ND Mechatronics

NATIONAL BOARD FOR TECHNICAL EDUCATION
NATIONAL DIPLOMA (ND)

IN
MECHATRONICS ENGINEERING TECHNOLOGY
CURRICULUM AND COURSE SPECIFICATIONS
2005
PLOT 'B' BIDA ROAD, P.M.B. 2239, KADUNA - NIGERIA
1.0
GENERAL INFORMATION
CERTIFICATION AND TITLE OF THE PROGRAMME:
The certificate to be awarded and the programme title shall read:
NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHNOLOGY
A transcript showing all the courses taken and grades obtained shall be issued on demand.
2.0
MECHATRONICS ENGINEERING TECHNOLOGY

The Mechatronics Engineering Technology is an engineering programme that integrates the knowledge of Mechanical, Electrical, and
Electronic engineering with Computer technology. The study of Mechatronics involves relevant aspects of electrical, electronics and
mechanical engineering together with an understanding of manufacturing methods. It is a relatively new field of engineering with many
exciting developments such as internet control of machines, autonomous robots and engine management systems. There is, and will
continue to be, a strong demand for engineers who are capable of designing, implementing and operating these systems to meet an
increasing need in industry where complexity of projects is done with limited resources. This document should provide the diplomates
with skills and knowledge in rapidly developing fields such as digital electronics, manufacturing, information technology and robotics.
The target at the National Diploma level is to make the diplomates skillful in Automotive and related industries. The programme includes
substantial training in design techniques to prepare the diplomates for an exciting career in this emerging field of engineering at the higher
level.
3.0
GOALS AND OBJECTIVES

The National Diploma Programme in Mechatronics Engineering Technology is aimed at producing technicians with entrepreneurial skills
for both the public and private sectors of the economy.
On the completion of this programme, the diplomate should be able to:
Function as a technician in automotive and related industries;
Produce good Engineering drawings and schedules using CADD and other relevant software;
Interpret relevant Engineering drawings;
Carry out necessary general tests procedures and standard trouble-shooting techniques in fault detection and rectification of
automotive and related products;
Use sophisticated diagnostic equipment in trouble shooting automotive products parts;
ii
Carry out the construction and maintenance of Mechatronics Engineering works;

Observe relevant safety precautions in Mechatronics Engineering practice;
Use Mechatronics techniques to design, implement and operate automated machines, robots and manufacturing machines/engines to
manage systems to meet the needs of the automotive and related industries;
Adapt technical, creative, communication, management and team-working skills to meet the needs of the industry; manage own
enterprises effectively and efficiently.
4.0
ENTRY REQUIREMENTS
Applicants with any of the following qualifications may be considered for admission into the National Diploma Programme by direct
entry:
a.
S.S.S.C or its equivalent (NTC, WASC, G.C.E, etc) with passes at credit level in Mathematics, Physics, a Science subject (i.e.
Chemistry, Biology, or Agricultural Science), and one other subject and an ordinary pass in English Language at not more than
two sittings. In addition credit or ordinary pass in any of the following subjects will be an advantage: Wood Work, Metal Work,
Auto-mechanics, Basic Electronics, Basic Electricity, Technical Drawing, Fine Art;
b.
Four passes at credit level in relevant subjects as stated in (a) above obtained at the final examination of an NBTE recognised
preliminary ND Programme offered in a Polytechnic or similar post-secondary technical institution provided that students
admitted into the Pre-ND have a Pass in English Language.
5.0
CURRICULUM
5.1
The curriculum of the ND programme consists of four main components. These are:
General Studies/Education
Foundation Courses
Professional Courses
Industrial Works Experience (IWE)
5.2
The General Education component shall include courses in:

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

5.3
The General Education component shall account for not more than 10% of total contact hours for the programme.
5.4
Foundation Courses include courses in Economics, Mathematics, Pure Science, Computer Applications, Technical Drawing, Descriptive
Geometry, Statistics, etc. The number of hours will vary with the programme and may account for about 10-15% of the total contact
hours.
5.5
Professional Courses are courses which give the student the theory and practical skills he needs to practice his field of calling at the
technician/technologist level. These may account for between 60-70% of the contact hours depending on the programme.
5.6
Industrial Work Experience (IWE) shall be taken at the third and sixth semesters in the second and third year of the ND programme
respectively. See details of IWE at Paragraph 10.0.
6.0
CURRICULUM STRUCTURE
The structure of the ND programme consists of four semesters of classroom, laboratory and workshop activities in the college and two
semesters (9-12 months) of Industrial Work Experience. Each semester shall be of 17 weeks duration made up as follows:
15 contact weeks of teaching, i.e. lecture recitation and practical exercises, etc. and 2 weeks for tests, quizzes, examinations and
registration.
7.0
ACCREDITATION
The programme offered shall be accredited by the NBTE before the diplomates shall be awarded the diploma certificate. Details about the
process of accrediting a programme for the award of the ND or HND are available from the Executive Secretary, National Board for
Technical Education (NBTE), Plot 'B' Bida Road, P.M.B. 2239, Kaduna, Nigeria.
8.0
CONDITIONS FOR THE AWARD OF THE ND

Institutions offering accredited programmes will award the National Diploma to candidates who successfully completed the programme
after passing prescribed course work, examinations, diploma project and the industrial work experience in automotive and related
industries. Such candidates should have completed the minimum prescribed credit units.
iv
Diploma Certificate shall be awarded based on the following classifications:

Distinction
Upper Credit
Lower Credit
Pass
CGPA 3.50 - 4.0

CGPA 3.00 - 3.49
CGPA 2.50 - 2.99
CGPA 2.00 - 2.49
9.0
GUIDANCE NOTES FOR TEACHERS TEACHING THE PROGRAMME
9.1
The new curriculum is drawn in course units. This is in keeping with the provisions of the National Policy on Education, which stress the
need to introduce the credit units, which will enable a student who so wishes to transfer the units already completed in an institution to
another institution of similar standard.
9.2
In designing the units, the principle of the modular system has been adopted; thus making each of the professional modules, when
completed self-sufficient and providing the student with technical operative skills, which can be used for employment purposes.
9.3
As the success of the credit unit system depends on the articulation of programmes between different institutions and industries, the
curriculum content has been written in terms of behavioural objectives, so that it is clear to all, the expected performance of the student
and diplomate of the programme who successfully completed some or all of the courses is clearly defined. There is a slight departure in
the presentation of the performance based curriculum which requires the conditions under which the performance are expected to be
carried out and the criteria for the acceptable levels of performance. It is a deliberate attempt to further involve the staff of the department
teaching the programme to write their own curriculum stating the conditions existing in their institution under which the performance can
take place and to follow that with the criteria for determining an acceptable level of performance. Departmental submission on the final
curriculum may be vetted by the Academic Board of the institution. Our aim is to continue to see to it that a solid internal evaluation
system exists in each institution for ensuring minimum standard and quality of education in the programmes offered throughout the
polytechnic system.
9.4
The teaching of the theory and practical work should, as much as possible, be integrated. Practical exercises, especially those in
professional courses and laboratory work, should not be taught in isolation from the theory. For each course, there should be a balance of
theory to practice depending on the course objectives and content.
10.0
GUIDELINES ON IWE PROGRAMME

For the smooth operation of the IWE the following guidelines shall apply:
10.1
(i)
Responsibility for Placement of Students

Institutions offering the ND Programme shall have a memorandum of understanding (MOU) with the relevant industries for the placement
of students in the industries. By the end of second semester and fifth semesters of the programmes, the required copies of the master list
showing where each student has been placed shall be submitted to the Executive Secretary, NBTE who shall, in turn, authenticate the list
and forward it to the Industrial Training Fund.
(ii)
The Placement Officer should discuss and agree with industry on the following:
A task inventory of what the students should be expected to experience during the period of attachment. It may be wise to adopt the one
already approved for each field.
The modality of supervision with the industry-based supervisor of the students during the period.
The evaluation of the student during the period.
N/B: It should be noted that the final grading of the student during the period of attachment should be weighted more on the evaluation by
his industry-based supervisor.
IWE shall take place in semesters 3 and 6. During the period, specialized and advanced training courses will be provided to the students.
This will guarantee long lasting practical experience for the diplomate. The IWE shall therefore be carried out in relevant factory/industry
environment.
10.2
Evaluation of Students During IWE

In the evaluation of the student, cognisance should be taken of the following items:
i.
Punctuality
ii.
Attendance
iii.
General Attitude to Work
iv.
Respect for authority
v.
Interest in the field/technical area
Technical competence as a potential technician in his/her field
10.3
Grading of IWE
To ensure uniformity of grading scales, the institution shall ensure that the uniform grading of students work which has been agreed to by
all polytechnics is adopted.
vi
10.4
The Institution Based Supervisor

The institution-based supervisor should sign the logbook during each visit. This will enable him to check and determine to what extent the
objectives of the scheme are being met and to assist students having any problems regarding the specific assignments given to them by
their industry-based supervisor.
10.5
Frequency of Visit
Institution should ensure that students placed on attachment are visited within one month of their placement. Other visits shall be arranged
so that:
i.
there is another visit not more three months after the first visit; and a final visit in the last month of the attachment.
10.6
Stipend for Students on IWE

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

The completion of IWE is important in the final determination of whether the student is successful in the programme or not. Failure in the
IWE is an indication that the student has not shown sufficient interest in the field or has no potential to become a skilled technician in his
field. The IWE should be graded on a fail or pass basis. Where a student has satisfied all other requirements but failed IWE, he/she may
only be allowed to repeat another six months IWE at his/her own expense.
vii
TABLE OF CONTENTS
Foreword.......i
General Information.ii
Curriculum Table.x
GENERAL STUDIES COURSES
Use of English I.2
Citizenship Education....7
Use of English II..11
Entrepreneurship Development...14
MATHEMATICS COURSES
Algebra and Elementary Trigonometry19
Calculus.....30
Logic and Linear Algebra ....33
Trigonometry and Analytical Geometry.......39
INFORMATION & COMMUNICATION TECHNOLOGY (ICT) COURSES
Introduction to Computing...46
Computer Aided Design and Drafting .50
Introduction to Computer programming...56
Computer programming using object oriented Basic....61
ELECTRICAL/ELECTRONIC ENGINEERING COURSES
Electrical Engineering Science .71
Digital Electronics ........80
MECHANICAL ENGINEERING COURSES
Mechanical Workshop Technology and Practice..89
Technical Drawing .. 97
Mechanical Engineering Science ...104
Engineering Measurement .111
Properties of Materials115
viii
AUTOMOTIVE COURSES
Spark Ignition Engine....123
Engine Fuel System...127
Cooling and Lubrication Systems..131
Compression Ignition Engine.....135
Transmission System I...142
Brake system..148
Chassis System...152
Engine Maintenance and Diagnostics Management...157
Safety and Comfort systems...165
Workshop Supervisory Management..174
Fundamental of Auto-Electricity180
Automotive Electronics..185
Automotive Hydraulic and Pneumatics...175
MECHATRONICS ENGINEERING COURSES
Fundamental of Mechatronics I191
Fundamental of Mechatronics II...196
Mechatronics Technology and Practice.....200
Technical Report Writing......205
Electronic Devices and Circuits I..208
Control System I213
Electronic Devices and Circuits II..219
IWE
..224
List of Minimum Resources226

List of Participants...247
ix
CURRICULUM TABLE FOR NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHNOLOGY

1ST SEMESTER
Course Code
GNS 101
MTH 112
COM 101
EEC 115
MEC 102
MEC 111
MCE 111
MCE 113
MCE 117
TOTAL
Course Title
Use of English I
Algebra and Elementary Trigonometry
Introduction to Computing
Electrical Engineering Science
Technical Drawing
Mechanical Engineering Science
Mechanical Workshop Technology and Practice
Engineering Measurement
Thermo fluids
L
2
1
1
1
0
1
0
2
1
9
T
0
1
0
0
0
0
0
0
0
1
P
0
0
2
2
4
2
4
3
2
20
2ND SEMESTER
Course Code
GNS 201
MTH 211
COM 113
MCE 115
MEC 224
MCE 104
MCE 106
MCE 108
SDV 201
MCE 110
MCE 112
TOTAL
Course Title
Communication Skills I
Calculus
Introduction to Computer Programming
Spark Ignition Engine
Properties of Materials
Electronic Devices and Circuits I
Cooling and Lubrication systems
Fundamental Of Auto-Electric Systems
Entrepreneurship Development
Fundamental of Mechatronics I
Automotive Hydraulic and Pneumatics
L
2
1
1
1
1
1
1
1
1
1
2
13
T
0
1
0
0
0
0
0
0
0
0
0
1
P
0
0
2
2
2
2
3
2
2
2
2
19
CU
2
2
3
3
4
3
4
5
4
30
CU
2
2
2
3
3
3
4
3
3
3
4
32
CH
2
2
3
3
4
3
4
5
4
30
CH
2
2
2
3
3
3
4
3
3
3
4
32
3RD SEMESTER
Industrial Work Experience (In-Plant Training)
4TH SEMESTER
Course Code
GNS 111
MTH 202
COM 201
MCE 202
MCE 204
MCE 206
MCE 208
MCE 210
MCE 212
MCE 214
MCE 216
TOTAL
Course Title
Citizenship Education
Logic & Linear Algebra
Computer Aided Design & Drafting
Electronic Devices and Circuits II
Automotive Electronics
Engine Maintenance And Diagnostic Management
Control System I
Fundamental of Mechatronics II
Chassis System
Technical Report Writing
Compression Ignition Engine
L
1
1
0
1
1
1
1
1
1
1
1
10
T
1
1
0
0
0
0
0
0
0
0
0
2
P
0
0
3
2
2
2
2
2
2
2
2
19
CU
2
2
3
3
3
3
3
3
3
3
3
31
CH
2
2
3
3
3
3
3
3
3
3
3
31
5TH SEMESTER
Course Code
Course Title
CU
CH
MTH 122
Trigonometry and Analytical Geometry
COM 211
Computer Programming using Object Oriented Basic
EEC 437
Digital Electronics
MCE 301
Engine Fuel Supply System
MCE 303
Mechatronics Technology and Practice
MCE 305
Safety and Comfort Systems
MCE 307
Workshop Supervisory Management
MCE 309
Modern Brake System
MCE 311
Transmission System I
xi
MCE 311
Project
TOTAL
6TH SEMESTER
Industrial Work Experience (In-Plant Training)
20
30
30
xii
GENERAL STUDIES COURSES
USE OF ENGLISH I
PROGRAMME: NATIONAL DIPLOMA IN MECHATRONIC ENGINEERING TECHNOLOGY
COURSE: Use of English I (Grammar)
Course Code: GNS 101
Course Specification: Theoretical Contents
WEEK
General Objective 1.0: Understand ways of promoting the necessary language General Objective:
skills which will enable student to cope effectively.
Specific Learning Outcome
Teachers Activities
Resources
Specific Learning
Outcome
Ask the students:
1-3
1.1 Explain the necessity for
Chalkboard,
acquiring good note
The techniques of Duster,
taking/making techniques.
Recommended
note
1.2 List the methods of notetaking/making and Textbooks.
taking/making.
list the various
1.3 Explain the use of dictionary.
methods.
1.4 Explain the use of the library.
The correct ways

1.5 Explain the type of information
of using the
sources in the library.
dictionary.
1.6 Identify good reading habits.
The best ways of

1.7 Explain the different methods
using the library.
of reading viz, scan, skim,
To list the various

normal and study.
information
1.8 Use the different methods of
sources in the
reading explained in 1.7 above.
library and how to
locate these
information
sources.
The different
methods of
reading and the
difference between
the methods.
Contact Hours: 2-0-0 Hrs/Wk
Teachers Activities
Resources
General Objective 2.0:

WEEK
4-6
2.1 Explain the concept of language

2.2 List the characteristics of
language.
2.3 Explain the four language skills,
viz, speaking, listening, writing,
readings.
2.4 Explain the functions of
language.
2.5 List the uses of English
Language in Nigeria, e.g. as the
language of research,
government, commerce etc.
WEEK
7-10
General Objective:
Teachers Activities
Resources
Ask the students:
The basic concept

of
language.
To mention the
characteristics of
language.
To identify the
functions of
language.
To list the uses of

English Language
in Nigeria.
Chalk and
Blackboard
General Objective 3.0: Understand the basic rules of grammar.

Teachers Activities
Resources
3.1 Explain grammar
Ask the students:
3.2 Explain parts of speech
To explain
3.3 Analyse the use of parts of
grammar, parts of
speech in sentences.
speech and how to
3.4 Correct common errors in the
apply them in a
use of parts of speech in
sentence.
sentences.
To identify
3.5 Explain how to construct
common errors in
sentences with correct syntactic
the use of parts of
arrangement.
speech in
3.6 List punctuation marks.
sentences.
3.7 Enumerate the uses of
To construct
punctuation marks and explain
sentences with
how to punctuate a given
correct syntactic
passage.
arrangement.
3.8 Explain idioms, figures of
speech and affrication.
Specific Learning
Outcome
General Objective:
Specific Learning
Outcome
Teachers Activities
Resources
Teachers Activities
Resources
Chalk, chalkboard,
Duster.
WEEK
11-13
To identify
punctuation marks
and their uses, and
how to punctuate a
given passage.
To construct
sentences to
illustrate idioms,
figure of speech
and affixes.
General Objective 4.0: Understand the essential qualities of paragraph.

Teachers Activities
Resources
4.1 Define a paragraph?
4.2 Name the parts of a paragraph
viz: topic, sentence,
development and
conclusion/transition.
4.3 Explain the thematic qualities
of a paragraph viz, unity,
coherence and emphasis.
4.4 Explain methods of paragraph
development viz, example,
definition comparison and
contrast etc.
4.5 Explain method of ordering
details in a paragraph, viz, less
complex to more complex and
vice versa, less important to
more important and vice versa,
spatial, chronological etc.
4.6 Write specific paragraphs to
illustrate 4.2 to 4.45 above.
Ask the student:
To define a
paragraph and to
name the part of a
paragraph.
What they
understand by the
thematic qualities
of a paragraph.
To explain the
various methods
of paragraph
development and
the methods of
ordering details in
a paragraph.
General Objective:
Specific Learning
Outcome
Teachers Activities
Resources
Chalk, chalkboard,
Duster
14-15
General Objective 5.0: Appreciating Literary Works in English.

