 1.Set calipers (outside and inside) to specific dimensions. Teacher will state dimensions. 40

15 Outside Explain that calipers are there are two used primarily types to measure outside i. firm joint diameters and ii.spring joint. ensure that external Use large surfaces are diagrams to parallel. i. Show parts of each type. Measure round stocks external diameters and out this same activity for internal diameters. ii. Use(s) of each caliper. Demonstrate and explain the use of each. 41

16 Punches Prick and Centre Punches Mark out Identify the Method of ensuring Strive towards Prick punch Define the center of difference layout lines last safe working sometimes term punch. work, dot between prick longer on work practices. called Dot punch center and center pieces. punch. It is Explain the mark and punch. made of purpose of enlarge with hardened prick punch center steel. and center punch. punch. Explain the specific use of i. prick punch ii. center punch. Punches-prick and center- are not to be used on hard surface i.e. metal surfaces that are hardened. -personal and class matesalso use tools for their intended purpose. The point is ground at an angle of 30º or 60º. Center punch is similar to prick punch except it has a large cross section and its point is ground to 90º. Diagram to show students the difference between punches i.e prick and center punch. Review topic by posing question to individual students. Give assignment. Let students demonstrate the use of each punch. Paper and pencil test: content objective and short answers. Wood work Technical Drawing 42

17 Surface Plate (Table) Layout work State the use of Surface plate: Explain to on the a surface table. students. surface table - purpose of (plate). table That surface plate/table is a major piece of equipment in Mechanical Engineering Technology. Willingly accept that surface table or plate must be used ONLY for laying out work. A large iron or granite plate with a flat surface. - describe the finish it has. -no hammering and why. 43

18 Vee-Block and Clamps Set-up work Explain the use That: Vee-block and Vee-block and Display V- using Vee- of the V-block clamps are useful clamp are block and block and and Clamps accessories for support tools in clamps. clamps. laying out. - drilling operation - marking our.. Appreciate the importance and use of these support tools. They hold and support work pieces. Show how they holds the stock. Assignment 1. sketch 2. V-block clamps. Ask questions during lesson. V-blocks are made of cast iron or steel. They are sold in pairs with clamps. Students should be taken on tours to Mechanical work shop where they will observe these and other equipment in use. 44

19 Angle Plates Set up and Describe an Work is held to the Plates are (clamp) work angle plate and angle plate with bolts. support securely to a surface plate. devices in the angle layout plate. operations. State the use of the surface plate and angle plate. The angle plate has holes through which the bolts pass. They will use these tools with due care to avoid damage to the (support tools) working surfaces. Types of plates: - surface plate - Angle plate are used in conjunction with other layout tools. Show students - surface plate. Performance test i.e. students demonstrate use of equipment. Content: Objective and extended response Questions. 45

20 Combination Set Use each Identify the That each component Combination part to various of the combination set consist of: perform components of set has a specific - a rule and 3 operations the combination use. heads namely namely set. - centre - squaring -protractor work - squaring head -square. - checking and scribing angles - centering work.t - center head - protractor - ruler. The square has a scriber and a spirit level. With the aid of diagram teacher shows students the combination set with each head labelled. Explain and illustrate the use of each head. - the square - checking squareness -measuring 45º and 90º. Check - squareness of work. Set protractor to specific angle. Check - level of surface. Woodwork 46

21 Combination Square (Set) Check 1. Layout Combination square Students will The squareness parallel and consist of a blade be pleased for combination of work and perpendicular which may be used in having the square is used measure/ lines. conjunction with any experience of most often for: check 45º one of the three using the tool angles using heads. as a square, - measuring the combination. protractor, or angles of 45º a guage- and 90º. centre. -Checking squareness. Students to demonstrate the use of each head. Note: Students must measure/ check 45 and 90 degree angles. 47

22 Surface Guage i. Set scriber Identify surface The surface guage is Surface guage Explain and point gauge and label used either to scribe has demonstrate accurately to the parts layout lines or to use of each specific correctly. measure heights. - a flat heavy part. height using base the combination - a spindle Students to -a scriber sketch and square rule. -an adjusting label each screw part. ii. Scribe layout lines. Students to name each part. Set scriber point to specific height. 48

23 Bevel Protractor Mark layout Read the Bevel protractor lines on work protractor makes it possible to at specific accurately. layout or check an angles. angle of any size. Set protractor to prescribed angles. Appreciate setting protractor accurately to the specific/ required degrees. Bevel protractor consist of: - protractor head -steel rule Demonstrate its use. Explain -advantage(s) -disadvantage(s) - how scale is read. Students must set protractor to specific degrees. Technical Drawing Math 49

24 Colouring Metal for Laying Out Apply layout State The reason(s) for Will accept Laying out fluids fluid(s) on metal surface to be willingly that metal - different types coloured with layout fluids - different colour surfaces. of layout fluids. layout fluid or ensure chalk. visability of - clean surface of layout lines. metal - use of layout fluids. - fluids could be applied either by. - applying fluid - brush on - spray on. Show students samples of laying out fluid. Explain purpose of laying-out fluid. Use of chalk advantage and disadvantage. Give students piece of material and ask them to apply layout fluid and layout lines at specific distance apart. 50