Ask the students:
Chalk, chalkboard,
5.1 Give the meaning of literature.
Duster
5.2 Trace the development of
The meaning of
literature.
literature and the
5.3 Differentiate between the
development of
literary genres.
literature.
5.4 Explain the functions of
The functions of
literature.
literature and the
5.5 Explain the terminology of
terminology of
prose fiction, e.g. plot setting,
prose fiction.
characterization etc.
5.6 Answer an essay question on a
given novel.
Assessment:
General Objective:
Course work 20%, Course tests 20%, Examination 60%
CITIZENSHIP EDUCATION
COURSE: Citizen Education
WEEK
General Objective 1.0: Understand the Constitution of Nigeria.
General Objective:
Teachers Activities
Resources
Specific Learning
Outcome
1-4
1.1 Explain the term
Ask the students:
Chalkboard, Duster,
constitution.
chalk
What they
1.2 Distinguish the different
understand by the
types of constitution.
term constitution
1.3 Highlight some provisions
and to distinguish
of an International
the different rules
Constitution.
of constitution
1.4 Explain the effectiveness
known.
of International
To explain the
Constitution.
effectiveness of
1.5 Explain the supremacy of
International
the Nigeria Constitution to
Constitution.
other laws with emphasis
To explain Nigerian
on the 1989 constitution.
Constitution to
1.6 Evaluate the main parts of
other laws.
the Nigeria Constitution.
To identify the
1.7 Draft a constitution for an
main parts of the
association.
Nigerian
1.8 Trace the historical
Constitution.
development of the
Assess the students

Nigerian Constitution.
by giving them
1.9 Discuss the merits and
assignment to draft
demerits of each of the
a constitution for an
Nigerian constitutions.
association
1.10 Explain the concept of
rule of law
Teachers
Activities
Resources
WEEK
5-7
WEEK
8-9
General Objective 2.0: Understand the Federal system of government in

Nigeria.
Teachers Activities
Resources
Chalk, Blackboard,
Ask the students:
2.1 Describe a federation.
Duster
2.2 Distinguish a federation
To describe a
from a confederation.
federation and to
2.3 Outline the basis for the
differentiate
federal system in Nigeria.
between a
2.4 Examine the evolution,
federation and a
structure and functions of
confederation
the federal system in
To define the
Nigeria.
functions of the
2.5 Analyse the relationships
federal system in
among the three tiers of
Nigeria and the
government in Nigeria.
relationship among
2.6 Evaluate the revenue
the three tiers of
allocation formula in
government.
operation in Nigeria.
To evaluate the
2.6 Compare and contrast
revenue allocation
other federations with
formula operation
Nigeria.
in Nigeria.
General Objective 3.0: Know the constitutional rights and obligations of
Nigerian citizen.
Teachers Activities
Resources
3.1 Examine the significance
of right and obligations in
Nigeria,
3.2 Assess governments
protection of fundamental
rights as contained in the
Nigerian constitution.
3.3 Evaluate the
responsibilities and duties
of Nigerian citizenships
Ask the students to

identify the
responsibilities and
duties of Nigeria
citizenship.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Chalk, Blackboard,
Duster
WEEK
10-12
WEEK
13-15
and the benefits for

performing them.
3.4 Assess the responsibilities
and duties of constituted
authority to the people.
3.5 Evaluate the
responsibilities and duties
of government to the
people.
General Objective 4.0: Understand Citizenships.
Teachers Activities
Resources
Chalk, Blackboard,
4.1 Discuss the significance of Ask the students:
Duster
citizenship.
To discuss and
4.2 Analyse the principles and
analyse the
benefits of citizenship
principles and
4.3 Explain the difference in
benefits of
the modes of acquiring
citizenship.
citizenship.
To analyse the basis

4.4 Evaluate the merits and
for the acquisition
demerits of each type of
and withdrawal of
citizenship.
Nigerian
4.5 Analyse the basis for the
citizenship.
acquisition and withdrawal
of Nigerian citizenship.
4.6 Examine the benefits
derivable from Nigeria
citizenship.
General Objective 5.0 Fundamental objectives and directive principles of
state policy in Nigeria.
Teachers Activities
Resources
5.1 State the fundamental
obligations of
governments as provided
in the constitution.
Ask the students to

explain the
directive principles
and policy of the
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Chalk, Blackboard,
Duster
5.2 Explain the general

provisions of the
fundamental objectives and
directive principles of state
policy.
5.3 Explain the political,
economic, social and
education policies of
Nigeria.
5.4 Explain the directive
principles and policy of
the Nigerian government
on culture, the mass
media, national ethics and
duties of the citizen.
5.5 Assess the conformity
observance and application
of the fundamental
objectives and directives
principles of state policy
by governments and
people of Nigeria.
5.6 Recommend
improvements on the
provision conformity,
observance and application
of the fundamental
objectives and directive
principles of state policy.
Assessment:
Nigeria government
on cultures, the
mass media,
national ethnics and
duties of the citizen.
USE OF ENGLISH II
COURSE: Use of English II (Essay and Comprehension)
WEEK
General Objective 1.0: Understand the rules of grammar.
General Objective:
Teachers Activities
Resources
Specific Learning
Outcome
Chalkboard, Duster,
Ask the students:
1-3
1.1 Define the phrase?
Recommended
1.2 Explain the different types
To identify the
Textbooks
of phrases, i.e. structural
different types of
Lecture Notes etc.
and functional.
phrases.
1.3 Define the clause?
To define a clause
and to identify the
of clauses i.e. structural
different types of
and functional.
clauses.
1.5 Define the sentence?
To define a
sentence and to
of sentences, i.e. structural
identify the
and function.
different types of
1.7 Explain the constitution of
sentences.
different types of
Assess the students

sentences.
on the construction
of different types of
sentences.
General Objective 2.0: Know how to write good essay.
General Objective:
WEEK
Teachers Activities
Resources
Specific Learning
Outcome
4-5
2.1 List the different types of
Chalk
and
Ask the student to
Blackboard,
essays.
list the different
2.2 Explain the features of
types of essays and Duster
Recommended
each type of essay listed in
to identify the
2.1 above.
Textbook
features of each
2.3 Generate/gather relevant
types of essay listed Lecture Notes, etc.
information on a given
above.
topic.
Assess the students
Teachers Activities
Resources
Teachers Activities
Resources
10
WEEK
6-8
WEEK
9-12
2.4 Draw up a good outline.

on essay writing.
2.5 Write a good essay on a
given topic.
General Objective 3.0: Understand the difference between denotative and
connotative uses of words.
Teachers Activities
Resources
Ask the students to Chalk and

Blackboard,
denotation.
define the terms
Duster
3.2 Identify words used
denotation and
Recommended
denotatively.
connotation and
Textbook
how to identify
Lecture Notes, etc.
connotation.
words used
3.4 Identify words used
denotatively
connotatively.
connotatively.
3.5 Use word Connotatively.
Assess the student.
3.6 Compare denotative and
connotative usage in
groups of synonyms, e.g.
women, lady, female,
client, customer, patient,
fear, terror, dread etc.
General Objective 4.0: Understand the techniques of comprehension and
summary writing.
Teachers Activities
Resources
4.1 Answer questions on
comprehension passage at
a higher level of difficulty.
4.2 Give contextual
explanations to statements
from the texts used.
4.3 Identify colloquialisms,
slangs and jargons.

4.4 Explain summary writing.
4.5 Distinguish between types
Ask the students to

distinguish the
various types of
summary writing
and the steps in
summary writing.
Give the students
passages to
summarise.
Assess the students.
General Objective:
Specific Learning
Outcome
Teachers Activities
Resources
Teachers Activities
Resources
General Objective:
Specific Learning
Outcome
Chalk and
Blackboard,
Duster
Recommended
Textbook
Lecture Notes, etc.
11
WEEK
13-15
of summary writing.
4.6 Explain the steps in
summary writing.
4.7 Write, within a specified
length, a goal summary of
a given passage.
General Objective 5.0 Appreciating Literature in English.
Teachers Activities
Resources
5.1 Describe drama.
5.2 Explain the types of

drama.
5.3 Explain the terminology of
drama, e.g. act, resolution,
conflict, denouement, etc
5.4 Distinguish between radio
drama and television
drama.
5.5 Answer an essay question
on a given drama text.
Ask the students to

identify the various
types of drama and
to explain the
terminology of
drama to
differentiate
between radio
drama and
television drama to
answer essay
question on a given
drama text.
General Objective
Specific Learning
Outcome
Teachers Activities
Resources
Television, Video
Cassette Recorder,
Radio Cassette
Player
12
ENTREPRENEURSHIP DEVELOPMENT
COURSE: Entrepreneurship Development I
Course Code: SDV 201
WEEK
General Objective 1.0: Understand the basic concept of Entrepreneurship.
General Objective:
Teachers Activities
Resources
Specific Learning
Outcome
Chalk, Blackboard,
1
1.1 Define entrepreneurship,
Lecture and site

Duster
entrepreneur, small
examples of each.
Recommended
business and selfTextbooks
employment.
Lecture Notes etc
1.2 State the entrepreneurship
philosophy and identify
entrepreneurship
characteristics.
1.3 Identify entrepreneurial
characteristics.
1.4 Define development
enterprise.
General Objective 2.0: Understand the historical perspective of
General Objective:
entrepreneurship development.
WEEK
Teachers Activities
Resources
Specific Learning
Outcome
2
2.1 Historical perspective.
Trace the historical; Chalk and

Blackboard,
2.2 Trace the origin of
evolution of
entrepreneurship.
Duster
business enterprise
Recommended
2.3 Explain organizational
citing example.
structure.
Textbook
Highlight the
Lecture Notes, etc.
2.4 Explain the role an
reasons for their
entrepreneur.
failure/success.
2.5 Explain the reasons for
business failure.
Teachers
Activities
Resources
Teachers
Activities
Resources
13
WEEK
3
WEEK
6
WEEK
7
General Objective 3.0: Know how to plan a business

Entrepreneurship/Project.
Teachers Activities
General Objective:
Resources
Chalk and
Lecture and
Blackboard,
illustrate with
Duster
examples.
Recommended
Highlight the
Textbook
students the initial
Lecture Notes, etc.
problems likely to
be faced.
Invite a successful
entrepreneur to
deliver lecture to the
student.
Lecture and
introduce the
students to the
formats of various
project proposals.
General Objective 4.0: Know how to operate simple stock keeping records.
Teachers Activities
Resources
3.1 Define the concepts:
planning, business
enterprise and project.
3.2 Explain the importance of
planning to a business
enterprise.
3.3 Analyse the skills and
techniques of starting and
managing small business
successfully.
3.4 Prepare and present project
proposal.
3.5 Manage a small business
profitably.
4.1 Ordering spare

parts/materials.
4.2 Receipt of parts/materials.
4.3 Storage of parts/materials.
4.4 Issue of parts/materials.
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Teachers
Activities
Resources
Store or any storage

Lecture and
facility record notedemonstrate to
book.
students how to
write receipt and
keep records of
ordering storage and
issue materials.
General Objective 5.0: Know how to prepare and operate cash flow on
spreadsheets.
Teachers Activities
Resources
5.1 Need for different records
(capital, revenue, credit
Specific Learning
Outcome
Lecture and
demonstrate for the
General Objective:
Specific Learning
Outcome
Chalkboard and
Computer
14
transaction, tax)
5..2 Formatting spreadsheet
5..3 Operating spreadsheet
WEEK
8-9
WEEK
10
students to
appreciate.
Give practical
exercise to students.
General Objective 6.0: Understand employment issues.
Teachers Activities
Resources
Chalkboard, Chalk,
6.1 Define the terms:
Lecture and cite

Duster,
education, training and
examples.
Recommended,
development.
Textbooks, Lecture
6.2 Relate education, training
Notes, etc.
and development to
employment.
6.3 Distinguish between skills
and employment.
6.4 Explain the role of the
private sector in
employment generation.
6.5 Identify the forms and
informal sectors.
6.6 Explain the issues of: (i)
Rural Youth and
Employment (ii) Urban
Youth and Employment.
General Objective 7.0 Understand the Nigerian legal system
Teachers Activities
Resources
7.1 Explain the nature of law.
7.2 Analyse the sources of
Nigerian laws.
7.3 Evaluate the characteristics
of Nigerian Legal System.
Lecture
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Chalkboard, Chalk,
Duster,
Recommended
Textbooks, Lecture
Notes, etc.
15
WEEK
11 - 12
WEEK
13-15
General Objective 8.0 Comprehend the nature of contract and tort.

Teachers Activities
Resources
8.1 Define contract.
8.2 Explain types of contracts.
8.3 State the basic
requirements for a valid
contract.
8.4 Analyse contractual terms.
8.5 Examine vitiating terms.
8.6 Explain breach of contract
and remedies.
8.7 Define Tort.
8.8 Explain types of Tort.
8.9 Discuss tortuous liabilities
and remedies.
Lecture
Lecture
Lecture and cite
examples
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Chalkboard, Chalk,
Duster,
Recommended
Textbooks, Lecture
Notes, etc.
General Objective 9.0: Understand Agency and Partnership

Teachers Activities
Resources
9.1 Define agency.
9.2 Explain creation of agency.

9.3 Explain authority of the
agent.
9.4 Analyse the rights and
duties of principal agent
and third parties.
9.5 Explain termination of
agency and remedies.
9.6 Define partnership.
9.7 Examine creation of
partnership.
General Objective:
Specific Learning
Outcome
Chalkboard, Chalk,
Duster,
Recommended
Textbooks, Lecture
Notes, etc.
16
9.8 Explain relations of

partners to one another and
to persons dealing with
them.
9.9 Analyse dissolution of
partnership and remedies.
Assessment: Coursework 20%, Course Test 20%, Practical 0%, Examination 60%.
References: 1. Wole Adewunmi, Business Management An Introduction, McMillan Nig. Ltd. Lagos. 1988.
2. Soji Olokoyo, Small Business Management Guide Entrepreneurs, Ola Jamon Printers and Publishers, Kaduna.
17
MATHEMATICAL COURSES
18
ALGEBRA AND ELEMENTARY TRIGONOMETRY

COURSE: Algebra And Elementary Trigonometry
Course Code: MTH 112
WEEK
General Objective 1.0: Understand laws of indices and their applications in
simplifying algebra expressions.
Teachers Activities
Resources
1
WEEK
2-3
1.1 Define index.

Chalkboard,
Explain index and

1.2 Establish the laws of
the laws of indices. Textbooks,
indices.
Calculators,
Solve problems
1.3 Solve simple problems
Chalk etc.
using the laws of
using the laws of indices.
indices.
General Objective 2.0: Understand theory of logarithms surds and their
applications in manipulating expression.
Teachers Activities
Resources
2.1 Define logarithm
2.2 Establish the four basic

laws of logarithm.
2.3 Solve simple logarithms
problem.
2.4 Define natural logarithm
and common logarithm.
2.5 Define characteristic and
mantissa.
2.6 Read the logarithmic table
for given numbers.
2.7 Simplify numerical
expressions using tables
e.g. 18D = 3/4JPC2AMB
find D when J = 0935,
0 = 35, P = 1.6
Explain logarithm
and its four basic
laws.
Solve logarithmic
related problems.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Recommended
Textbook,
Chalk,
Chalkboard,
Duster,
Lecture Note. etc
19
106, C = 55, M = 00025

= 3.142
2.8 Apply logarithm in solving
non-linear equations.
e.g. y = axn, logy=log a +
n log x; y = bcx , logy =
logb + xlogc; y = a + bxn ,
Log (y- a) = Logb +
nlogx,
2.9 Define surds.
2.10 Reduce a surd into its
simplest form.
on surds.
General Objective 3.0: Understand principles underlying the construction
of charts and graphs.
General Objective:
WEEK
Specific Learning
Outcome
3.1 Construct graphs of
Ask the students to Recommended

functions such as Y + ax =
Textbook,
draw graphs.
b, n = 1, 2Y= CST (a+a) Y
Chalk,
= axk, including cases of
Chalkboard,
asymbles.
Duster,
3.2 Apply knowledge from 3.1
Lecture Note. etc
in termination as laws
from experimental data.
General Objective 4.0: Know the different methods of solving quadratic
equations.
Teachers Activities
Resources
WEEK
5
4.1 Solve quadratic equation

by factorisation.
4.2 Solve quadratic equations
by method of completing
Teachers Activities
Ask the students to

solve quadratic
equations.
Resources
Teachers
Activities
Resources
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Recommended
Textbook,
Chalk,
Chalkboard,
20
squares.
4.3 Solve quadratic equations
by formula.
4.4 Determine the roots.
4.5 Form equations whose
roots are given in different
methods.
WEEK
6
WEEK
7
Duster,
Lecture Note. etc
General Objective 5.0: Understand Permutations and Combinations.

Teachers Activities
Resources
Recommended
5.1 Define permutation.
Explain with good

Textbook,
5.2 State examples of
examples the
Chalk,
permutations.
meaning of
Chalkboard,
5.3 Define combination.
permutation and
5.4 State examples of
Duster,
combination.
Lecture Note. etc
combination.
Solve problems
5.5 Establish the theorem
relating to
nPr=n!/[!] giving
permutation and
examples e.g. number of
combination.
ways of collecting two out
of 8 balls.
General Objective 6.0: Understand the concept of set theory.
Teachers Activities
Resources
6.1 Establish nCr = nCn r.
6.2 Define sets, subsets, and

null sets.
6.3 Define union, inter-section
and completion of sets.
6.4 Draw Venn diagrams to
demonstrate the concepts
in 6.1 6.3 above.

6.5 Calculate the size or
number of elements in a
given set.
Explain with good

examples sets,
subset, null sets,
and union,
intersection and
completion of sets.
Solve set theory
problems using
venn diagrams.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
Textbook,
Chalk,
Chalkboard,
Duster,
Lecture Note. etc
21
WEEK
8-9
General Objectives 7.0 Understand the properties of arithmetic and

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

apply progression
to solve problems.
Explain in detail
with examples
Arithmetic and
Geometric
progressions.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
Textbook,
Chalk,
Chalkboard,
Duster,
Lecture Note. etc
22
WEEK
10
General Objectives 8.0 Understand the binomial theorem and its

application of expressions in approximations.
Teachers Activities
Resources
8.1 Explain the method of
mathematical induction.
8.2 State and prove the
binomial theorem for a
positive integral index.
8.3 Expand expressions of the

forms (x=y)2, (x 2 1)8
applying binominal
theorem.
8.4 Find the coefficient of a
particular term in the
expansion of simple
binomial expressions.
8.5 Find the middle term in
the expansion of binomial
expression.
8.6 State the binomial theorem
for a rational index.
8.7 Expand expressions of the
form: (1=x)-1, (1-x)1/2 (1x)- applying binomial
theorem.
8.8 Expand and approximate
expressions of the type
(1.001)n, (0.998)n,
(1=x)1/2, (-x)- to a stated
degree of accuracy
applying/scalar
expression.
State the
importance and
application of the
theorem.
Explain in details
binominal theorem
and its applications
in approximations.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
Textbook,
Chalk,
Chalkboard,
Duster,
Lecture Note. etc
23
WEEK
11 - 12
General Objectives 9.0: Understand the basic concepts and manipulation of

vectors and their applications to the solution of engineering problems.
Teachers Activities
Resources
9.1 State the definitions and
representations of vectors.
9.2 Define a position vector.
9.3 Define unit vector.
9.4 Explain scalar multiple of
a vector.
9.5 List the characteristics of
parallel vectors.
9.6 Identify quantities that
may be classified as
vector e.g. displacement,
velocity, acceleration,
force, etc.
9.7 Compute the modules of
any given vector up to 2
and 3 dimensions.
9.8 State the parallelogram
law in solving problems
including addition and
subtraction of vectors.
9.9 Apply the parallelogram
law in solving problems
including addition and
subtraction of vectors.
components of a vector
and the meaning of
orthogonal components.
9.11 Resolve a vector into its
orthogonal components.
9.12 List characteristics of
coplanar localized vectors
Explain in details
and apply the
techniques of
vectors to solve
various problems.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
Textbook,
Chalk,
Chalkboard,
Duster,
Lecture Note. etc
24
WEEK
13-14
9.13 Define the resultant or

composition of coplanar
vectors.
9.14 Compute the resultant of
coplanar forces acting at
a point using algebraic
and graphical methods.
9.15 Apply the techniques of
resolution and resultant to
the solution of problems
involving coplanar
forces.
9.16 Apply vectorial
techniques in solving
problems involving
relative velocity.
9.17 State the scalar product
of two vectors.
9.18 Compute the scalar
product of given
vectors.
9.19 Define the cross product
of two vectors.
9.20 Calculate the direction
ratios of given vectors.
9.21 Calculate the angle
between two vectors
using the scalar product.
General Objectives 10.0: Understand the concepts of equations and apply it
to engineering problems.
Teachers Activities
Resources
equation, i.e. AX + B = D
where A and B are
expressions.
Ask the student to

solve carious
equations as
indicated in section
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
Textbook,
Chalk,
Chalkboard,
25
WEEK
15
10.
Duster,
10.2 List different types of
Lecture Note. etc
equations:- Linear,
quadratic, cubic, etc.
10.3 State examples of linear
simultaneous equations
with two unknowns and
simultaneous equations
with at least one quadratic
equation.
10.4 Apply algebraic and
graphical methods in
solving two simultaneous
equations a linear
equation and a quadratic
equation.
10.5 Apply the algebraic and
graphical methods in
solving two simultaneous
and quadratic equations.
10.6 Define a determinant of
nth order.
10.7 Apply determinants of
order 2 and 3 in solving
simultaneous linear
equations.
General Objectives 11.0: Understand the definition, manipulation and
application of trigonometric functions.
Teachers Activities
Resources
11.1 Define the basic
trigonometric ratios, sine,

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

the trigonometric
ratios and
identities.
General Objective:
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
Textbook
Chalk
Chalkboard
Duster
Lecture Note etc
26
cotangent using the basic

trigonometric ratios in
11.1. above.
11.3 Derive identities
involving the
trigonometric ratios of
the form; Cos2+Sin2=1,
Sec2=1=tan2, etc
11.4 Derive the compound
angle formulae for sin
(A-B), Cos (A-B) and
Tan (A-B).
Assessment:
27
CALCULUS
COURSE: CALCULUS
Contact Hours 1-1-0

Hrs/wk
Course Specification: Theoretical Content

General Objective: 1.0 Understand the basic concepts of differential
Calculus and in application in solving engineering problems
Week
Teachers
Resources
Activities
14
1.1 Define limits with
Chalkboard,
Teachers are
examples.
textbooks, lecture
explain to
1.2 State and prove basic
give and solve notes, chalk, etc
theorems on limits
simple
1.3 Prove that lim sin /, lim
engineering
Tan / = 1 as 0
and
1.4 Define differentiation as
technological
an incremental notation of
problems
a function.
1.5 Differentiate a function
from first principles.
1.6 Prove the formulae for
derivative of functions,
Function of a function,
products, and quotient of
functions.
1.7 Differentiate simple
algebraic, trigonometric,
logarithmic, exponential,
hyperbolic parametric,
inverse and implicit
functions.
1.8 Derive second derivative
of a function.
1.9 Apply differentiation to
simple engineering and
Practical Content
General Objective: 1.0
Specific Learning
Outcome
Teachers
Activities
Resources
28
Week
5-8
technological problems.
1.10 Explain the rate of
change of a function.
1.11 Explain the condition for
turning point of a
function.
1.12 Distinguish between
maximum and minimum
value of a function.
1.13 Sketch the graph of a
function showing its
maximum and minimum
points and points of
reflexion.
1.14 Estimate error quantities
from the small increment
of a function.
1.15 Determine the tangent to
a curve.
1.16 Determine the normal to
a curve.
General Objective 2.0: Know integration as the reverse of
differentiation and its application to engineering problems
Specific Learning Outcome: Teachers
Resources
Activities
2.1 Define integration as the
Chalkboard,
Ask students
textbooks, lecture
reverse of differentiation.
to apply
2.2 Explain integration as a
notes, chalk
integral
limit of summation of a
calculus to
function.
simple
function.
indefinite and definite
Explain in
integrals.
details with
2.4 Determine the indefinite
solved
and definite integrals.
examples, the
2.5 Determine the definite
principle of

Specific Learning
Outcome
Teachers
Activities
Resources
29
integral of a function.
2.6 Integrate algebraic,
logarithmic, trigonometric
and exponential simple
functions.
2.7 List possible methods of
integration.
2.8 Integrate algebraic and
trigonometric functions by
the substitution method.
2.9 Integrate trigonometric
and exponential functions
by parts.
2.10 Integrate algebraic
functions by partial
fraction.
2.11 Integrate trigonometric
and logarithmic functions
applying reduction
formula.
2.12 State standard forms of
some basic integrals.
2.13 Calculate length of arc,
area under a curve, area
between two curves,
volume of revolution,
center of gravity, center
of surface area, second
moment and moment of
inertia.
2.14 Define Trapezoidal and
Simpsons rule as
methods of
approximating areas
under given curves.
integration.
30
Week
9-12
2.15 Find approximate area

under a curve applying
Trapezoidal method.
2.16 Find approximate area
under a curve applying
Simpsons rule.
2.17 Compare result obtained
from Trapezoidal and
Simpsons rules with the
results by direct
integration.
2.18 Apply integration to
kinematics.
General Objective 3.0: Understand first order homogenous linear
ordinary differential equations with constant coefficients as applied
to simple engineering problems
Resources
Activities
Chalkboard,
3.1 Define first order
Ask students
textbooks, lecture
differential equation
to apply
notes, chalk, etc.
3.2 List order, degree, general
differential
solution, boundary or
equation to
initial conditions and
solve
particular solution of
engineering
differential equations.
problems.
3.3 List examples of various
Explain in
types of first order
details with
differential equations.
solved
3.4 Define first order
examples the
homogenous differential
application of
equations
differential
3.5 List the methods of
equations to
solving differential
engineering
equations by separable
problems.
variables.
Specific Learning
Outcome
Teachers
Activities
Resources
31
3.6 Identify differential

equations reducible to the
homogenous form.
3.7 Explain exact differential
equations.
3.8 Solve exact differential
equations, e.g. (a) Show
that (3x2 + y cos x)
dx+(sin x-4y3) dy = O is
an exact differential
equation. (b) Find its
general solution.
3.9 Define integrating factors.
3.10 Determine the solution of
differential equations
using integrating factors.
3.11 Define linear differential
equations of the first
order.
General Objective 4.0: Understand the basic concepts of partial
differentiation and apply same to engineering problems
Week Specific Learning Outcome: Teachers
Resources
Activities
4.1 Define partial
Chalkboard,
Solve
13-15
differentiation
textbooks, lecture
problems on
4.2 List and explain the uses
notes, chalk
partial
of partial derivatives.
differential
4.3 Solve problems on partial
Equations.
differentiation. e.g. f (x, y)
= x2 + y2 = 2xy find dy/dx,
dx/dy
4.4 Apply partial
differentiation to
engineering problems.
Assessment: Course work 20%, Course tests 20%, Examination 60%

Specific Learning
Outcome
Teachers
Activities
Resources
32
LOGIC AND LINEAR ALGEBRA

PROGRAMME: NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHNOLOGY
COURSE: LOGIC AND LINEAR ALGEBRA

General Objective: 1.0 Understand the basic rules of mathematical logic
and their application to mathematical proofs.
Week
Teachers Activities
Resources
1-2
3-4
1.1 The essential connectives,

negation, conjunction,
disjunction, implication
and bi-implication
1.2 State the essential
connectives defined in 1.1
above.
1.3 Explain grouping and
parenthesis in logic,
1.4 Explain Truth Tables.
1.5 Define tautology
1.6 Give examples of types of
tautology. e.g
i. If P and Q are distinct
atomic sentences, which of
the following are
tautologies?
(a) P - Q (b) PUQ - QUP
(c) PV(P*Q)
ii. Let P = Jane Austen was
a contemporary of
Beethoven.
Q = Beethoven was a
contemporary of Gauss.
R = Gauss was a
Contact Hours 1-1-0

Hr/Wk
Explain and
illustrate 1.1 to 1.6
and ask the
students to find the
truth value of the
logic statement.
Assess the student.
Explain and
illustrate 1.7 to 1.2
and asked the
students to solve
problems on 1.7 to
1.11.
Practical Content
Specific Learning
Outcome
Teachers
Activities
Resources
Lecture notes,
Recommended
textbooks, charts,
chalkboard
Recommended
textbooks, lecture
notes,
chalkboard, chalk
33
contemporary of
Napoleon
S = Napoleon was a
contemporary of Julius
Caesar.
(Thus P, Q and R and true,
and S is false).
Then find the truth values
of sentences:(a) (P *Q) = R
(b) (P - Q)
(c) P *Q - R - S
1.7 Define universal quantifier
and existential quantifier.
1.8 Translate sentences into
symbolic form using
quantifiers. e.g. some
freshmen are intelligent
can be stated as for some
x, x, is a freshman and x is
intelligent can translate in
symbols as (/x) (Fx & Ix).
1.9 Define the scope of a
Quantifier.
1.10 Define bound and free
variables
1.11 Define term and
formula.
1.12 Give simple examples of
each of 1.9 to 1.11 above.
1.13 Explain the validity of
formulae.
34
Week
5-7
General Objective 2.0: Know permutation and combination

Resources
Activities
Recommended textbooks,
2.1 Define permutations and
Explain and
lecture notes, chalkboard,
combinations.
illustrate the
chalk, etc.
2.2 Give illustrative examples
activities in
of each of 2.1 above
2.1 to 2.15
2.3 State and approve the
and ask the
fundamental principle of
student to:
permutation.
establish the
2.4 Give illustrative examples
formula nPr =
of the fundamental
n!/(n-r)!
principles of permutation.
- Prove that
n
2.5 Establish the formula nPr =
Pr =
n!/ (n - r)!
(n-r+1)(nPr-1
2.6 Prove that nPr = (n - r + 1)
- Establish the
x nP r - 1.
formula nCr =
2.7 Solve problems of
n!/[n-r!]r!
permutations with
- Prove that
n
restrictions on some of the
Cr = nCn-r
objects.
permutations in which the
objects may be repeated.
2.9 Describe circular
permutations.
permutation of N things
not all different.
2.11 Establish the formula nCr
= n!/[(n - r)! r!]
2.12 Solve example 2.11
theorem nCr = n Cn-r.
combinations with

Specific Learning Teachers
Outcome:
Activities
Resources
35
Week
8-10
restrictions on some of the

objects.
combinations of n
different things taken any
number at a time.
General Objective 3.0: Know binomial theorem
Activities
3. 1 Explain with illustrative
Explain and
examples - the method
illustrate
of mathematical
activities in
induction.
3.1 to 3.7 and
3.2 State and prove binomial
ask the
theorem for positive
students to
integral index.
solve
3.3 Explain the properties of
problems on
binomial expansion.
them.
3.4 State at least seven (7)
examples of 3.3 above.
e.g.
i. A (x2 - 1/x)
ii. Find the constant term in
the expansion of (x +
1/x)A
iii. Find the co-efficient of
xv in the expansion of
(x + k)A where v is a
number lying between -n
and n3.5 State the binomial theorem
for a rational number
3.6 State the properties of
binomial coefficients.
3.7 Apply binomial expansion
in approximations (simple
Resources
Specific Learning
Outcome:
Teachers
Activities
Resources
chalk, etc
36
examples only).
Week
11-15
General Objective 4.0: Know matrices and determinants

Resources
Activities
4.1 Define Matrix
Explain and
4.2 Define the special matrices
illustrate the
- zero matrix, identity
chalk, etc
activities in
Matrix, square matric,
4.1 to 4.19.
triangular matrix,
Ask the
symmetric matrix, skew
student to
symmetric matrix.
prove the
4.3 State example for each of
theorems and
the matrices in 4.2 above.
solve
4.4 State the laws of addition
problems on
and multiplication of
the illustrated
matrices.
activities.
4.5 Illustrate the commutative,
Assess the
associative, and distributive
student
nature of the laws stated in
4.4 above.
4.6 Explain the transpose of a
matrix.
4.7 Determine a determinant
for 2 x 2 and 3 x 3
matrices.
4.8 Define the minors and
cofactors of a determinant.
4.9 Explain the method of
evaluating determinants.
theorem Two rows or
two columns of a matrix
are identical, then
the value of its
determinant is

Outcome:
Activities
Resources
37
zero.
theorem If two rows or
two columns of a matrix
are interchanged, the sign
of the value of its
determinant is changed.
theorem If any one row
or one column of a matrix
is multiplied by a
constant, the determinant
itself is multiplied by the
constant.
theorem If a constant
times the elements of a
row or a column is added
to the corresponding
elements of any other row
or column, the value of the
determinant itself is
multiplied by the
constant.
4.14 State five examples of
each of the theorems in
4. 10-4.13 above.
4.15 Define the adjoint of a
matrix.
4.16 Explain the inverse of a
matrix.
4.17 State the linear
transformations on the
rows and columns of a
matrix.
38
4.18 Apply Crammers rule in

solving simultaneous
linear equation.
4.19 Apply Linear
transformation in solving
simultaneous linear
equations.
Assessment:
39
TRIGONOMETRY AND ANALYTICAL GEOMETRY

COURSE: TRIGONOMETRY AND ANALYTICAL
GEOMETRY
Practical Content:
General Objective: 1.0 Understand the manipulation of trigonometric
equations.
Week
Teachers Activities Resources
Specific Learning
Outcome
Recommended
1.1 Convert sums and
Illustrate with
1-3
differences of trigonometric
textbooks, lecture
good examples
ratios to products.
notes, chalkboard,
activities in 1.1
1.2 Prove the sine and cosine
chalk, etc
to 1.10 and ask
formulae of triangles
the students to
1.3 Solve problems triangles
solve problems
using the sine and cosine
on them.
formulae e.g.:
Assess the
The sides a,b,c, of a triangle
student.
are 4cm, 5cm, and 6cm
respectively. Find the angles.
1.4 Calculate angles of elevation
and depression using
trigonometric ratios e.g.:From the top of a tree 120m
high an observer sees a boat
560m away. Calculate the
angle of depression.
1.5 Compute bearings, heights
and distances of inaccessible
objects and projections, e.g. A man walks 3km due North,
and the 3km N.52o W. How
far is the man from his
starting point? What is his
Contact Hours 1-10Hrs/Wk
Teachers
Activities
Resources
40
Week
45
bearing from his original

position.
1.6 Derive half angle formulae
from sin, cos and tan.
1.7 Define inverse circular
function.
1.8 Explain inverse circular
functions graphically.
1.9 Solve problems involving
1.8 and e.g.:- Draw the
graph of 1/(cos 2) Taking
values from
0o to 90o inclusive.
1.10 Apply the concepts in 1.8
above to three dimensional
problems.
General Objective 2.0: Understand the concept of mensuration and its
application to engineering problems
Specific Learning Outcome:
2.1 Explain circular measure.
2.2 State the relation between
radians and degrees
2.3 Prove the formulae for arc
length and area of a sector.
2.4 Identify segment and chord
of a circle.
2.5 Determine the area of a
segment and the chord of
length of a given circle.
2.6 Calculate the surface areas
and volumes of simples
shapes such as cylinder,
sphere and cone. E.g. A solid
sphere has radius 8cm.
Calculate its volume.
Describe circular
measure and
state the
relationship
between radian
an degrees.
Solve problems
relating to
surface areas and
volumes of
cylinder, sphere,
cones, and
irregular shapes
applying
Simpsons Rule.

Specific Learning
Outcome:
Teachers
Activities
Resources
Lecture notes,
Recommended
textbooks, charts,
chalkboard
41
WEEK
2.7 Determine the areas and

volumes of irregular shapes
applying Simpsons rule.
2.8 Apply mid-ordinate rule to
determine the areas and
volumes applying midordinate rule.
General Objective 3.0: Understand the concept of analytical geometry
and their applications
3.1 Explain two dimensional
coordinate systems:
Cartesian and Polarcoordinate systems.
3.2 Explain plotting and
sketching of graphs w.r.t. the
two coordinate systems.
3.3 Relate Cartesian coordinate
to polar coordinates.
3.4 Explain the slope of a line in

relation to the above concepts
in 3.3. above.
3.5 Explain the intercept of a
line.
3.6 Derive the formula for the
gradient of line passing

through two points.
3.7 Derive the equation of a
straight line given the
gradient and the co-ordinates
of a point.
3.8 Reduce a given linear
equation to the intercept
form. x/a + y/b = 1
Illustrate the
activities in 3.1
to 3.20 with
good examples
and ask the
students to solve
problems on
them.
Illustrate the
activities in 3.21
to 3.26 and ask
the students to
solve problems
on them.
Assess the
students

Specific Learning
Outcome:
Teachers
Activities
Resources
Lecture notes,
recommended
textbooks,
chalkboards,
chalk, duster etc.
42
3.9 Determine the coordinates of

the point of intersection of
two straight lines.
3.10 Define locus
3.11 Derive the slope-intercept
form of the equation of a
straight line: y = mx+c
3.12 Derive the point - slope
straight line: y - y1 = m(x
x1).
3.13 Derive the double - point
form of the equations of the
straight line: y - y1 = y2 - y1
(x - x1) x2 - x1
3.14 Derive the perpendicular
straight line
3.15 Solve examples of 3.11 to
3.14 above.
3.16 Find the angle (Q) between
two lines whose slopes,
(m1, and m2) are Known: Q
= tan (m2 - m1)/1 + m1 m2
3.17 Determine the conditions
for two lines to be parallel
and to be perpendicular.
3.18 Derive the expression for
the perpendicular distance
from a point to a line.
3.19 Draw a circle.
circle with center at the
origin and radius r.
43
WEEK

circle with center outside
the origin.
3.22 State general equation of a
circle.
3.23 Determine the coordinates
of the center of a circle
from a given equation of a
circle.
3.24 Draw orthogonal circles
3.25 Find the equations of the
tangent and the normal at a
point circle
3.26 List illustrative examples of
each of 3.20 to 3.25 above
General Objective 4.0: Understand the concept of Parabola, ellipse and
hyperbola.
Specific Leaning Outcome

Specific Leaning
Outcome
Teachers
Activities
Resources
4.1 Define the Parabola

Illustrate activities in
4.2 Derive the standard equation
4.1 to 4.19 with
of a Parabola y2 = 4ax
good examples.
Ask the students to
4.3 State the properties of the
parabola
solve them.
4.4 Define the focal chord, axis Assess the students.
and locus rectum of the
parabola
4.5 Determine the equation of
the tangent and normal from
a given point to the parabola.
4.6 Solve problems on parabola
e.g. Write down the equation
of the parabola and state its
vertex if the focus - is (2,0)
and the directex x = - 2.
4.7 Define an ellipse.
44
4.8 Derive the equation of an

ellipse x2/G2 + y2/b2 = 1
4.9 State the properties of the
Ellipse.
4.10 Determine the equation of
the tangent and the normal
to an ellipse from a given
point.
4.11 Define focal chord and axis
of ellipse.
4.12 Solve problems on ellipses
e.g. Find the length of the
axis and the eccentricity for
the ellipse: 4x2 + 9y2 = 36
4.13 Define the Hyperbola.
4.14 Derive the equation of the
Hyperbola.
4.15 Identify the properties of
the Hyperbola.
4.16 Define asymptoes, chord,
tangent and normal to a
hyperbola.
4.17 Solve problems on
hyperbola e.g. Find the foci
and directrices for
hyperbola: x2/16 - y2/9 = 1
4.18 Explain rectangular
hyperbola.
4.19 Determine tangent and
normal to the rectangular
hyperbola.
Assessment:
45
INFORMATION AND COMMUNICATION TECHNOLOGY COURSES
46
INTRODUCTION TO COMPUTING
COURSE: INTRODUCTION TO COMPUTING
Course Code: COM 101
Practical Content:
WEEK General Objective 1.0: Understand the basic components of the computer and
General Objective:
how it has evolved over the year.
Teachers Activities
Resources
Specific Learning
Outcome
Maximum of 4
1-4
1.1 Know a brief history of
Relate the present

students to a computer
computer development.
idea of computer to
1.2 State the uses of computer
other equipment and system.
Maximum of 4
and understand the impact
items that assess
computers to a printer
of the PC on computer
man to perform
except when a network
technology.
tasks faster.
is in use.
1.3 Differentiate between
Trace the historical

Paper and computer
hardware and software.
evolution of
accessories.
1.4 Understand the inputcomputers
process- output algorithm
Assess the impact of Magic Board
Multimedia projector
with the following in
computers to every
system
mind:
day living
1. Central Processor
Conduct the
2. Input Mechanism
students through the
3. Output Mechanism
various parts of the
computer and how
data is managed by
the various parts in
the system.
General Objective 2.0: State the importance and application of operation
General Objective:
systerm.
WEEK Specific Learning Outcome
Teachers Activities
Resources
Specific Learning
Outcome
5-8
2.1 List the application of the
Explain the need for Maximum of 4
following:
data storage.
i. RAM
system.
Dismantle a
ii. ROM
Maximum of 4
computer system
Teachers
Activities
Resources
Teachers
Activities
Resources
47
iii. Fixed discs

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

students the RAM
card, the Hard disk
and the processors.
Explain the concept
of an operating
system.
is in use.
Paper and computer
accessories.
Magic Board
system
General Objective 3.0: Understand the operation of windows operating system

and application packages.
Teachers Activities
Resources
9-12
3.1 Access computers correctly

through windows operating
system.
3.2 Understand the steps for
opening and closing
windows.
3.3 Understand the application
of program manager.
3.4 Know the uses and
application of the various
windows bars.
3.5 Understand how to move
from one window to
another and how to
operate them concurrently.
3.6 Understand file
management and how to
manage files.
3.7 Know the step in creating
files and folders.
Discuss the
advantage of
windows operating
system.
Explain the
windows menu and
tools. Each student
must be given an
opportunity to start a
computer,
open/close the
window operating
system, understand
the program
manager and move
around in the
windows
environment.
Explain the process
of creating a file,
Maximum of 4
system.
Maximum of 4
is in use.
Paper and computer
accessories.
Magic Board
system
Specific Learning
Outcome
3.1 Demonstrate the
steps for opening
and closing
windows.
3.2 Use the various
windows bars.
3.3 Create files,
folders and
manipulate them.
3.4 Perform printing
operation using
print manager.
Teachers
Activities
Give
opportunity to
each student to
boot a
computer,
work on
window
operating
system and
shut down the
computer.
Assess the
students.
Resources
Maximum of
4 students to a
computer
system.
Maximum of
4 computers
to a printer
except when a
network is in
use.
Paper and
computer
accessories.
Magic Board
Multimedia
projector
system.
48
3.8 Understand file

manipulation
(moving copying saving
deleting etc).
3.9 Understand the use of Print

Manager.
3.9 Understand the concept of
the following software
package.
manipulating the file

and use of the print
manager.
Assess the student.
Load MS Office
with the student and
explain the various
packages that make
up MS office. Load
MS Encarta and
discuss its use with
the student.
Assess the student

General Objective 4.0: Understand file management and software package.
Teachers Activities
Resources
13-15
General Objective:
Specific Learning
Outcome
4.1 Demonstrate ability
in the use of a word
processing
packages such
as MS Word or
Word Perfect and
covering the
following:
i.
Entering text
ii.
Formatting text
(emboldening font
size, italising, etc)
iii. Creating and
saving text files
iv. Importing objects
v.
Spelling and
grammar
checking
vi. Creating and
manipulating
Teachers
Activities
Demonstrate
the installation
of MD Word
Identify the
different
features of the
software.
Ask students to
type a short
document and
save it.
Ask student to
edit a
document and
carry out a
spell check.
Demonstrate
the use of
tables.
Resources
Maximum of
4 students to a
computer
system.
Maximum of
4 computers
to a printer
except when a
network is in
use.
Paper and
computer
accessories.
Magic Board
Multimedia
projector
system
49
tables, text
boxes equations.
vii. Printing and file
export.
Competency: The student should be able to identify various hardware and software components of the computer and operate a computer.
Assessment: Course work 20%, Course tests 20%, Practicals 10%, Exam 50%.
Reference: Computer Information System : An Introduction by Adams and Wagner
50
COMPUTER AIDED DESIGN AND DRAFTING

COURSE: Computer Aided Design And Drafting
General Objective 1.0: Understand the use of computer in the design and
drafting process.
Teachers Activities
Resources
1 - 3
1.1 State the advantages and

disadvantages of computer
in the design process.
1.2 Explain the links between
CAD and CAM.
1.3 Understand the principles
of operation capabilities and
system requirements of
AutoCAD.
1.4 Identify the main parts of
the screen of Auto CAD 14
or later version.
1.6 Explain the functions of the
above.
1.7 Understand and use the
different input methods:
keyboards, mouse,
digitisers, and scanners.
1.8 List the different coordinate
systems.
Explain advantages
and disadvantages of
computer in the
design process.
Explain the links
between CAD and
CAM.
Show the students
the main parts of the
screen of Auto CAD
14.
Explain the function
of the above.
Ask the students to
explain and use the
different input
methods.
Ask students to
explain differences
between Cartesian
and polar coordinates
systems.
Ask students to
demonstrate the
above options on the
computer screen.
Complete Computer
Sets.
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
Manuals,
Recommended
Textbooks.
Complete Computer
Sets
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
Practical Content:
General Objective:
Specific Learning
Teachers
Outcome
Activities
1.1 Install the
Provide the
AutoCAD Software
students the
correctly.
AutoCAD
1.2 Demonstrate the
CDROM for
uses of HELP
the inatallation.
Menu in solving
problems when
using the package.
1.3 Use the OSNAP
facility to select
options.
1.4 Use layer control to
change the layers in
a drawing.
1.5 Use Cartesian and
Polar coordinates to
draw lines.
1.6 Prepare and
change the size
of the drawing
field.
1.7 Show how to save
drawings on
demand and
also how to set up
the auto-save
Resources
Complete
Computer Sets, 1
Computer to 2
Students, 1 Large
Printer or
Plotters in a
Network,
1Digitizer to 2
Students.
51
Ask students to
construct lines at set
lengths and angles
using above
coordinate systems.
Ask students to use

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

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

4
Teachers Activities
2.1 Know how to hatch the
shapes drawn and change

the hatch pattern and scale.
2.2 Explain how to draw circles,
ellipse and arcs to given
dimensions.
2.3 Explain how to construct
polygons and squares to

given dimensions.
2.4 Produce a simple drawing
Drawing 1.
Ask the students to

hatch the shapes
drawn.
Ask the students to
change the hatch
pattern and scale.
Ask the students to
draw circles, ellipse
and arc to given
dimensions.
Resources
Complete Computer
Sets
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
features.
Specific Learning
Outcome
2.1 Produce a simple
drawing.
Teachers
Activities
Ask the
students to
construct
polygons and
squares to a
given
dimensions.
Resources
Complete
computer sets,
1 computer to 2
students,
1 large format
printer or plotters
in a network,
1 Digitiser to 2
students.
52
General Objective 3.0: Understand the different edit boxes.