25 Non-Ferrous Metals Select Define nonferrous Non-ferrous Complete Discussion on Have materials metal. metals, (unlike assigned groups of non- discussion on according to ferrous metal) do tasks. ferrous metals: non-ferrous their physical Define an alloy. not contain iron. metals and properties. Listen - Base metal alloys. attentively and respond - Alloys appropriately to questions. - precious metals. Given written assignments. Electricity Science English 51

26 Production of Non-Ferrous Metals Apply the List types of Alloys are made in Complete Types of nonferrous Discuss the concept of non-ferrous order to obtain assigned metals various uses properties/ metals and materials which tasks. and alloys. of non Character- alloys. cannot be obtained ferrous istics otherwise. Listen metals and whenever attentively alloys. selecting and respond materials for appropriately a project. to questions. Ask students questions during and after lesson to test students understanding. Wood work Electricity 52

27 Characteristics and Properties. Uses of Non- Ferrous Metals. Character- State the uses Alloys have a Description of Let students istics of non-ferrous combination of each type of identify whenever metals and properties not non-ferrous metals. selecting alloys. available in pure metals materials for metal and to fulfill -copper Give a project. needs for which no -aluminium examples of pure metal can. -tin non-ferrous -zinc,etc. metals. Students will use metal and nonmetal materials to make projects. Identify nonferrous materials Describe nonferrous materials. The terms nonferrous materials and non-metals. Listening attentively and responding appropriately to questions. Definition of : - non-ferrous materials. -non-metal eg. plastics. Have discussion on non-ferrous materials and non-metal materials. Give written assignments. Electricity Woods Science English A 53

28 Characteristics and Properties. Uses of Non- Ferrous Metals. Prepare List types of Complete Definition of folders non-ferrous assigned properties/ showing nonmetametal metals and non- work. Characteris- materials. tics. materials. Two main grouping of non-ferrous metals are those used in their pure state and those that are made up of two or more metals. Let students identify nonferrous metal and nonmetal materials. Ask questions during and after lesson to test understanding. Wood work Select materials appropriate for given jobs. State properties and characteristics of non-ferrous metal and nonmetal materials e.g. plastics. Discussion on properties/ Characteristics - colour - weight - fusibility - conductivity - corrosion - resistance. Give examples of non-ferrous metals and non-metal materials. 54

29 Characteristics and Properties. Uses of Non- Ferrous Metals. Discuss Non-metals include - Strength Have students properties and plastics, wood, and identify metals characteristics of ceramics. - Formability. and compare non-ferrous their properties metals and nonmetal and character- materials. istics. Prepare short notes for students. Entertain questions during discussions. Let students prepare report/folder from observing the uses of materials in their homes, school and communities. Paper and pencil test -Extended response -M.C. Reading 55

30 Non-Ferrous Alloys Prepare Types of nonferrous Type of alloys report and metals other and alloys. -Brass assignments -Bronza on nonferrous -Solder etc. (and metals. their composition). Identify types of non-ferrous metals and alloys. Discuss properties and characteristics of non-ferrous metals and alloys. Recognise the uses of nonferrous metals in schools homes and communities. Properties and characteristics -colour -weight -fusibility -formability, etc. Uses of each type of non-ferrous metals and alloys. Have students identify metals and compare their properties and characteristics. Organise field trips/tours to e.g. Linmine,, Gafsons, Ind. Ltd. Prepare short notes for students. Let students prepare report/folder on types of non-ferrous metals. 56

31 Non Metal Materials. Introduction To Plastics. Grasp Describe Complete Definition of Have discussion Concept of properties of assigned plastics. on plastics. non-metal plastics. tasks. materials Properties of e.g. plastics. plastics. Identify plastic articles. Metals are useful to the individual, bit it is difficult to imagine life without plastic articles: for example, carpets, buckets, bowls, toothbrushes and toys are all made of plastics. Advantages and disadvantages of plastics. Discuss the various uses of plastics. Give written assignments. Electricity Woods Science Ask questions during and after lesson to test undertanding. Home- Economics Visual Introduction to plastics. Select materials appropriate for given jobs. List types of thermo plastic materials and thermo-setting plastics. State uses of plastics. Two headings of plastics -thermo-plastic materials. -thermo-setting plastics. Let students identify plastic articles. Organise field trips/tours to industries for e.g. Gafsons, Ind. Ltd. 57

32 Commercial Forms and Supply Steels/ Metals. Select Identify shapes After iron and steel Listening Forging of metals. Have appropriate and forms of have been attentively and discussions shape of iron and steel. produced they find responding Hot rolled metals. on forging. material for their way onto the appropriately Hot rolling a given job market to be put to to questions. Cold rolled metals. and cold or project. various uses. rolling. List figures of shapes and forms of iron and steel. Discuss the processes of forging, hot rolling and cold rolling of iron and steel. Discuss uses of steel supplied to industries. This involves shaping or changing them into suitable forms and shapes so that they will be useful for making a wide range of articles or components. Complete assigned work. The product ion of -bars -rods -tubes -sheets -wire -strips -black bars -bright bars etc. Picking of metals. Have discussions on forms/ shapes of iron and steel. Let students identify shapes and forms of steel. Organise field trips and tours to industries for example. Give written assignments. Ask questions during and after lesson to test students understanding. Science 58

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