Teachers Activities
Resources
Complete Computer
Ask students to
Sets
explain the different
1 Computer to 2
edit boxes.
Students
Ask students to use

1 Large Format
them.
Printer or
Ask students to
Plotters in a
explain their
Network
attributes.
Ask students to draw 1 Digitiser to 2

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

using the offset
command.
General Objective 4.0: Understand how to use edit commands.
Teachers Activities
Resources
5
3.1 Explain the different edit

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

commands.
4.2 Demonstrate how to move
objects accurately; using
both snap commands and
coordinates.
4.3 Demonstrate how to copy
objects from one position to
another accurately using
snap and coordinate entry.
4.4 Demonstrate how to erase
object.
4.5 Demonstrate how to trip
objects.
Demonstrate the
installation of MD
Word
Identify the different
features of the
software.
Ask students to type
a short document and
save it.
Ask student to edit a
document and carry
out a spell check.
Demonstrate the use
of tables.
Complete Computer
Sets
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
Specific Learning
Teachers
Outcome
Activities
3.1 Use array command
to draw both polar
and rectangular
arrays.
General Objective:
Specific Learning
Outcome
4.1 Demonstrate how to
move objects
accurately; using
both snap
commands and
coordinates.
4.2 Demonstrate how
to copy objects from
one position to
another accurately
using snap and
coordinate entry.
4.3 Demonstrate how
to erase object.
Teachers
Activities
Demonstrate
the installation
of MD Word
Identify the
different
features of the
software.
Ask students to
type a short
document and
save it.
Ask student to
edit a
document and
Resources
Resources
53
4.4 Demonstrate how to fillet

and chamfer angles.

trip objects.
General Objective 5.0: Understand how to create layers

Teachers Activities
7-8
5.1 Demonstrate how to create

layers.
5.2 Demonstrate how to change
colour of layers.
5.3 Demonstrate how to change
the line types of a layer.
5.4 Demonstrate how to move
objects from one layer to
another.
5.5 Demonstrate how to switch
layers on and off.
5.6 Understand the use of
layers and how they help in
the construction and
understanding of a draw.
Ask students to
create layers.
Ask students to
change colour of
layers.
Ask students to
change the line type
of a layer.
Ask students to move
objects form one
layer to another.
Ask students to
switch layers on an
off.
Ask students to use
layers to construct
drawings.
Resources
Complete Computer
Sets
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
General Objective 6.0: Understand how to create linear and aligned

dimensions.
Teachers Activities
Resources
9-10
6.1 Explain how to create linear

and aligned dimensions.
6.2 Understand how to create
angular dimensions.
Sets of Personal
Computers
Recommended
Textbooks
General Objective:
Specific Learning
Outcome
create layers.
change colour of
layers.
change the line types
of a layer.
move objects from
one layer to
another.
switch layers on and
off.
5.6 Understand the use
of layers and how
they help in
the construction and
understanding of a
draw.
carry out a
spell check.
Demonstrate the
use of tables.
Teachers
Activities
Ask students to
create layers.
Ask students to
change colour
of layers.
Ask students to
change the line
type of a layer.
Ask students to
move objects
form one layer
to another.
Ask students to
switch layers
on an off.
Ask students to
use layers to
construct
drawings.
Specific Learning
Teachers
Outcome
Activities
add to tolerances to
dimension.
Resources
Complete
Computer Sets
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
Resources
Complete
computer sets,
1 computer to 2
students,
54
6.3 Demonstrate how to add to

tolerances to dimension.
6.4 Demonstrate how to create
leader lines.
6.5 Demonstrate how to add
single line and multiple line
texts to drawings.
6.6 Demonstrate how to edit
dimensions and text.
11 14
Manuals etc.
Teachers Activities
Resources

create leader lines.
add single line and
multiple line
texts to drawings.
6.4 Demonstrate how
to edit dimensions
and text.
Specific Learning
Outcome
7.1 Create the title
block for
a drawing
Write letters and
numbers
on drawings
7.2 Draw circles be
able to erase parts
lines or circles.
7.3 Produce a simple
drawing with
correct details in
terms of title
block etc.
7.4 Select parts of a
drawing
in order to do
further work.
7.5 Move, copy and
rotate drawing
parts.
7.6 Produce a full
drawing with title
1 large format
printer or plotters
in a network,
1 Digitiser to 2
students.
Teachers
Activities
Ask each
student to carry
out his/her own
drawing.
Let each
student carry
out his/her own
drawings.
Ask each
student to carry
out his/her own
drawing.
Ask each
student to carry
out a drawing
that is specific
to his/her
department.
Assess the
students
Grade each
students
drawing
Resources
Complete
Computer Sets
1 Computer to 2
Students
1 Large Format
Printer or
Plotters in a
Network
1 Digitiser to 2
students.
55
blocks from a
real engineered
object.
7.7 Show all the views.
7.8 Produce a fully
dimensioned
drawing of
a component
appropriate
to the engineering
specification of the
department.
Competency: The student should be able to use the computer to draw schematic diagrams, graphic diagrams using object oriented technique.
Reference: Mastering AutoCAD by George Omura
56
INTRODUCTION TO COMPUTER PROGRAMMING

Course: INTRODUCTION TO COMPUTER PROGRAMMING Course Code: COM 113
Practical Content
General Objective 1: Understand features of a good program.
Week Specific Learning Outcomes
Teachers activities
Resources
Specific Learning
Outcomes
1.1 View some
1
1.1 Define a program.
PC loaded
Define and explain

programming
1.2 Explain features of good
with
program with concrete
languages in
program (Accuracy,
traditional
illustration.
maintenance, efficiency,
computer
lanqauges
Explain indetails the

reliability, etc).
such as
various feature of a
Basic,
good program.
Cobol,
Fortran etc
and OO
languages
Such as VB,
OOCOBOL,
OO-Pascal
and
connected to
OHP.
General Objective 2: Understand the concept of algorithms and flowcharting
Teachers activities
Resources
Specific Learning
Outcomes
2-4
2.1 Define algorithm on a
PC loaded
2.1 Draw flowcharts
Describe the concept

with
for simple
general basis.
of algorithm with its
2.2 Explain features of an
traditional
programming
features.
languages
problems.
algorithm (e.g. please,
Give concrete
effective, finite).
such
as
examples algorithms.
2.3 Describe the methods of
Basic,
Teach the various

algorithm representation of
methods of oppressing Cobol,
Contact Hour: 0-0-2 Hrs/Wk
Teachers activities
To assist student
view some
programming
languages in
computer
Teachers activities
To assist
students in
drawing
flowcharts for
simple
programming
problems.
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
Such as VB, OOCOBOL, OOPascal in a
networked
laboratory
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
Such as VB, OO-
57
English language,
flowchart, pseudocode,
decision table, data flow
diagram (DFO) etc.
2.4 Describe main ANSI
flowcharts as describe
algorithms.
2.5 Draw flowcharts to
implement some simple
programming tasks
algorithm with
examples.
Fortran etc
and OO
languages
Such as VB,
OOCOBOL,
OO-Pascal
and
connected to
OHP.
General Objective 3: Understand the principles of designing algorithms for common programming problem
Teachers activities
Resources
Specific Learning
Teachers activities
Outcomes
2.1 Write simple
3.1 Design algorithm for
5-6
To assist student
Show the structure and PC loaded

programs
problems involving.
in writing simple
how to develop simple with
using
i. Strictly sequence
programming problem traditional
programs using
different
control structure
different control
involving each of basic languages
control
ii Selection control
such
as
structure.
control structure.
Basic,
structure
Structure.
Give class exercise,

Cobol,
iii Iteration control
assignments to
Structure.
students to practice on. Fortran etc
and OO
Correct the algorithm

languages
developed by the
Such as VB,
students.
OOCOBOL,
OO-Pascal
and
connected to
OHP.
COBOL, OOPascal in a
networked
laboratory
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
networked
laboratory
58
General Objective 4: Understand general modular program design principles.

Teachers activities
Resources
Specific Learning
Outcomes
4.1 Design a
PC loaded
4.1 Explain modular
7-8
Discuss the concept

program using
with
programming concept.
and advantage of
top-down
4.2 Explain top-down design
modular programming traditional
technique
languages
technique.
Discuss and illustrate

such
as
4.3 Illustrate program design
with like programs e.g.
Basic,
with program structure
payroll, student
charts, hierarchical
CoBol,
records, etc.
Fortran etc
Network, Hierarchical.
Top-down design
4.4 Demonstrate each of the
and OO
principles.
languages
4.1 4.3 above.
Such as VB,
OOCOBOL,
OO-Pascal
and
connected to
OHP.
General Objective 5: Understand the procedure in solving a programming problems
Teachers activities
Resources
Specific Learning
Outcomes
PC loaded
5.1 Code
5.1 Identify the problem and
9
Discuss the stages
with
a simple
confirm it solvable.
involved developing
algorithm using
5.2 Design algorithm for the
traditional
program.
languages
any suitable
chosen method of
Demonstrate
language.
solution with flowcharts
such as
the stages
Basic,
or pseudo codes.
above
5.3 Code the algorithm by
Cobol,
with real life
using a suitable
Fortran etc
program
and OO
programming language.
possible.
languages
5.4 Test run the program on
the computer.
Such as VB,
OOCOBOL,
Teachers activities
To assist student
to design a
program using
top-down
technique
Teachers activities
To assist student
in coding a
simple algorithm
using any
suitable
language.
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
networked
laboratory
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
networked
laboratory
59
OO-Pascal
and
connected to
OHP.
General Objective 6: 0 Understand the various levels of programming languages
Teachers activities
Resources
Specific Learning
Teachers activities
Outcomes
Discuss the feature of

6.1 Explain machine
PC loaded
6.1 To be able to code
10
To assist
machine language, low
language, low-level
a very simple high
with
student code a
level language, and high
language and high level
level language
traditional
very simple
level language.
and translate it to
languages.
lanqauges
high level
High light the advantages such as

assembly language.
6.2 Give examples of the
language and
and disadvantage of level Basic,
languages stated above.
translate it to
of programming layout
6.3 Explain the
Cobol,
assembly
distinguishing features of
Fortran etc
language.
languages in 6.1.
and OO
languages
system commends and
Such as VB,
program statements.
OOCOBOL,
OO-Pascal
and
connected to
OHP.
General Objective 7.0 Understand the concept of debugging and
maintaining program:
Teachers activities
Resources
Specific Learning
Teachers activities
Outcomes
7.1 Create a simple
7.1 Define debugging.
PC loaded
11
Discuss various
To assist student
bug in a simple
7.2 Identify sources of bugs
methods of debugging, with
create a simple
in a program.
traditional
program and
bug in a simple
aids.
languages
correct it.
7.3 Explain syntax, run-time
program and
High light classes
and logical errors.
such
as
correct it
Differentiate
7.4 Identify techniques of
Basic,
between
locating bugs in a
Cobol,
debugging and
program
Fortran etc
maintenance.
Resources
.PC loaded with
traditional
lanqauges such as
Basic, Cobol,
Fortran etc and
OO languages
networked
laboratory
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
Such as VB, OOCOBOL, OO-
60
7.5 Explain program
maintenance.
debugging and maintaining
a program.
and OO
languages
Such as VB,
OOCOBOL,
OO-Pascal
and
connected to
OHP.
General Objective 8.0: To understand good programming practices
Teachers activities
Resources
Pascal in a
networked
laboratory
Discuss sources of
bugs in
program
Specific Learning
Outcomes
8.1 To be able to write
simple structured
program
PC loaded
with
traditional
languages
such as
Basic,
Cobol,
Fortran etc
and OO
languages
Such as VB,
OOCOBOL,
OO-Pascal
and
connected to
OHP.
General Objective 9.0: Understand the concept of object oriented (OO) programming.
Teachers activities
Resources
Specific Learning
Outcomes
9.1 The concept of OO
9.1 Identify properties,
13
Explain object oriented PC loaded

programming.
with
events, objects and
program (OOP).
9.2 The features of OO
traditional
class in a running
State the features of

programming.
languages
OOP.
OOP.
12
8.1 Employ structured
approach to both flow

charting and program
development.
8.2 Employ program
documents technique HIPS,
data flow diagram, pseudocal.
8.3 Explain graphic user
Interface (GUI).
8.4 Define interactive
processing.
Discuss structured
approach to
flowcharting and
programming.
Teachers activities
To assist student
write simple
structured
program
Teachers activities
To assist
students identify
properties,
events, objects
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
Fortran etc and
OO languages
networked
laboratory
Resources
PC loaded with
traditional
languages such as
Basic, Cobol,
61
9.3 The concept of properties,

events, objects and
classes.
Explain the concept of

properties.
Know the obstacles to
internet growth in
Nigeria.
Discuss writes,
methods, events,
objects and classes.
List various objects
oriented programming
languages
State the advantages of
OOP
such as
Basic,
Cobol,
Fortran etc
and OO
languages
Such as VB,
OOCOBOL,
OO-Pascal
and
connected to
OHP.
and class in a
running OOP
Fortran etc and

OO languages
networked
laboratory
Competency: The student should be able to write simple programs to solve engineering problems using flow chart & algorithms.
Reference: Computer Information System: An Introduction by Adams and Wagner
62
COMPUTER PROGRAMMING USING OBJECT ORIENTED BASIC

Course: COMPUTER PROGRAMMING USING
OBJECT ORIENTED BASIC LANGUAGE
General Objective 1.0: Understand the integrated Development Environment
Week Specific Learning
Teachers activities Resources
Specific Learning
Outcomes
Outcomes
1.1Explain the concept of
Writing Material,
The teacher to
1
integrated
Magnetic
develop a
development
Writing Board,
simple
environment
Computer Systems,
programming
1.2 Explain the
displaying a line Printers,
Multimedia Projector
following:of text.
i. Project window
System
ii. Toolbox
iii. Form layout window
iv. Properties window
v. Menu and toolbars
General Objective 2.0: Understand the visual basic programming
concept.
Specific Learning
Outcomes
Outcomes
2.1 Explain statements,
Writing Material,
The teacher
2
expression Data types
Magnetic Writing
should explain
Board, Computer
and Data type
statements,
Conversion.
expression, and Systems, Printers,
2.2 Explain various
data types.
System
types of
The teacher
variables.
should
2.3 Understand the rules
practically
for forming
demonstrate this
variable
before the
names.
student.
2.4 Storing and
The teacher
retrieving
should test and
Credit Hours: 1-0-2 Hrs/Wk
Teachers
activities
Resources
Teachers
activities
Resources
63
access the
student
understanding.
The teacher
enumerates the
rules for
forming
variable names.
The teacher
should write a
sample program
to demonstrate
the above.
The teacher
should describe
constant, scope
of variables and
constant. He
should illustrate
with a practical
example.
General Objective 3.0: Understand operators and object variables.
Specific Learning
Outcomes
3.1 Describe the various
Writing Material,
The teachers
Magnetic Writing
types of operators
should
3.2 Describe the
Board, Computer
enumerate
Systems, Printers,
application of these
operators and
operators.
give the order of Multimedia Projector
System
3.3 Explain object data
precedence.
Types.
The teacher
3.4 Explain object
should explain
variable declaration.
object data
3.5 Explain the scope of
types.
object variables.
The teacher
should explain
data in a
variable.
2.5 Declaration
of variables.
Visual
programming
VB
charactertics
set.
2.6 Discuss the eventDriving
Programming.
Variable
concept,
operators,
expressions.
Week

Outcomes
activities
3.1 write a simple
Teacher
program
should write a
involving of
sample
operators and
program to
object
demonstrate
variable.
object
programming
and put the
student
through.
Resources
Computer sets
with integrated
development
environment
packages.
64
3.6 Explain how to

create instances of
an object.
Week
scope of
variable e.g.
private or
public.
The teacher
should explain
and demonstrate
how to create
instances of an
object.
General Objective 4.0: Know control statements in OOP

Specific Learning
Outcomes
Writing Material,
4.1 Explain the
He should
IF.ELSE,
Magnetic Writing
explain the
statement.
Board, Computer
control
Systems, Printers,
4.2 Explain the switch
statements and
statement.
write a sample
System
4.3 Explain the
program to
FOR.NEXT loop
show their
statement
practical
4.4 Explain the
application
WHILEDO loop
statement.
4.5 Explain the DO
while loop statement.

Outcomes
activities
4.1 write simple
Teacher
programs to
should explain
demonstrate
and
the
demonstrate
application of
how to
control
develop OO
statement in
programs with
OO programs.
control
statements.
Resources
Computer sets
with integrated
development
environment
packages.
65
Week
General Objective 5.0: Know the use of procedure and functions

Specific Learning
Outcomes
Writing Material,
Describe the
variables such as
Magnetic Writing
scope of
public, private,
Board, Computer
variables such
global and static.
Systems, Printers,
as public,
5.2 Explain the different
private, global
types of constants
System
and static.
e.g. system defined.
Describe the
different types
constants.
of constants e.g.
5.4 Discuss the concept
system defined
of circular
and users
referencing.
defined.
5.5 Explain the concept
Describe the
of procedure.
cope of
5.6 Explain Users
constants.
defined
Describe the
functions
concept of
5.7 Understand how to
circular
define and
referencing.
call a function.
Explain and
5.8 How to define
illustrate with
recursive
examples
procedures.
functions,
5.9 Write simple
subroutine.
program to
The teacher
demonstrate 5.1
should also
5.4 above.
access the
understanding
of the students
by making the
students solve a
problem.

Outcomes
activities
Resources
66
Week
Week
The teacher
should give a
practical
problem.
General Objective6.0: Understand the use of arrays and structures.

Specific Learning
Outcomes
Writing Material,
6.1 Explain array
The teacher
Magnetic Writing
declaration and
explain array
Board, Computer
subscript range.
and when they
6.2 Explain multiple
are required in a Systems, Printers,
array declaration.
program.
System
6.3 Explain static,
He should
global and dynamic
demonstrate the
array declaration.
multiple arrays
6.4 Explain static and
using a practical
dynamic allocations.
problem.
He should
illustrate and
explain with
example static
and dynamic
array
declaration.
The teacher
should give a
practical test to
use student.
General Objectives 7.0: Understand how to create classes and objects.
Specific Learning
Outcomes
7.1 Explain the
Writing Material,
The teacher
constructors and
Magnetic Writing
should explain
destructors
constructor and Board, Computer
7.2 Explain information
Systems, Printers,
destructors and

Outcomes
activities
Resources

Outcomes
activities
7.1 Demonstrate
Teacher
how to create
should explain
classes and
with a sample
objects with
program.
Resources
Computer sets
with integrated
development
environment
67
guiding using
private, public and
protected.
7.3 Explain instances of
class variables
7.4 Explain the creation
of methods.
7.5 Demonstrate 7.1
7.4 above with a
sample program.
Week
explain their
role in the
utilization of
objects.
He should
explain the
instances access
and now it is
done.
Examples
should be given
by it.
The teacher
should explain
methods and the
procedure for
creating it.
The teacher
should explain
with a sample
program.
System.
General Objectives 8.0: Know how to create and manipulate Data files.
Specific Learning
Outcomes
Writing Material,
8.1 Describe the
The teacher
Magnetic Writing
different types of
should explain
Board, Computer
Data files e.g.
data files, the
Systems, Printers,
sequential, random,
sequential and
Binary.
purpose of each Multimedia Projector
System
8.2 Explain how to
type.
create the file types.
The teacher
8.3 Explain how to read
should explain,
and write to the file
demonstrate
type mentioned
how to create
above.
data file.
simple program.
netwrork.

Outcomes
activities
8.1 Demonstrate
Teacher
the creation
should explain
and
and write
manipulation
program to
of data file
demonstrate
with a sample
how to read
program.
and write a
file.
Resources
Computer sets
with integrated
development
environment
packages.
68
8.4 Demonstrate 8.1

8.3 above with a
Sample program.
The teacher
should also
explain and
write program
to demonstrate
how to read and
write a file.
The teacher
should explain
and give
procedural steps
for creating,
linking a
database using
codes, data
control and data
environment.
The teacher
should
demonstrate and
explain the
importance of
SQL in database
access.
69
Week
General Objective 9.0: Understand database management concept in OO BASIC.

Specific Learning
Outcomes
Outcomes
activities
Writing Material,
9.1 Explain database.
The teacher
Magnetic Writing
9.2 Describe the
should explain
Board, Computer
procedure for
data skills.
Systems, Printers,
creating a database.
The teacher
9.3 Describe the
should explain
System
different ways of
and give
accessing a database
procedural steps
e.g. codes, data
for creating,
control, and data
linking a
environment.
database using
codes, data
9.4 Describe how to
control and data
perform the
environment.
following
The teacher
operations: adding,
should
editing, updating,
demonstrate and
deleting and
explain the
searching.
importance of
9.4 Explain the
SQL in database
relevance of structure
access.
query language
(SQL ).
Resources
70
Week
10
Week
11
General Objective 10.0: Know to design report format.

Specific Learning
Outcomes
Writing Material,
10.1 Explain how to
The teacher
Magnetic Writing
design a report
should explain
format using data
and demonstrate Board, Computer
report object.
Systems, Printers,
with example
10.2 Describe how to
how to create
retrieve output
and use a report System
using the format in
format.
10.1 above.
10.3 Demonstrate 10.1
above with a sample
data.
General Objective 11.0: Understand different Dialogue boxes
Specific Learning
Outcomes
Writing Material,
11.1 State the different
They should
Magnetic Writing
Dialogue boxes
explain and
Board, Computer
available e.g
demonstrate
Systems, Printers,
message box, input
with example
box file/open
the available
System
dialogue box
custom control
file/save Dialogue
and their uses.
Box, File/print
The teacher
Dialogue Box e.t.c.
should revise
11.2 Write a program to
the course
demonstrate the use
content.
of 13.1 above.
The teacher
should complete
revision.

Outcomes
activities
Resources

Outcomes
activities
11.1 Write a
Assess the
program to
students
demonstrate
programs.
the use of
different
types of
dialogue
boxes.
Resources
Computer sets
with integrated
development
environment
packages.
Competency: The student should be able to design and develop an application software using object oriented basic language.
Reference: Mastering Visual Basic 6.0 by Evangelous Petroulsos
71
ELECTRICAL/ELECTRONIC ENGINEERING COURSES
72
ELECTRICAL ENGINEERING SCIENCE

Course: ELECTRICAL ENGINEERING SCIENCE
Course Code: EEC 115
Contact Hours: 1 0 2 Hrs/Wk
Course Specification: Practical Content
General Objective 1.0: Understand the concept of electric
General Objective 1.0: Perform experiments on d.c
current flow.
circuits to understand electrical quantities
Specific Learning
Teacher
Resources
Specific Learning
Learning
Teacher
Week
Outcome:
Activities
Outcome:
Activities
Chalk Board,
1.1 Perform
Resistors,
1.1 Define an atom.
Draw atomic
Teachers
Chalk,
experiment
1.2 Explain the structure and
structure
should ensure capacitor,
on a single
composition of an atom
to explain to the recommended
that necessary voltmenter
Textbook, Charts,
loop d.c
ohmmeter, cable
student
precautions
circuit with
emf sources,
its composition. writing materials,
conductors, insulators
are taken
calculator.
variable e.m.f
thermometer,
and semiconductors.
Explain the
during the
practical
1.4 Explain the concepts of
electron
experiment.
notebook,
current and electron
mobility
practical manual.
flow.
Draw the atomic
structure to
1.5 Define electric current,
potential difference
explain the
electromotive force
unique
(e.m.f) and resistance,
differences in
1-2
state their units and
their structure.
symbols.
Explain with the
1.6 State multiples and subaid of
multiples of Electric
diagrams how
quantities; (e.g.
the current &
Mega 106, kilo- 103, etc)
electron flow.
Write down the
formulae and
symbols for
current
flow, p.d. or
e.m.f.,
resistance.
Explain them to
73
the students.
Explain
quantities of
electricity and
their units.
Week
3-4
General Objective 2.0: Understand simple dc circuits

Specific Learning
Teacher Activities Resources
Outcome:
Chalk Board,
2.1 Define d.c. current.
State the
Chalk, remember
2.2 State the analogy
definition of
Textbook, Charts,
between current flow
current.
writing materials,
and water flow.
Explain how
calculator.
2.3 Describe basic d.c.
flow of
circuits
current is
.2.4 Explain Ohm's law.
similar to the
2.5 Solve problems using
flow of water.
Ohm's law.
Draw the
2.6 Define resistively and
basic d.c
conductivity of a
circuit with
conductor.
source.
2.7 State the relationship
Explain the
between resistance of
flow of
a conductor, its
current.
resistively, length and
Use diagrams
area.
to explain
Ohms law.
series and parallel
Give some
circuits.
circuit with
2.9 Solve problems
resistive
involving resistively
components.
and conductivity
Verify Ohms
2.10 Deduce the equivalent
laws.
resistance of series
Explain how
and parallel circuits.
to obtain
2.11 Explain Kirchoff's
resistively and
Specific Learning Teacher Activities

Objectives
2.1 Verify Ohms
Teachers
law.
should ensure
2.2 Carry out
necessary
experiments
precautions
on series and
are taken
parallel
during the
experiments.
circuits.
2.3 Verify
Kirchoffs
law with d.c
circuits.
2.4 Verify
superposition
principles.
2.5 Determine by
experiment
the
temperature
coefficient
of resistance.
2.6 Verify by
experiment
the heating
effect.
Resources
Resistor,
capacitor,
voltmeter,
ammeter,
ohmmeter, cable
emf sources,
thermometer,
practical
notebook,
practical manual.
74
laws.
2.12 Explain the
Superposition
principles.
2.13 Solve problems
involving series and

parallel circuits
using Kirchoff's
laws and
superposition
principles.
2.13 Define temperature

coefficient
of resistance.
2.15 Use the expression for
resistance at
temperature Tk
and to calculate
change in resistance.
2.16 See from 2.17 the
change in resistance
due to change in
temperature.
2.17 Solve problems
involving effect of
temperature on
resistance.
conductivity
from the
formula R
=1/a.
Explain how
to obtain
resistivity
from the
formula R
=1/a.
Draw the
circuit
diagrams for
series and
parallel
connections.
Explain the
differences
between the
Kirchoff's
laws and
superposition
principles.
Give
examples.
Explain the
relationship
between the
temperature
and resistance
of a wire.
Show how to
calculate a
change in
resistance
when the temp
75
changes.
Explain why
there is a
temperature
change when
the current
flows through
a wire.
Show a
typical graph
of resistance
against
temperature.
Solve
problems.
General Objective 3.0: Understand various types of energy and their inter-relationships
Specific Learning
Teacher
Resources
Specific Learning
Outcome:
Activities
Outcome:
Recommended
3.1 Perform
3.1 Explain various types of
Explain the
energy.
textbooks,
experiment
sources of
to determine
3.2 Explain the relationship
various energy chalkboard,
writing
materials,
the
d.c
between electrical,
generations.
calculator, and
power.
mechanical and
Show how
chalk.
3.3 Verify
thermal energy.
they are
3.3 State S.I units of various
Joules
related to
law
types of energy in 3.2
electrical
3.4 Perform
3.4 State Joule's law.
energy.
experiment on
3.5 Solve problems
Explain their
charging and
involving Joule's law.
units.
discharging of
Solve
a capacitor.
problems.
Week
5-6
Teacher
Activities
Teachers
should ensure
necessary
precautions
are taken
during the
experiment.
Learning
Resistors,
capacitor,
voltmeter,
ammeter,
ohmmeter, cable
emf source,
thermometer,
practical
notebook,
practical manual.
76
Week
7-8
General Objective 4.0: Understand the concept of electrostatics, electric charge and capacitance of capacitors.
Specific Learning
Teacher
Resources
Specific Learning
Learning
Teacher
Outcome:
Activities
Outcome:
Activities
4.1 Explain electric charge.
Recommended
4.1 Perform
Explain
Teach the
4.2 State its unit.
textbooks,
experiment
sources of
students how
4.3 State Coulomb's law.
chalkboard,
on charging
electric
to perform the
4.4 Solve problems
writing materials,
and
charges and
experiments
involving coulomb's
calculator, and
discharging
electrostatic
with minimum
law.
chalk.
of a
charges.
error.
4.5 Define electric field
capacitor.
Explain the
strength, electric flux
mathematical
density, permittivity,
formula for
and relative
the electric
permittivity, and field
charge,
intensity, potential and
electrostatic
electric flux.
charges.
4.6 Solve problems
Treat energy
involving the terms in
store in
4.5.
capacitor.
4.7 Define capacitance.
4.8 Derive an expression
for the capacitance of
parallel plate
capacitors in terms of
area, the distance
between plates and
permittivity of the
dielectric.
parallel plate
capacitors in terms of
area, the distance
between plates and
permittivity of the
dielectric.
77

a capacitor with
composite dielectrics
for the voltage
distribution between
series connected
capacitors.
4.12 Deduce an expression
for the equivalent
capacitance for
capacitors connected
in series and in
parallel.
for the energy stored in
a capacitor
4.14 Solve problems
involving
4.8 to 4.12
General Objective: 5.0 State the general concept of magnetism and magnetic circuits.
Week
Specific Learning
Outcome:
5.1 Define magnetic
flux, magnetic
flux density
magnetic motive
force, magnetic
field strength,
reluctance,
permeability of
free space
(magnetic
constants),
Teacher
Resources
Activities
State the
Magnetic
general
Writing Board,
concept of
textbooks, coil
magnetism
of conductor,
and
magnetic
electromagnet
materials,
ism
magnet,
Calculator,
The teacher is
writing
to derive
materials.
formulae for
field strength
Specific Learning
Outcome:
Teacher
Activities
Ask students
to perform the
experiments
with minimum
error.
Resources
78
5.2
5.3
5.4
5.5
5.6
Week
11-12
relative
permeability.
State the symbols,
units and
relationships
of terms in 5.1
Draw the electrical
equivalent of a
magnetic circuit, with
or without air-gap.
State analogies
between electrical
and magnetic circuits
Solve simple
magnetic circuit
problems
Distinguish between
soft and hard
magnetic materials.
force etc.
Show
analogies
between
electrical and
magnetic
circuits.
Solve
problems in
the class.
General Objective: 6.0 Understand the concept of electromagnetism and electromagnetic induction.
Specific Learning
Teacher
Resources
Specific Learning Teacher
Outcome:
Activities
Outcome:
Activities
6.1 Explain the magnetic
6.1 Verify by
The teacher to Chalk Board,
Conduct the
experiment
affect of electric current
textbooks,
coil
of
experiments
show right
6.2 Draw magnetic fields
faraday's law
hand rule and conductor,
with students.
of electro
around straight
magnetic
explain the
Arrange the
conductors, adjacent
materials, magnet,
magnetic
concept of
practical
parallel conductors and
and Calculator
induction.
electric field
session in such
writing materials. 6.2 Perform
solenoids.
and
a way that
electromagnetic
6.3 Explain the force on a
experiment
students
Induction.
current carrying
on Lenz's
participate
conductor in a
law of
actively in it
electro
magnetic field.
magnetic
6.5 State the direction of
the force in 6.4.
induction.
Resources
79
6.6 Derive the expression

for the magnitude of
the force in 6.4
(i.e. F = BIL Newton).
electromagnetic
induction.
6.7 State Faraday's Laws of
electromagnetic
induction.
6.8 State Lenz's law of
Electromagnetic
induction.
6.8 Derive the
expressions for
magnitude of e.m.f
induced in
a conductor or a coil.
6.10 Solve problems
involving 6.6
to 6.10 above.
6.11 State the applications
of electromagnetic
induction.
Week
13
General Objective: 7.0 Understand the concept of inductance and its applications
Specific Learning
Teachers
Resources
Outcome:
Activities
Outcome:
Activities
7.1 Define self and mutual
Recommended
7.1
Determine
by
Explain
Conduct the
inductance.
textbooks, writing
experiment
mutual
experiments
7.2 State the symbols and
materials,
the
inductance
with students.
units of the terms in
chalkboard, chalk,
inductance of
and how to
Arrange the
a coil.
3.1 above.
and calculator.
calculate
practical
7.3 State the expression
7.2 Determine by
various
session in
Resources
Basic Electricity,
Measurement and
Instrumentation
Laboratory,
Inductors, Power
Supply Unit.
80
for the equivalent

inductance of
inductances
connected in series and
in parallel.
7.4 State the expression for
the induced voltage
across an inductor.
7.5 State the expression for
inductance in coupled
coils connected in series
aiding or opposing.
for energy stored in an
inductor.
7.7 Solve problem involving
3.3 to 3.6.
7.8 Describe using suitable
diagram, the operation
of the induction coiled
in a car ignition
system.
Week
14 -15
parameters.
Show with
examples how
energy stored
is.
experiment
energy lost in an
inductor.
such a way
that students
participate
actively in it.
General Objective: 8.0 Understand the fundamentals of a.c. theory.

Specific Learning
Teachers
Resources
Outcome:
Activities
Outcome:
Activities
Recommended
8.1 Demonstrate
8.1 Describe the
The teacher
Show the
production of an
by
should explain textbooks, writing
students the
alternating e.m.f. by a
materials,
experiment
in detail the
necessary
chalkboard, chalk,
the
rotating coil in a
theory of
precautions to
magnetic field.
and
calculator.
relationship
alternating
be taken
between the
8.2 Sketch a.c. waveforms
current and
during the
both to scale and not to
following:
voltage.
experiment.
scale.
Frequency
Solve
Provide well
8.3 Define r.m.s,
period and
problems on
developed
instantaneous, average,
amplitude
of
a.c circuits.
practical
Resources
Basic Electricity,
Measurement and
Instrumentation
Laboratory,
Resistors,
Inductors,
Capacitors, Ac
circuits, Practical
manual and
Notebooks.
81
and peak values,

period, and frequency
of an a.c. waveform.
8.4 State relationship
between instantaneous,
and peak values of a
sinusoidal wave.
8.5 Solve problems
involving 4.2. to 4.4
8.6 Solve problems
graphically on a.c
circuits with different
combinations of
resistance, inductance
and capacitance.
series and parallel
resonance.
8.8 Explain phase lag or
phase lead as applied to
a.c. circuits.
8.9 Explain the difference
between single-phase
and three-phase supply.
8.10 State advantages and
disadvantages of three
phase supply over
single phase supply.
sinusoidal
wave.
8.2 Determine by
experiment
the Q factor
of circuit
containing R,
L, and C in
Series
Parallel
manuals for
the
experiments.
Competency: The students should be able to identify basic electrical and electronic components and their applications in electrical, magnetic and
electromagnetic circuits.
Assessment: Course work 20%, course tests 20 %, Practical 20%, Examination 40%
Reference:
Electrical Technology by Hughes
82
DIGITAL ELECTRONICS
PROGRAMME:
NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHNOLOGY
Course: DIGITAL ELECTRONICS

Course Code EEE 437
Course specification: Theoretical Content
Week
Specific Learning Outcome Teachers Activities
Course specification: Practical Content

Resources
Specific Learning
Outcome
General Objective 1.0 Understand the concept of data and information presentation digital system.
Writing materials,
1.1 Define digits of a
Discuss with the students
number.
the advantages and
lecturer notes,
1.2 Explain the base of a
disadvantages of
recommended
number.
various number
textbooks, magnetic
writing board and
1.3 List the number of digits
systems.
of figures available in
Explain the application of
calculator.
various number
various binary-based
systems:codes listed in 1.9.
Base 10
Ask students to solve
Base 8
problems on number
Base 2
systems.
Base 16
1.4 Outline the significance
of weighting of digits in
a number system.
1.5 Convert other number
systems to decimal and
vice-versa.
1.6 Explain why binary
number system is used in
digital system.
1.7 State the special
relationship
between binary, octal and
hexa- decimal.
Contact Hour:1-0- 2Hrs/Week

Teachers
Activities
Resources
83
1.8 Explain the advantages of

octal and hexa- decimal
over the binary data.
1.9 Describe the various
binary based
codes:i.
BCD code
ii. Excess-3
code;
iii. Gray codes;
iv. ASC II
code;
v.
Seven
segment
display
code.
1.10 Perform exercise in
problems
involving the conversion
from one
number system to
another.
General Objective 2.0 Understand the different codes used in digital systems.
Week Specific Learning Outcome
Teachers Activities
Resources
2.1 Explain the following
binary
operations; addition;
subtraction,
multiplication, and
division.
2.2 Explain signed Dinary
number system.
between the
representation of positive
Discuss the merits and

demerit of various
binary number systems
problem on involving
number system.
Writing materials,
Lecture notes,
recommended
textbooks, magnetic
writing board, calculator
Specific Learning
Outcome
2.1 Demonstrate
practically
the binary
operations.
Teachers
Activities
Demonstrate
the
experiments
to the students
with proper
guidance.
Resources
Digital circuit
trainers,
electronic
counters,
electronic
registers, A/D
and D/A
converters,
practical
notebook/
logbooks,
84
practical
manuals
and negative numbers.

2.4 Define Ns complement
where N is any number.
2.5 Perform addition and
subtraction using 1s
complement.
2.6 Explain the limitation of 1s
complement.
2.7 Explain 2s complement.
2.8 Perform addition and
subtraction using 2s
complement.
2.9 Identify fixed point and
floating point numbers.
2.10 Explain the mantissa and
characteristics of a
floating-point number.
General Objective 3.0 Understand basic digital logic functions.
Teachers Activities
3.1 Explain how YES/NO,
TRUE/FALSE, ON/OFF
can be coded by 1 and 0
3.2 Draw logic gate symbols to
represent AND, OR and
NOT.
3.3 Explain the operation of

AND, OR and NOT using
true table and logic gates.
positive and negative logic.
3.5 Realize AND, OR,
NOT gates using:
Diode Resistor Logic (DRL).

problems on logical
operation using
timetable and logic
gates.
Discuss the
advantages and
disadvantages of
diode resistor logic,
diode transistor logic,
transistor-transistor
logic and resistor
transistor logic.
Resources
Specific Learning
Outcome
Teachers
Activities
Resources
Writing materials,
lecture notes,
recommended textbooks,
magnetic writing board,
and calculator.
85
Diode Transistor Logic

(DTL).
Transistors Transistor Logic

(TTL).
Resistor Transistor Logic

(RTL).
3.7 Explain the basic differences
between:
Open collector output.
Tempoles output.
Three state output structure

of TTL circuits.
Fan in and fan not

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

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

assignments
involving the design
of simple
combinational logic
circuits to students.
Discuss the practical
applications of
combinational logic
Solve problems
involving the design
of simple
combinational logic
circuits using basic
logic gates.
Resources
Writing materials,
drawing materials
lecture notes.

Outcome
Activities
4.1 Demonstrate
Demonstrate
practically the
the
logic operations
experiments
of AND, OR,
to the students
NOT using:
with proper
i. Logic gates;
guidance.
ii. Discrete
elements
Resources
Digital circuit
trainers,
electronic
counters,
electronic
registers, A/D
and D/A
converters,
practical
notebook/logbo
oks, practical
manuals
86
General Objective 5.0 Understand the various methods of minimization required to simplify digital combinational circuit.
Teachers Activities
Resources
Outcome
Activities
5.1 State the following Boolean
Writing materials,
Give students
Algebra theorems:
assignment on
Commutative;
duality of switching. magnetic writing board,
lecture notes.
Associative;
Discuss set theory

with the students as it
Distributive law;
applies to digital
Absorptions law;
circuits.
Double negation;
De Morgans Law.
problems involving
5.2 Reduce a given Boolean
minimization
equation, having up to four
producers.
variables to its simplest form.
5.3 Sketch logic diagram that
implement the simplified
logic expression in 5.5 above
using AND, OR and NOT.
5.4 Implement the circuit of 5.6
above using gates:
NAND
NOR
5.5 Explain the principles
underlining the quality of
switching function.
5.6 Use duality of a switching
function to prove identities.
5.7 Explain the complement of a
function.
5.8 Solve problems by finding the
complement of various
functions using dualitymethod.
5.9 Explain Venns diagram
5.10 Use the Venns diagram to
explain:
Resources
87
Union of a set;
Intersection of a set;
Universal sets;
Complement of a set.
5.11 Apply Venns diagram to
simplify Boolean
expression.
Karnaugh map.
5.13 Draw Karnaughs map for
two, and three and four
variables.
5.14 State the advantages of
Karnaughs map techniques
for simplification of Boolean
algebra.
minimization procedures.
General Objective 6.0 Understand the basic principles of bistable elements.
Teachers Activities
Resources
6.1 Describe the operation of the
following bistable elements:RS flip-flop;
Clocked RS flip- flop;
D-flip, T-flip-flop (Toggle
flip-flop), J.K. flip flop.
6.2 Explain the function of
present and clear of the
bistable element.
6.3 Describe some specific I.C
bistables elements e.g.:SN 7474
SN 7476
Discuss the practical

application of
bistable elements
listed in 6.1
Writing materials,
lecture notes.
Specific Learning
Outcome
6.1Demonstrate
practically the
operations of
combinational
logic functions.
Teachers
Activities
Demonstrate
the
experiments
to the students
with proper
guidance.
Resources
Digital circuit
trainers,
electronic
counters,
electronic
registers, A/D
and D/A
converters,
practical
notebook/logbo
oks, practical
manuals
88
General Objective 7.0 Under stand the principles of operation, construction and application of electronic registers.
Teachers Activities
Resources
Specific Learning
Outcome
7.1 Explain the term Electronic
Solve problems
Register
involving registers.
7.2 Distinguish between parallel
and shift registers
7.3 Explain the principles of
operations and construction
of the following
types of registers
i. Serial In, seial out
ii. Serial in, parallel out
iii. Parallel in, serial out
iv. Parallel in, parallel out
7.4 Explain the construction of a
shift register, using masterslave flip-flops.
7.5 Explain the construction of
psendo-random sequence
generator, using shift
registers.
7.6 State the practical
applications of registers.
General Objective: 8.0 Know the Construction of digital- analogue (D/A) and analogue-digital (A/D) Converters.
Teachers Activities
Resources
Specific Learning
Outcome
8.1 Define D/A and A/D
Writing materials,
8.1 Perform
Explain the basic

converters.
experiments to
lecture
notes,
magnetic
elements of D/A and
8.2 Explain the construction and
writing board,
illustrate the
A/D converters.
operation of a D/A
principle of
Ask students to solve calculator,

recommended textbooks.
operation of
converter,
problems involving
using:counters in:
A/D and D/A
Weighted resistor;
i. Decade counters
converters.
Resister ladder network
ii. BCD counters.
Teachers
Activities
Resources
Teachers
Activities
Resources
89
iii. Module 3
difficulties in producing a:
counters.
iv. Module NWeighted resistor D/A
converter;
counters.
Resistor ladder network
v. Reversible
D/A converter.
counters.
8.4 Describe the characteristics,
vi. Ring counters
error sources and
8.2 Demonstrate
specification of a D/A
practically the
Converter.
operations of
8.5 Explain the construction and
D/A
operation of A/D converter
and A/D
using:converters.
i. parallel comparator method;
ii. Single-ramp method.
8.6 State the merit and demerit
of the A/D converters in 8.5
above.
8.7 Explain A/D conversion
specifications e.g.:Quantization error.
Resolution;
Linearity;
Conversion time etc.
applications of A/D and D/A
Converters.
A/D and D/A converters.
Competency: The student should be able to construct and apply digital circuitries in a simple Mechatronics circuits.
Reference: Digital Systems and Principle of Applications Roland T. Tocci
90
MECHANICAL ENGINEERING TECHNOLOGY COURSES
91
MECHANICAL WORKSHOP TECHNOLOGY & PRACTICE

COURSE: MECHANICAL WORKSHOP TECHNOLOGY COURSE CODE: MCE 111
CONTACT Hours: 0-0-4Hrs/Wk
AND PRACTICE
Practical Content
General Objective: 1.0 Know safety precautions.
General Objective: 1.0 Use safety equipment.
WEEK Specific Learning Objective
12
1.1 State safety

Precautions.
1.2 Explain protective
Wears.
1.3 List all safety rules
and regulation.
Teachers Activities
Explain in details
safety rules and
regulations in
workshop
practice.
Learning
Resources
Chalkboard,
textbooks,
Safety posters

Teachers Activities
Learning
Resources
Specific Learning Objective

1.1 Observe safety
precautions
1.2 Operate safety
equipment e.g. fire
extinguishers, safety
water hose etc.
1.3 Use of protective wears
1.4 Observe all safety rules
and regulations
Teachers Activities
Learning
Resources
Fire
extinguisher
Water hoses
Sand buckets,
Overalls, safety
boots, goggles,
hand gloves, etc.
Demonstrate
activities 1.1 to
1.4 for the
students to learn
and ask them to
carry out all the
activities.
Assess students
knowledge of
safety
precautions
General Objective: 2.0 use simple measuring and testing
instruments.
Specific Learning Objective Teachers Activities Learning
Resources
2.1 Perform simple
Demonstrate
Micrometers
activities 2.1 to External and
measuring exercises
using steel rules, vernier
2.3 for the
internal Vernier
calipers and micrometer.
students to learn calipers, Steel
2.2 Use dial indicators to
and ask them to rule, test
set up jobs on the lathe
carry out all the mandrel/test
roundness testing etc.
activities.
bars,
2.3 Carry out exercises
070 x 300mm
long dial
involving flatness
indicator with
squareness.
stand etc.
92

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

Teachers Activities
Learning
Resources
General Objective: 4.0 Drilling and reaming operations.

4.1 Discuss the nomenclature
of a twist drill.
4.2 Discuss the formulae for
calculation of speed of
various sizes of drills:
N = (v x 1000)/ (1 x d)
Where N = no.
of rev/min
d = diameter of drill
V = cutting
Speed in mms-1
Teachers Activities
Explain in
details the
features and
processes of
drilling and
reaming
operations.
Guide the
students to
calculate the
speed of various
sizes of drills.
Learning
Resources
Recommended
textbooks.
Lecture notes,
Chalkboard,
Chalk, Duster
etc..
Teachers Activities
Learning
Resources
3.1 Use marking-out tools on Demonstrate
Work bench
the bench correctly.
activities 3.1 to Bench vice
3.2 Produce simple objects
3.3 for the
Hammers
using bench/hand tools
students to learn Set of drills
such as files, chisels,
and ask them to Steel rule
scrappers, saws etc.
carry out all the Scribers
3.3 Maintain files, dividers,
activities.
Scribing blocks
saws gauges try squares,
Inside and
bevel edge square etc.
outside caliper
Surface plate
etc.
General Objective: 4.0 Demonstrate skills in drilling and reaming
Teachers Activities
4.1 Operate different types of

drilling machines.
4.2 Carry out operations such
as counter-boring and
cou8nter-sincking.
4.3 Grind drill bits
accurately.
4.4 Select correct drilling
speeds.
4.5 Carryout reaming
operations on the bench
on drilling/lathe.
4.6 Select correct speeds for
reaming small and large
holes.
Demonstrate
activities 4.1 to
4.6 for the
students to learn
and ask them to
carry out all the
activities.
Learning
Resources
Radial drilling
machine,
Bench drilling
machine, Pillar
drilling
machine,
Column type
drilling
machine, Hand
reamers,
Machine
reamers, Tap
wrench, Jacobs
Churk and key,
Medium size
Lathe and
reduction sleeves.
93
General Objective: 5.0 Know various tapping and metal joining

operations.
Teachers Activities
Learning
Resources
5.1 State the correct
Explain in details Recommended

tapping drill size
textbook,
the principles
5.2 Explain how to select
Lecture notes,
of tapping and
correct taps
Chalkboard,
metal joining
5.3 Explain the processes
Chalk ,Duster,
operations.
of fabrication of metal
etc.
Guide the
container by knock-up
students to
joining.
calculate the
5.4 Explain soft soldering
tapping drill size
process.
for v-threads.
General Objective: 6.0 Know various welding operations.

6.1 List various welding
operations.
6.2 Explain the operations
listed in 6.1 above.
Teachers Activities
Explain in
details the
various welding
operations e.g.
Arc Welding,
Gas Welding etc.
Learning
Resources
Chalkboard,
Chalk, Lecture
notes etc.
General Objective: 5.0 Demonstrate skills in tapping and metal

joining operations.
Resources
- Taps and
5.1 Select correct tapping
Demonstrate
drill size.
activities 5.1 to wrenches
- Drill churk and
5.2 Select correct taps
5.6 for the
5.3 Carry out tapping
students to learn key
operation (i) on the
and ask them to - Lathe
work bench (ii) on
carry out all the machine
- medium size
drilling machine (iii)
activities.
- Bench drilling
on lathe
machine
5.4 Fabricate metal
- Pillar drilling
container by Knock-up
joining
machine
5.5 Join metals by the
- Cutting fluid
grooving technique
or
5.6 Carry out soft soldering.
lubricants
General Objective: 6.0 Cut and join metals by gas welding.
Teachers Activities
6.1 Assemble OXY

Acetylene welding plant.
6.2 Select various welding
regulators, clips blow
pipe and nozzles.
6.3 Perform gas welding
techniques and cut by
techniques.
Demonstrate
activities 6.1 to
6.3 for the
students to learn
and ask them to
carryout all the
activities.
Learning
Resources
OXY-acetylene
gas welding set,
Manual rolling
machine,
Guillotine shear,
Assorted cutting
snips, Bending
machine.
94

Teachers Activities
Learning
Resources
Teachers Activities
Learning
Resources
General Objective:
General Objective 9.0: Know the various wood working tools and
their operations.
Teachers Activities
Learning
Resources
9.1 State and explain the
Explain in details
Recommended
applications of the
the features and
textbook,
following:operations of
Lecture notes,
Geometric/ marking out tools
various wood
Chalkboard,
General Objective: 7.0 Demonstrate skills in arc welding

operations.
Resources
Electric arch
7.1 Regulate current and
Demonstrate
determine polarity for
activities 7.1 to welding
machine and its
metal arc welding.
7.4 for the
7.2 Determine polarity and
students to learn accessories.
select current..
and ask them to
7.3 Select prepare metal
carry out all the
edges for various
activities.
thickness and techniques
welding.
7.4 Perform various arc
welding by up and down
operations.
General Objective: 8.0 Employ various techniques for controlling
distortion in welding operations.
Resources
8. 1 Apply correctly the stop
Electric arc
Demonstrate
back and skip method of
activities 8.1 to welding
controlling distortion.
machine, OXY8.2 for the
8.2 Apply pre and post
students to learn acetylene
heating technique.
and ask them to welding plant
carry out all the etc.
activities.
General Objective 9.0: Demonstrate skills in the use of various
wood working tools.
Specific Learning Outcome Teachers Activities Learning
Resources
9.1 Carry out the applications
Try square
Demonstrate
using the following:activities 9.1 to Dividers,
Geometric/ marking out
Gauges
9.4 for the
Tools e.g. try square,
students to learn Jack plane,
95
e.g. try square, divider and

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

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

carry out all the
activities.
Smooth plane
Try plane, Panel
saws
Chisels, Knives
Boring tools
Hammers,
Mallets
Oil stone,
Bench/table
grinder, Oil can
Portable saw
Portable planner
Portable drill
Portable sander
Jig saw
General Objective 10.0: Demonstrate skills in simple operations on

plastics.
Specific Learning Outcome Teachers Activities Resources
10.1 Identify various types of
Set of drills,
Demonstrate
plastic groups such as
activities 10.1to Wood lathe,
thermo-setting and
HSS cutting
10.4 for the
thermo-plastic.
students to learn tools,
10.2 Use conventional metal
and ask them to Adhesives, etc.
cutting tools to perform
carry out all the
operations on each type
activities.
96
ASSESSMENT PROFILE:
Course Work = 20%
Practical
= 20%
Test and quizzes = 20%
Semester Examination = 40%
in 10.1.
Assess the
10..3 Carry out joining
students
operations using plastics
practical works
in 10.1.
and reports.
10.4 Review previous
activities
and assess students.
COMPETENCY:
RECOMMENDED TEXT BOOK:
Students exposed to these activities should be able Chapman, Workshop Technology
to weld, fabricate and do simple machining works.
(Vols. 1-3) Edward Arnold, London.
97
TECHNICAL DRAWING
COURSE: TECHNICAL DRAWING
COURSE CODE: MEC 102
CONTACT HOURS: 0-0-4 Hrs/Wk
General Objective 1.0: Know different drawing instruments, equipment and materials used in technical drawing.
Specific Learning
Teacher Activities
Resources
Outcome
Outcome
Present the
1
1.1 Identify the different
Black board
students all drawing ruler (1m)
types of drawing
instruments:
instruments, equipment
Black board
a. Drawing set
and materials.
Tee-Square
1.2 Outline the uses of the
b. T-Square
Black board
c. Drawing board
various instruments,
compass
d. Set squares
equipment and
Blackboard
materials.
e. Types of pencils
protector
1.3 State the precautions
(H to B)
Adjustable setnecessary to preserve
f. Show to
square
items 1.1 above.
demonstrate and
60 set square
1.4 Use each of the items in explain the uses of
45 set square
1.1 above.
all of the above.
French curve set
1.5 Maintain the various
Templates
instruments and
Duster
equipment.
Chalk
Complete
drawing table
98
Week
2-3
General Objective 2.0: Know Graphical Communication

Specific Learning
Outcome
Black board ruler
2.1 Explain graphics and
Ask the
(1m)
the different types of
students to
Black board
graphic present
illustrate in a
Tee-Square
2.2 Illustrate the various
drawing the
convention present in
various types of Black board
compass
graphical productions
lines based on
Blackboard
of construction lines,
BS 308 1972
protector
finished lines, hidden
Part 2. and
Adjustable setand overhead details
assess.
square
projections, centre
Ask the
60 set square
lines, break lines,
students to set
dimensioning of plane,
drawing area on 45 set square
elevation and sections of
A1 paper with a French curve set
objects.
Templates
title block and
2.3 Layout of drawing
Duster
the boarder
sheets with the
lines and assess. Chalk
following
Ask students to Complete

(a) Margins
drawing table
illustrate
(b) Title block etc.
Black board ruler
technical
2.4 State the various
(1m)
lettering in
standards of drawing
Black board
capital and
sheets.
Tee-Square
small letters,
2.5 Print letters and figures
using, free hand Black board
of various forms and
and using letter compass
characters.
Blackboard
stencils and
2.6 Illustrate conventional
protector
assess.
signs, symbols and
Ask students to Adjustable setappropriate lettering

square
identify the
characters.
various standard 60 set square
45 set square
sheets Ao -A4
French curve set
and assess
Templates
Ask students
Duster
to draw
Specific Learning
Outcome
Teacher Activities
Resources
99
Week
4
conventional
Chalk
signs and
Complete
symbols and
drawing table
assess.
General Objective: 3.0 Know the construction of simple geometrical figures and shapes.
Specific Learning
Specific Learning
Outcome
Outcome
3.1 Explain the purpose of
Ask students to Black board ruler

(1m)
geometrical
illustrate the
Black board
construction in drawing
construction of
Tee-Square
parallel.
simple
Black board
3.2 Construct parallel and
geometrical
compass
perpendicular lines
figures and
Blackboard
3.3 Construct and bisect
shapes and
protector
lines, angles and areas
assess.
3.4 Divide a straight line
Ask students to Adjustable setsquare

into given number of
construct
60 set square
equal parts.
parallel and
45 set square
3.5 Identify polygons
perpendicular
(regular or irregular)
lines and assess. French curve set
3.6 Construct regular
Ask students to Templates

polygons with N sides
Duster
construct and
in a given circle, given
Chalk
bisect lines,
(a) distance across flats
angles and areas Complete
(b) distance across
drawing table
and assess.
corners
Ask students
3.7 Define a circle
to divide a
3.8 Explain the properties
straight line into
of a circle, e.g. radius,
a graph number
diameter, normal,
of equal parts
tangent, circumference
using the
etc.
compasses and
assess.
Ask students
to differentiate
between regular
Teacher Activities
Resources
100
Week
5
and irregular
polygons and
assess.
Ask students to
construct
regular polygon
with N side
and assess.
General Objective 4.0: Know the construction of simple geometrical figures and shapes.
Specific Learning
Specific Learning
Outcome
Outcome
4.1 Carry out simple

(1m)
geometrical
explain the
Black board
constructions on circles
various
Tee-Square
e.g. (a) diameter of a
properties of a
Black board
of a circle of a
circle and
compass
given circumference.
assess..
(b) the circumference
Ask students to Blackboard

to a circle of a given
differentiate the protector
Adjustable setdiameter
different
square
(c) a circle to pass
methods of
60 set square
through 3 points
constructing
45 set square
(d) a circle to pass
ellipses and
French curve set
through 2 points and
assess.
touch a given line
Templates
Ask students
(e) a circle to touch a given
Duster
to construct an
smaller circle and a
ellipse using the Chalk
given line
various methods Complete
(f) tangents to circles at
drawing table
and assess.
various points

(g) an arc of radius tangent
(1m)
explain the
to two lines at an angle
Black board
various
to less than and more
Tee-Square
draughting
than 90.
Black board
techniques and
(h) an area externally
compass
assess.
Teacher Activities
Resources
101
Week
tangent to two circles
Ask students to Blackboard

protector
(i) inscribing and
construct plane
Adjustable setcircumscribing circles
and diagonal
square
4.2 Define an ellipse
scales and
60 set square
4.3 Construct ellipse by
assess.
45 set square
using (a) trammal
French curve set
method (b) concentric
circle method.
Templates
Duster
draughting techniques
Chalk
(a) Projection method
Complete
(b) Measurement method
drawing table
(c) Transposition method.
4.5 Construct plane scales
and diagonal scales,
using appropriate
instruments.
General Objective 5.0: Know Isometric and Oblique Projections.
Specific Learning
Outcome
5.1 Explain isometric and

(1m)
oblique projections.
differentiate
Black board
5.2 Draw a square in
between
Tee-Square
isometric and oblique
Isometric and
Black board
forms.
oblique
5.3 Draw a circle in
projections and compass
Blackboard
Isometric and oblique
assess.
Forms.
Ask students to protector

Adjustable set5.4 Draw an ellipse in
construct a
square
Isometric and oblique
square and
60 set square
forms.
circle in
45 set square
5.5 Draw a polygon with a
isometric and
French curve set
minimum of eight sides
oblique
in Isometric and oblique
projections and Templates
forms.
Duster
assess.
Chalk
Specific Learning
Outcome
Teacher Activities
Resources
102
Ask students to Complete

draw a polygon drawing table
in isometric and
oblique
projections and
assess.
Ask students
to construct and
dimension holes
circles, arcs and
angles in
isometric and
oblique
projection and
label with
appropriate
conventional
symbols and
abbreviations
and assess.
General Objective 6.0: Know single orthographic projections.
Specific Learning
Outcome
(1m)
orthographic
differentiate
projection.
Black board
between first
Tee-Square
6.2 Illustrate the principle
and third angle
planes of projection
Black board
orthographic
compass
(a) Vertical plane
projection and
(b) Horizontal plane .
Blackboard
assess.
6.3 Explain why the first
Ask students to protector

Adjustable setand third angles are
explain the
square
used and the second
vertical and
and fourth angles not
60 set square
horizontal
used.
45 set square
planes in
French curve set
6.4 Project views of threeorthographic
5.6 Dimension holes,
circles, arcs and angles
correctly on isometric
and obliques.
5.7 Use appropriate
convention symbols and
abbreviations.
Week
11 12
Specific Learning
Outcome
Teacher Activities
Resources
103
Templates
projection and
Duster
assess.
Ask students to Chalk

Complete
construct
drawing table
orthographic
projections of
simple objects
in first and third
angle
orthographic
projections and
assess.
General Objective: 7.0 Understand the intersections of regular solids.
Specific Learning
Specific Learning
Outcome
Outcome
7.1 Explain interpretation

or intersections of
(1m)
give examples
solids.
Black board
of intersection
7.2 Draw the lines of
Tee-Square
of solids
intersections of the
Black board
Ask students
following regular solids
compass
to construct:
and planes in both first
Blackboard
Two squareand third angles.

prisms meeting protector
a. Two square-prisms
Adjustable setat right angles
meeting at right
square
a. Two dissimilar
angles.
60 set square
square prisms
45 set square
merely at "
b. Two dissimilar
French curve set
b. Two dissimilar
square prisms
Templates
square prisms
meeting at and angle. meeting 60
Duster
c. Two dissimilar
Chalk
c. An hexagonal
square prisms
Complete
prism meeting a
meeting to an angle
drawing table
square prism
d. A hexagonal prism
d. Two dissimilar
meeting a square
cylinders meeting at
prism at right
an angle
dimensional objects on
to the basic planes of
projection in both first
and third angle to
obtain
(a) the front view or
elevation
(b) the top view or plan.
Week
13 15
Teacher Activities
Resources
104
e.
f.
angles.
Two dissimilar
an angle.
g. Two dissimilar
right angle, their
centres not being in
the same vertical
plane.
e. Two dismal
right angle, then
centres at long in
the same vertical
place.
f. As in 6.2
105
MECHANICAL ENGINEERING SCIENCE

COURSE: MECHANICAL ENGINEERING SCIENCE Course Code: MEC 111
Contact Hours 1-0-2 Hrs/Wk
Course Specification: THEORETICAL CONTENT
PRACTICAL CONTENT
General Objective 1.0: Understand the concept and effect of
General Objective1.0: Demonstrate the concept and effect of forces and
forces and their moments.
their movements.
Week
Specific Learning
Teachers Activities
Resources
Teachers Activities
Resources
Outcome
Drawing
1.1 Define force
Recommended 1.1 Construct parallelogram
Demonstrate
Explain in details
materials/instrume
1.2 Explain how to
of
force.
textbook,
activities 1.1 to
the concept and
nts.
construct
Chalkboard,
1.2 Draw triangle of forces
1.5 for the
effects of forces
parallelogram of
1.3 Draw polygon of forces
students to learn
and their moments. duster, Chalk,
12
force.
Lecture notes,
1.4 Verify Lamis theorem
and ask them to
Guide the students

1.3 Calculate the
etc.
using a force board
carry out all the
to solve problems
resultant of a system
1.5
Verify
the
parallelogram
activities
relating to forces
of two forces
law
of
forces
and its moments.
1.4 State the principle of
Assess students
triangle of force
assignments.
1.5 Resolve forces into
Components.
1.6 Resolve a force into
force and couple
1.7 State the conditions
for the equilibrium of
co-planar forces
1.8 Define moment of a
Force.
1.9 State the principles
of moments.
1.10 Solve problems
related to 2.1 to 2.9
above.
106
Week
3 -4
Week
5- 6
General Objective: 2.0 Understand the effect of Friction and the

law governing it.
Specific Learning
Teachers Activities
Resources
Outcome:
Recommended
2.1 Define friction
Explain in details
textbook,
2.2 State advantages and
the principles and
Chalkboard,
disadvantages of
effects of friction
friction.
duster, Chalk,
and the law
Lecture notes,
2.3 Define coefficient of
governing it.
etc.
Friction.
Guide the students

2.4 Define limiting angle
to solve problems
of friction.
relating to friction.
2.5 Define angle of
Repose.
2.7 Solve problems
related to 3.1 to 3.5.
General Objective 3.0: Understand Linear and Angular motions of
bodies.
Specific Learning
Teachers Activities
Resources
Outcome
Chalk,
3.1 Define displacement,
Explain in details
Chalkboard,
speed, distance,
the concepts of
Duster,
velocity and
linear motion of
Recommended
acceleration.
bodies.
textbooks,
3.2 State units of
Guide the students

Lecture notes,
displacement, speed,
to draw velocity Graph sheets,
distance, velocity and
time graph and
etc.
acceleration.
solve problems
3.3 Derive the relationship
relating to
between displacement,
displacement,
velocity and
velocity and
acceleration.
acceleration.
3.4 Draw velocity time
Assess students
graph.
assignments.
3.5 Add velocities
vector ally.
General Objective 2.0: Determine the effect of Friction.

Teachers Activities
2.1 Determine the co-efficient

of friction by means of an
inclined plane.
Demonstrate
activity 3.1 for
the students to
learn and ask
them to carry out
the activity.
Resources
Specimens of
mosses and
inclined plain setup. Protractor, etc.
Teachers Activities
Resources
107
Week
3.6 Define relative

velocity.
related to 1.1 to 1.6
above.
3.8 Define angular motion
of a body in a circle.
3.9 Derive the relationship
between angular
velocity and
acceleration.
3.10 Draw angular
velocity- time graph.
General Objective4.0: Understand curvilinear motion of bodies.
Specific Learning
Teachers Activities
Resources
Outcome
4.1 Develop the
Chalk,
Explain in details
relationship between
Chalkboard,
the concept of
angular and linear
Duster,
curvilinear motion
motions.
Recommended
of bodies.
4.2 Define circular
textbooks,
Guide students to
motion.
develop expressions Lecture notes,
4.3 Explain centrifugal
etc.
for centripetal and
acceleration and
centrifugal forces
centrifugal force.
and solve problems
4.4 Develop expressions
on them.
for centripetal and
centrifugal forces.
4.5 Give examples of
centrifugal effects e.g.
Planetary motion,
Conical pendulum,
etc.
General Objective 4.0: Determine Curvilinear motion of bodies.

Teachers
Resources
Activities
4.1 Show that centrifugal
Illustrate 4.1 to Practical guide,

force varies with mass,
4.2 and ask the Centrifugal
apparatus.
speed of rotation, and the
students to
Fletchers trolley
distance of the mass from
perform
the centre of rotation using
Weights
experiments.
centrifugal force apparatus.
Assess the
4.2 Verify the equation of
students
motion using Fletchers
reports.
trolley.
108
Week
8-9
Week
10-11
General Objective 5.0: Understand Momentum of Bodies.

Specific Learning
Teachers Activities
Resources
Outcome
5.1 Define Mass and
Describe in details Chalk, Chalkboard,

Duster,
Weight of a body.
the concepts and
5.2 State Newtons Laws
Recommended
principles of
textbooks, Lecture
of motion.
momentum.
5.3 Define Impulse and
Guide the students notes, etc.

Momentum.
to solve problems
5.4 State the Law of
relating to
Conservation of
momentum.
Momentum.
Assess students
5.5 Define Angular
assignments.
Momentum.
5.6 Define Radius of
Gyration.
5.7 Explain Moment of
inertia.
5.8 Solve problems related
to 5.1 to 5.7.
General Objective 6.0: Understand the concept of Work, Energy and
Power
Specific Learning
Teachers Activities
Resources
Outcome
6.1 Define Work, Energy
Chalk, Chalkboard
Explain in details
and Power.
duster,
with the concepts
6.2 State the units of
Recommended
of work, energy,
work, energy and
textbooks, Lecture
torque and power.
power.
notes, etc.
Guide the students

6.3 Develop expressions
Chalk, Blackboard.
to solve problems
for Work, Energy and
on work, energy,
Power.
power and torque.
6.4 Define Torque and
Assess the
work done by
students graded
Torque.
assignments.
General Objective 5.0: Determine Momentum of Bodies.

Specific Learning
Teachers Activities
Resources
Outcome
5.1 Determine moment of
Illustrate activities Recommended
apparatus.
inertia.
5.1 to 5.2 and ask
Fletchers trolley.
5.2 Verify the law of
the students to
conservation of
perform
moment on Fletchers
experiments.
trolley.
Assess the
students reports.
General Objective 6.0: Determine Forces and Torque of a system.

Specific Learning
Outcome
6.1 Determine tractive
force and driving
torque of a system.
6.2 Determine kinetic
energy of rotation.
Teachers Activities
Resources
Demonstrate to the
students the
activities in 6.1 to
6.2 and ask the
students to perform
the experiments.
Assess the
students reports.
109
6.5 Explain Tractive

Force and driving
Torque of a system.
Kinetic Energy and
Potential Energy.
6.7 Explain Kinetic
Energy of rotating
bodies.
6.8 Explain Mechanical
Efficiency in power
transmission.
6.9 Explain power
transmission by flat
belts, spur gearing
and worm gearing.
Week
12-13
General Objective 7.0: Understand General principle of operation of

simple machines.
Specific Learning
Teachers Activities
Resources
Outcome
Chalk, Chalkboard,
7.1 Define simple
Explain in details
Duster,
machine.
the features, types
7.2 Give examples e.g.
Recommended
and principle of
Lever, Pulley, Screw
operation of simple textbooks, Lecture
notes, etc.
Jack, etc.
machines.
7.3 Explain the
Guide the students

operations of 5.2
to derive the
above.
expression for the
7.4 Define
Mechanical
(i) Mechanical
Advantage,
Advantage
Velocity Ratio and
(ii) Velocity Ratio
Efficiency of
(iii) Mechanical
wheel, pulley and
Efficiency
screw jack and
General Objective 7.0: Determine the practical principle of operation of

simple machines
Specific Learning
Teachers Activities
Resources
Outcome
7.1 Determine the velocity
Practical guide,
Demonstrate the
ratio, mechanical
screw jack and pulley
activities in 7.1
advantage and
system.
and 7.2, and ask
mechanical efficiency
the students to
of a screw jack.
perform the
7.2 Determine the velocity
experiments.
ratio and efficiency of
simple pulley system.
110
Week
14-15
7.5 Develop the

solve problems on them.
relationship for
Mechanical
Advantage, Velocity
Ratio and Efficiency
of a wheel, pulley
and screw jack
7.6 Solve simple
problems related to
5.1 to 5.5 above.
General Objective 8.0: Know simple harmonic motion.
Chalk, Blackboard,
8.1 Describe periodic
Explain in details
Duster,
motion
the features and
Recommended
8.2 Describe period,
principles of
textbooks, Lecture
frequency and
Simple Harmonic
notes, etc.
amplitude in simple
Motion (SHM).
harmonic motion.
Guide the students

8.3 Develop
to derive
expressions for 6.3
expression for
above.
period, frequency
8.4 Analyse the motion
and amplitude of
of a simple
SHM and solve
pendulum.
problems on them.
8.5 Solve problems
Assess the
related to the
students
above.
assignments.
ASSESSMENT PROFILE:
Course Work
= 20%
Practical
= 20%
General Objective 8.0: Demonstrate simple harmonic motion.
Simple Pendulum
8.1 Determine
Demonstrate the
experimentally the
activity in 8.1 and
period and frequency
ask the students to
of oscillation of a
carry out
simple harmonic
experiment..
motion.
Assess the
students reports.
COMPETENCY:
Students exposed to these activities should be
able to explain, compute and analyse forces in
Mechanical Systems.
RECOMMENDED TEXTBOOK
Hannah & Hiller, Mechanical
Engineering Science.
111
ENGINEERING MEASUREMENT
COURSE: ENGINEERING MEASUREMENT
Course Code: MEC 212
Contact Hours 3hrs/wk
Practical Content
General Objective 1.0: Know the fundamentals of measurement.
Week Specific Learning Out
Specific Learning Outcome Teachers
Resources
come
Activities
1.1 Describe workshop
Recommended
Explain in
standards of length.
textbooks,
details the
1.2 List the sub-divisions of
charts,
concepts and
1-2
standard of length.
fundamentals of Chalkboard,
chalk, etc.
1.3 Discuss the submeasurement.
divisions in 1.2.
General Objective 2.0: Understand the types and sources of
General Objective 2.0: Identify sources of errors in measurement.
errors.
Week Specific Learning Outcome: Teachers
Resources
Specific Learning
Activities
Outcome
2.1 Describe the types of
Chalk,
2.1 Identify sources of
Explain in
Demonstrate the Comparator, Limit

gauges, steel rule,
errors commonly found in
Chalkboard,
errors in measurement
details the
activity in 2.1
Recommended
such
as
equipment
Dynamometers,
engineering measurement.
types, sources
and ask the
Thermometer, etc.
2.2 Explain sources of errors
textbooks,
errors, operational
and means of
students to
Posters showing
interference, and
in measurement such as
overcoming
identify the
equipment errors,
sources of
installation and ways
sources of error
errors.
errors, etc.
of eliminating them.
3-4
operational interference,
and suggest
and installation.
ways of
2.3 Explain means of overovercoming
coming errors mentioned
them.
in 2.1 above.
Assess students
2.4 Describe drunken thread.
reports.
112
Week
5-7
General Objective 3.0: Understand the constructional details of

simple measuring instruments
Resources
Activities
Chalk
Explain in
Chalkboard,
construction and
details the
Recommended
operation of the following
features,
(a) dynamometer (b)
operations and textbooks, etc.
bourdon tube manometers
principles of
(c) thermometer,
construction of
pyrometer, thermocouple
simple
etc.
measuring
3.2 State the precautions to be
instruments.
observed when using the
Assess the
measuring instruments in
students
3.1 above.
graded
assignments.
direct measurement and
measurement by
comparison
General Objective 3.0: Identify the Constructional details of simple

measuring instruments.
Specific Learning
Outcome
Dynamometer,
.3.1 Identify the following:
Illustrate the
Bourdon tube,
(a) Dynamometer
activities in 3.1
Manometers,
(b) Bourdon tube
to 3.6 and ask
Thermometer,
Manometers
the students to
(c) thermometer,
carry out all the Pyrometer,
Thermocouple, etc
(d) pyrometer,
activities
(e) thermocouple.
observing safety
3.2 Determine forces
precautions.
acting on a cutting tool
using dynamometer.
3.3 Determine the pressure
in a vessel using the
bourdon tube
manometer.
3.4 Determine the
temperature in a
cutting zone using a
thermocouple.
3.5 Determine the speed of
a grinding wheel using
a tachometer.
3.6 Determine the flow of
liquid in an orifice
using a flow meter.
113
General Objective 4.0: Understand the principle of limit gauging.

Week
8-10
Week
11-12
Teachers
Resources
Activities
Recommended
Explain in
calibration.
textbooks,
details the
charts,
4.2 Describe the principles of
concept of
calibrating (i) pressure
Chalkboard,
calibration
chalk, Lecture
gauges (ii) thermometers
and limit
notes, etc.
(iii) flow meters.
gauging.
4.3 State the precautions to be
Illustrate the
observed during
precautions to
calibration of measuring
be observed
instruments.
during
4.4 Define maximum and
calibration.
minimum metal limits.
Assess the
4.5 Describe the limits of
students
gauging.
graded
4.6 State Taylors principle of
assignments.
gauging.
4.7 Give examples of
principle of gauging.
General Objective 5.0: Know strain gauges, load cells and
Piezoelectric devices and their uses.
Teachers
Resources
Activities
5.1 Describe various forms of
Recommended
Explain in
strain gauges for
textbooks,
details the
measuring strains in
charts, lecture
principle of
radial, axial and biaxial
operation and notes,
directions
application of Chalkboard,
5.2 Describe load cells and
strain gauges. chalk, etc,
piezoelectric devices in
Assess the
measurement.
students.
General Objective 4.0: Demonstrate skills in limit gauge

measurement
and design.
Specific Learning
Outcome:
4.1 Calibrate pressure
Demonstrate the Gauge apparatus

and calibration kits
gauges, thermometer,
activities in 4.1
etc.
to 4.5 for
4.2 Demonstrate the
students to learn
precautions to be
and ask the
observed during
students to carry
calibration.
out the
4.3 Identify materials for
activities.
gauges and its heat
Assess students
treatment.
reports
4.4 Compare gauging with
direct measurement.
4.5 Design a gauge.
General Objective 5.0: Demonstrate skills in the use of strain

gauges, load cells and piezoelectric devices.
Specific Learning
Outcome
5.1 Identify the following:
Demonstrate the Strain gauges, load
a. Strain gauges
cells, piezoelectric
activities in 5.1
b. Load cells
devices, etc.
to 5.3 for
c. Piezoelectric
students to learn
devices
and ask the
5.2 Make measurement
students to carry
with strain gauges and
out the
compare with other
activities.
114
5.3 Discuss the effect of heat

and other environmental
factors in the use of strain
gauges.
ASSESSMENT PROFILE:
Course Work = 20%
Practical
= 20%
gauges.
5.3 Make measurements
with load cells,
piezoelectric devices
and compare with
strain gauge
measurement in terms
of accuracy.
COMPETENCY:
Students exposed to these activities should be
able to use precision measuring devices to
take and interpret readings on engineering
components.
Assess students
reports
RECOMMENDED TEXTBOOK
Chapman, Workshop Technology.
Edward Arnold, London
115
PROPERTIES OF MATERIALS
COURSE: PROPERTIES OF MATERIALS

General Objective 1.0: Understand the Structural Arrangement of atoms
Week
and their influence on the properties of materials.
Week
Contact Hours 1-02hrs/wk
Course Code: MEC 224
1.1 Distinguish between the

Recommended
Explain in details
various types of atomic
textbooks, Lecture
the features and
bonding in materials
notes, Chalkboard,
structural
such
Chalk, Models, Charts,
arrangement of
as covalent, ionic,
etc
atoms and their
metallic, etc.
influence on the
1.2 Explain the structural
properties of
arrangement of
materials.
materials
in 1.1 above.
General Objective 2.0: Appreciate the elementary crystal structure of
materials.
Specific Learning
Teachers Activities
Resources
Outcome
2.1 Describe the
Explain in details the Recommended text

elementary
features and types of book, Lecture notes,
crystal structural of
Chalkboard, Chalk,
elementary crystal
materials.
structure of materials. Duster, Charts,
models, etc.
2.2 Illustrate types of
Crystal patterns. For
example, body
centred cubic
(BCC), Face centred
cubic (FCC), close
packed hexagonal
(CPH), etc.
PRACTICAL CONTENT
Teachers Activities
Resources
116
Week
34
Week
General Objective 3.0: understand Phase Transformations.

Specific Learning
Teachers Activities
Resources
Outcome
3.1 Explain thermal
Recommended text
Explain in details the

equilibrium diagrams.
book, Lecture notes,
features and processes
3.2 Describe phase
Chalkboard, Chalk,
of phase
diagrams
Duster, Charts, etc
transformations.
in the following
Guide the students to

transformations:
use the lever rule to
Eutectic,
calculate the relative
Eutectoid, Peritectic
amounts of phases
Reaction.
present in an alloy at a
3.3 Apply the lever rule,
given temperature.
given an equilibrium
Assess the students
diagram to calculate
assignments.
the relative amounts
of phases present in
an alloy at a given
temperature.
General Objective 4.0: Understand the process of nucleation and

grain growth in metals
Specific Learning
Teachers Activities
Resources
Outcome
4.1 Describe the process
Explain in details the Recommended

of nucleation and
textbooks, Lecture
features and
notes, Chalkboard,
grain growth in
processes of
Metals.
Chalk, charts, etc.
nucleation and grain
growth in metals and
also the structure of
ingots.
General Objective 3.0: Comprehend phase transformation.

Metallurgical
3.1 Construct thermal
Demonstrate
microscope,
equilibrium diagrams
activities 3.1 to
alloy
for the following:
3.4 for the
(i) complete solid solubility
students to learn specimens,
(ii) complete solid insolubility
and ask them to furnaces,
phase
(iii) limited solid solubility
carry out the
diagrams,
(iv) formation of chemical
activities.
etc.
compound (v) limited solid
Assess the
solubility accompanied by
students
peritectic reaction.
reports.
(vi) Iron-Carbon equilibrium
3.2 Identify solidus and
liquidus lines.
3.3 Identify and distinguish
between:- Eutectic and
eutectoid, solidus and
liquidus lines.
3.4 Examine the microstructure of alloy
specimens and make
sketches of the
structures.
General Objective 4.0: Identify nucleation and grain growth in
metals.
4.1 View nucleation growth
of metals under
metallurgical
microscope.
Demonstrate
activities 4.1 for
the students to
learn and ask
them to carry
out the
activities.
Metallurgical
Microscope,
Metal
specimens.
117
Assess the
students
reports.
General Objective 5.0: Identify the non-metallic materials in
engineering application.
Week
67
Week
89
General Objective 5.0: Understand the structural arrangements of

atoms of non-metals.
Specific Learning
Teachers Activities
Resources
Outcome
5.1 Describe non
crystalline
features and
Chalkboard, Chalk,
atomic structure.
structural
5.2 Explain the structure
Duster, Charts, etc.
arrangements of
of:
atoms of non-metals.
clay, glass & plastics.
Assess the students
5.3 List the properties and
graded assignments.
applications of the
non- metals in 5.2
above.
General Objective 6.0: Understand the process of obtaining metals from
ores.
Specific Learning
Teachers Activities
Resources
Outcome
6.1 Classify various

ores.
processes of
6.2 Explain the
obtaining metals from Chalkboard, Chalk,
crushing
Duster, Charts, etc
ores.
and grinding of ores.
6.3 Describe the
various
processes for
concentration of
ores.
6.4 Describe the
processes of
refining metals by
electro
5.1 Identify non-metallic

materials such as
plastic, ceramics, wood,
rubber and concrete, its
composition and
properties.
Demonstrate for
the students to
learn and ask
them to practice.
Assess the
students
reports.
Non-metallic
materials.
General Objective 6.0: Identify crushing/grinding machines and

separation technique.
6.1 Identify machine
used for
crushing/grinding.
6.2 Carry out simple
separation by
Floatation
Magnetic
Gravity and
Hand sieve.
Demonstrates
activities 6.1 to
6.2 for the
students to learn
and ask them to
carryout them.
Arrange field
trips for
students.
Assess students
Cope
crushers,
Hammer
mills, Jaw
crushers, Ball
mills, etc.
118
Week
10
11
chemical,
carbonthermic,
electrolytic and
reduction
processes.
General Objective 7.0: Understand various types of ferrous metals
considering the properties and limitations
Specific Learning
Teachers Activities
Resources
Outcome
7.1 Describe the
production of
iron through: (i) the
blast
furnace (ii) direct
reduction.
7.5 Explain the
composition
of the final product
of Pig Iron and
DRI produced.
7.6 Describe the
following
steel making
processes (i)
the Bessemer
process (ii)
the open hearth
process
(iii) the LD process
(iv) Kaldo process
(v) spray
steel making, etc.
7.7 Describe the
various types of
plain carbon

processes of
production of iron
and steel and also
various types of
metals considering
their properties and
limitations.
Assess the students
assignments.
Teachers
Activities
Resources
Recommended text
Chalkboard, Chalk,
Duster, Charts, etc
119
Week
12
Week
13
steels, their
properties and
limitations.
7.8 Classify various
types of alloy
steels, their
properties and
limitations.
General Objective 8.0: Understand the common types of non-ferrous
metals and their alloys.
Specific Learning
Teachers Activities
Resources
Outcome
Recommended text
8.1 Explain the basic

properties and uses of
basic properties of non- book, Lecture notes,
common non-ferrous
ferrous metals and their Chalkboard, Chalk,
metals like tin, nickel,
Duster, Charts, etc
alloys.
titanium magnesium,
zinc,
copper, aluminum and
their alloys.
General objective 9.0: Understand cold and hot working processes
Specific Learning
Teachers Activities
Resources
Outcome
Recommended text
9.1 Describe hot working
books, lecture notes,
and cold working
processes of hot and
processes.
chalkboard, chalk,
cold working and their
9.2 State the effect of hot
effects on the properties duster, charts etc.
working and cold
of materials.
working processes on
t he mechanical
dimensional accuracy
and surface finish.
Specific Learning
Outcome
Teachers Activities
Specific Learning
Teachers
Outcome
Activities
9.1 Carry out hot and cold
Demonstrate
working processes on a
for the
given metal specimen.
students to
learn and ask
them to
perform the
activity.
Assess the
students
reports
Resources
120
Week
14
15
General objective 10.0:Understand the basic principles of heat treatment as

applied to steel.
Specific Learning
Teachers Activities
Resources
Outcome
10.1
Describe the

book, lecture notes,
following
procedures involved
chalk board, chalk,
processes:
in hardening,
duster, charts, etc
i) hardening
annealing,
ii) annealing
normalising and
iii) normalizing
tempering.
iv)tempering of

steel.
10.2 Describe different
types of furnaces.
10.3 List the procedure
for
carbonizing.
ASSESSMENT PROFILE:
Course Work = 20%
Practical
= 20%
Specific Learning
Outcome
10.1 Carry out some heat
treatment exercises
e.g hardening,
annealing,
normalising and
tempering.
Teachers Activities
Demonstrate for
the students to
learn and ask
them to perform
the activities
Assess the
students
reports.
COMPETENCY:
Students exposed to these activities should be able to identify and
analyse various properties of engineering materials.
121
AUTOMOTIVE COURSES
122
SPARK IGNITION ENGINE

COURSE: SPARK IGNITION ENGINE
Course Code: MCE 115
Contact Hours: 1 - 0 -2 Hrs/Wks
Week
Teachers
Activities
General Objective: 1.0: Identify various types of engines.
1.1 Define internal
Explain and ask

combustion engine.
the students to:
1.2 Define External
Define internal
Combustion engine.
and external
1.3 Identify the type used in
combustion
13
motor vehicle.
engines.
1.4 Explain crankcase
Identify the type

arrangement.
used in motor
vehicle.
Learning
Resources
Specific Learning
Objective
White Board &

Maker
Engine models
Textbooks
CBT
Charts
1.1 Carry out

students on
a workshop
visit.
1.2 Dismantle
engine and
name the main
parts.
1.1 Examine engine
Components
and inspect for
wear and
tear visually.
1.4 Use various
Measuring
Instruments and
gauges.
1.5 Reassemble
Engine
Components
and test tuns.
1.6 Carry out final
valve
Adjustment
after engine
warm-up.
Teachers Activities
Guide the
students to
identify engine
components.
Perform wear
and tear
examination by
using measuring
instrument.
Service fuel
filter.
Replace faulty
fuel pumps and
adjust
carburetor.
Bleed the fuel
system.
Perform valve
facing.
Check cylinder
head for
distortion.
Adjust valves for
correct
clearance.
Resources
Live Engine Unit

Gauge Filler Gauge
Valve refacing
equipment
Consumables
Mechanical tools box
Service manuals
CBT
Compression testers
Vernier calipers
Micrometers (internal
and external)
Dial gauge
Caliper gauge
Cylinder gauge
Plastigage
123
1.7 Carry out engine

tuneUp using
diagnostic
equipment.
General Objective: 2.0: Describe The Principles of Operation of petrol engine.

Week Specific Learning Objective
Teachers
Learning
Specific Learning
Activities
Resources
Objective
4-6
2.1 Explain the four stroke
White
Board
&
2.1 Carry out routine
Using four and

maintenance of an
cycle operation.
Maker
two stroke
automobile fuel
2.2 Explain the two stroke
Engine models
diagram of
system.
cycle operation.
engine, explain to Textbooks
2.3 Identify the major
CBT
students;
differences between 2.1
The sequence of
and 2.2.
four stroke and
2.4 State the advantages and
two stroke cycle
disadvantages of 2.1 and
of an engine
2.2.
operation.
Ask the students

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

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

gudgeon pin
Check con-rod
for alignment.
Check main &
big and bearing.
Check
crankshaft
journals/
alignment
Teachers
Activities
Service fuel
filter.
Replace
faulty fuel
pumps and
adjust
carburetor
Bleed the
fuel system.
Resources
-Life and dead
engine parts.
- Filter gauge.
- Valve refacing
equipment.
- Consumables.
- Hand tools.
- Service manual
- Special service tools
e.g. oil filter remover
etc
124
General Objective: 3.0: Explain engine components and their functions.

Teachers
Learning
Specific Learning
Activities
Resources
Objective
Recommended
7-9
3.1 Identify various engine
Explain and ask the
textbooks,
and components.
students to;
lecture notes,
Identify various
manuals, CBT
single
engine and
and multi-cylinder
components.
Engine models,
engines.
Differentiate between White Board &
3.3 Explain V-engines,
single and multi- Marker etc.
horizontal opposed
cylinder engine
engines.
v-engine and
horizontal etc.
Illustrate with
diagrams and
make notes.
General Objective: 4.0: .Describe the operating principle work of valve, and valve timing.
Teachers
Learning
Specific Learning
Activities
Resources
Objective
4.1Carry out
10-13 4.1 Explain valve-operating
Ask students Workshop

Manuals
adjustment works
principle.
to explain;
Textbooks
on valves.
4.2 Explain valve timing
Valve
White
Board
&
operation.
operation
4.3 Explain firing order.
Valve timing Marker

Engine Models
4.4 Explain the relationship
operation
between valve timing and
Firing order- CBT

firing order.
4-6-8-12.
4.5 Explain principles of
Illustrate
operation of overhead
activities in
drives.
4.1, 4.2 &
4.6 Illustrate 4 valves
4.3 with
arrangement in a cylinder.
diagrams
and make
notes were
necessary.
Teachers Activities
Perform wear
and tear
examination
by using
measuring
instrument.
Teachers Activities
Resources
Measuring tools
e.g vernier calipers
micrometers
(internal and
external)
Dial gauge
Caliper gauge
Cylinder gauge
Plastigage
Special Service
Tools
Resources
-Life engine units.
- Filter gauge.
- Valve facing
equipment.
- Consumables.
- Hand tools.
- Service manual
- Calipers gauge
- Dial gauge
- Special service
tools
125
Explain and
ask the
students to
relate valve
timing and
firing order.
State reasons
for
employing
4-valves in
cylinder.
Competency:
Students must be able to do the following:
1.
2.
3.
4.
5.
Demonstrate the knowledge of engine arrangement/firing orders.

Demonstrate the ability to disassemble, clean, inspect measure and reassemble engines of various cylinder arrangements.
Demonstrate the ability to use various measuring tools.
Demonstrate the ability to use various special service tools.
Demonstrate the ability to determine various engine working conditions using special measuring tools.
126
ENGINE FUEL SUPPLY SYSTEM

COURSE: ENGINE FUEL SUPPLY SYSTEM
Course Code: MCE
Contact Hours:
1-0-2 Hrs/Wk
Practical Content
General Objective: 1.0: Describe Engine Fuel Supply System.
Week
Special Learning
Teachers
Learning
Special Learning Teachers
Objective
Activities
Resources
Objective
Activities
Chart,
Chalk
1.1Dismantle
and
1-3
1.1 Define the
Guide the
Explain and ask

board, etc.
assemble a
supply system.
students to
students to;
typical fuel
1.2 Explain petrol
assemble a
Define fuel
system.
engine fuel
typical fuel
management
1.2 Identify
system.
management
system.
common
filter
1.3 Explain the
system.
Explain petrol
design of a
and
gauge
Guide the
engine fuel
faults and
simple
students to
system.
rectify them.
carburetor.
identify
Illustrate and
common filter
explain with the
faults and its
aid of a diagram
remedies
the design of a
simple
carburetor.
Assess the
students.
General Objective: 2.0: Describe The Functions And Operations Of The Carburetor
Week
Specific Learning
Teachers
Learning
Objective
Activities
Resources
Objective
Activities
2.1 State the
2.1 Carry out the
Explain and ask Carburetor

Guide the
functions of
chart, Chalk
design of a
the students to;
students to
the various
board, etc.
combustion
identify
State the
elements
chamber.
common fuel
functions of the
2.2
Carry
out
of fuel supply
gauges and
various
safety
system.
transmitter
elements of fuel
2.2 Explain the
management.
faults.
supply system.
Resources
- Life and dead
fuel units.
- Fuel filters.
- Gauges and
transmitters.
- Fire fighting
equipment.
- Hand tools.
- Service
manuals.
Resources
- Life and dead
fuel units.
- Fuel filters.
- Gauges and
transmitters.
- Fire fighting
equipment.
127
Operation
of a
carburetor.
2.3 Examine and
Identify
possible
wears in
carburetor
elements.
Identify
Explain the
factors that
operation of a
influence
carburetor.
combustion
Examine and
chamber
identify possible
designs.
wears in
carburetor
Guide the
students to the
elements.
use of fire
Illustrate with
fighting
diagrams and
equipment
make notes.
available in
Assess the
the workshop.
students.
General Objective: 3.0: Discuss The Functions And Operations Of Petrol Engine Fuel Pump.
Week
Specific Learning
Teachers
Learning
Objective
Activities
Resources
Objective
Activities
3.1 Identify types
Explain and ask Charts, Chalk
board, etc.
of fuel pump,
students to
e.g.
identify types of
mechanical
fuel pumps.
and electrical,
Demonstrate the
etc.
function and
3.2 Explain the
operation of fuel
functions and
pumps.
operation of
Ask the students

the fuel pump.
to state the
3.3 State
advantages and
Advantages
disadvantages of
And
the types in 3.1
Disadvantages
of the types in
3.1.
General Objective: 4.0: Discuss Common Faults And Remedies In Fuel Supply System.
Week
Specific Learning
Teachers
Learning
Objective
Activities
Resources
Objective
Activities
4.1 Identify types
Explain and ask Charts, Chalk
- Hand tools.
- Service
manuals.
Resources
- Life and dead
fuel units.
- Fuel filters.
- Gauges and
transmitters.
- Fire fighting
equipment.
- Hand tools.
- Service manual
Resources
128
of filters.
4.2 Identify
common filter
faults.
4.3 Explain uses
of fuel gauges
and
transmitters.
4.4 Identify
Common
faults in
gauges and
transmitters.
students to;
Identify types of
filters and
common filter
faults.
Explain uses of
fuel gauges and
transmitters.
Identify
common faults
in fuel gauges
and transmitters.
Illustrate with
diagrams and
make notes.
Assess the
students.
board, Samples
of various types
of filters, etc.
General Objective: 5.0: Explain How Combustion Chamber Design

Influences Fuel Consumption.
Week
Specific Learning
Teachers
Learning
Specific Learning
Objective
Activities
Resources
Objective
5.1 Identify types
Chalk board,
Ask students to
of combustion
identify types of Chart showing
chamber
combustion
combustion
design.
chamber design. chamber.
5.2State
Advantages
State advantages
and
and
disadvantages
disadvantages of
of each design.
each design.
Teachers
Activities
Resources
129
General Objective: 6.0 Describe Fuel Injection System.

Week
Specific Learning
Teachers
Learning
Objective
Activities
Resources
6.1 Explain diesel
Whiteboard
Discuss fuel
fuel injection.
Marker
injection
6.2 List
Textbook etc
Describe
component
function of
parts of the
component parts
diesel supply
of the diesel fuel
system.
supply system.
6.3 State the
Functions
of parts in 6.2.

Objective
Activities
6.1 Carry out
Demonstrate
service and
fuel injection
maintenance
system
of fuel
maintenance.
injection
system.
Resources
Whiteboard
Marker
Textbooks
Manual etc.
Assessment: Coursework 20%, Course Test 20%, Practical 20%, Examination 40%.
130
COOLING AND LUBRICATION SYSTEM

COURSE: COOLING AND LUBRICATION SYSTEM
Course Specification: Theoretical content
practical content
General Objective: 1.0: Explain The Purpose And Types Of Cooling And Lubrication System.
Week
Special Learning
Objective
1-4
1.1
Explain cooling and

lubrication system.
1.2 State the purpose of
cooling and lubrication
systems.
1.3 State types of cooling
and lubrication
systems.
1.4 Mention types of
lubricants and their
applications.
1.5 State characteristics of
lubricants.
1.6 Discuss lubricant rating
methods.
Teachers Activities
With the aid of diagrams show
and ask students to:
Explain cooling and

lubricating systems.
State the purpose of

cooling and lubricating
systems.
State types of cooling and

lubricating systems.
List types of lubricants

and their application.
Explain lubricant
characteristic and rating
methods.
Learning
Resources
Special Learning
Objective
Recommended
text books,
lecture notes,
whiteboard,
marker etc.
1.1 Dismantle and

assemble motor
vehicle cooling
system.
1.2 Identify
different types
of lubricants.
1.3 Carry out
laboratory
analysis of
motor vehicle
lubricants.
1.4 Identify
common faults
associated with
motor vehicle
cooling system.
1.5 Identify
common faults
associated with
motor vehicle
lubrication
system.
1.6 Drain engine oil
from engine
sump and
replace with
new one.
Teachers Activities

assemble motor
vehicle cooling
system.
Demonstrate flushing
a radiator.
Adjust fan belt.
Change water hose.
Perform the
following test;
viscosity, thermal
stability,
composition, etc. on
a typical lubricant.
rectify common
faults associated with
cooling and
lubrication system of
a motor vehicle.
Resources
- Life and dead
cooling system.
- Radiator.
- Fan belt.
- Water hose.
- Hand tools.
- Service manual.
- Laboratory
equipment,
- Viscometer
etc.
- Four litres of
engine oil
131
WEEK
5-6
WEEK
7-9
WEEK
10-12
General Objective: 2.0: Describe The Principles Of Operation Of The System.

Special Learning Objective
Teachers Activities
Learning
Resources
Demonstrate and ask students to: Recommended text
books, lecture
State how cooling and

notes, Chalk board,
lubricating system works.
etc.
Illustrate with diagram and

make notes.
General Objective: 3.0: Describe Types Of Cooling And Lubricating Media.
Teachers Activities
Learning
Resources
Special
Learning
Objective
Teachers Activities
Resources
Special
Learning
Objective
Teachers Activities
Resources
Teachers Activities
Resources
2.1 State how cooling

system works.
2.2 State how lubricating
system works.
3.1 Identify the various

types of cooling and
lubricating media.
3..2 Compare the types
identified in 3.1
above.
3.4 State properties and
viscosity index of
lubricants.
Ask students to:
Identify the various types of

media.
Compare the types

identified in 3.1.
State properties and

viscosity index of
lubricants.
Assess students.
Marker, White
board,
recommended text
books, etc.
General Objective: 4.0: Demonstrate Knowledge in identifying the parts of Cooling

And Lubricating Systems .
Teachers Activities
Learning
Special Learning
Resources
Objective
Text books,
4.1 State the various parts of
Explain with the aid of
lubricating and cooling
diagram and ask the students
lecture notes,
white board,
systems.
to:
4.2 Explain operating
diagram of
State the functions of

principles of the various
cooling and
parts in 4.1
lubricating
systems.
system models.
4.3 State functions of the
Mention causes of
parts.
system failure.
132
General Objective: 5.0 Discuss Functions and Common Faults in Cooling and Lubricating System
WEEK
13-14
5.1 State specific functions

of cooling system
5.2 State specific functions
of lubricating system
5.2 Mention causes of
cooling system failures
5.3 Mention causes of
lubricating system
Failures
Teachers Activities
Explain using diagram and
ask students to:
State the functions of

systems.
Mention causes of cooling

and
Lubricating systems
failures
Learning
Resources
Textbooks,
lecture note,
whiteboard,
diagrams of
cooling and
lubricating
system.
Special Learning
Objective
Teachers Activities
Resources
Competencies:
Students must be able to:
1.
2.
3.
4.
5.
6.
Identify the various colling systems e.g In-line, by-pass etc.

Understand the methods of checking cooling system components e.g. Radiator Caps.
Understand the methods of checking cooling systems for leaks using the pressing pump.
Identify the various types of lubrication systems e.g. fullflew, bypass etc.
Understand the methods of checking lubrication system pressure.
Understand the methods of checking the lubrication system components for wear.
Assessment:
Coursework 20%, Course tests 20%, Practicals 20%, Examination 40%
References:
S. C Mudd Technology for Motor Mechanics I, II, III & IV

Heavy and Light Motor Vehicle Encyclopedia
VAM Hiller Motor Vehicle Technology
133
COMPRESSION IGNITION ENGINE

PROGRAMME: NATIONAL DIPLOMA (ND) IN MECHATRONICS ENGINEERING TECHNOLOGY
COURSE: COMPRESSION IGNITION ENGINE
Contact Hours: 1-0-2 Hr/wk
General Objective 1.0: Explain the Simple Circuit Design of Diesel Fuel
Systems
Week
Specific Learning Outcome Teachers
Learning
Activities
Resources
1
Diesel Fuel Systems
Explain with Recommended

Simple circuit explanations
textbooks,
the aid of
1.1 List the elements of a
diagrams and Whiteboard &
diesel fuel systems
Maker, duster,
examples
circuits.
lecture notes,
where
1.2 State the functions of
CBT Workshop
applicable
the various parts/
the principles Manual etc.
elements in the systems.
of operations
4.4 Draw a simple circuit of
and circuits
diesel fuel system.
of diesel fuel
4.5 Explain the circuit
systems.
principles.
Guide the
students to
draw the
circuit of the
diesel fuel
systems.
Ask the
students to
draw the
circuits.
Assess the
students
graded
assignments.
Specific Learning
Teachers
Outcome
Activities
Diesel fuel System
Demonstrate
Circuit
activities 1.1
1.1 Identify the elements
to 1.3 for the
of diesel fuel
students to
systems circuits.
learn and ask
1.2 Draw the circuit of
them to
diesel fuel systems.
perform the
1.3 Demonstrate the
activities.
functions and
principles of the
various
parts/elements in the
system.
Resources
Diesel fuel
system circuit
with all the
component
parts.
134
General Objective 2.0: Know the Functions of the Fuel Injection Pump
Equipment and Filter
Teachers
Learning
Activities
Resources
2.1 Functions of fuel
Explain with White Board &

Maker
2-3
injection pump equipment
the aid of
and fuel filter
diagrams and Recommended
2.2 State the functions of the
examples the textbooks,
chalkboard,
fuel injection pump
main
chalk, duster,
equipment and the fuel
features,
filters.
functions and lecture notes,
2.3 List the components
principles of CBT (Computer
parts of the fuel injection
operations of Board Tag) etc.
pump equipment.
fuel injection
2.4 Explain the component
pump and
parts of the fuel filter.
filter and lift
2.1 State the function of
pumps.
fuel lift pump.
Specific Learning
Outcome
2.1 Fuel Injection Pump
and Filter.
2.2 Identify component
parts of the fuel
injection pump
equipment and
filter.
2.3 Demonstrate the
functions of each
component part.
2.4 Examine each
component parts for
faults and repair
appropriately.
Teachers
Activities
Demonstrate
activities 2.1
to 2.3 for the
students to
learn and
allow them to
practice till
they become
competent.
Grade
students
report,
practical
works,
sketches and
drawings.
General Objective 3.0: Discuss the Combustion Chamber Design and Phases of Combustion
3.1 State the various types of
3.1 Combustion
Explain with Recommended
textbooks,
Chamber
Designs.
4-5
Combustion chamber
good
designs.
diagrams the Whiteboard &
Maker, duster,
types of combustion
3.2 Give reasons/ advantages
features,
of one over the other.
lecture notes
chamber designs and
types and
CBT, etc.
3.5 Explain areas of
their areas of
applications
application of the various
applications.
of
designs.
3.3
Demonstrate
the
combustion
3.6 Describe the phases of
phases
of
chamber
combustion in the
combustion in the
designs and
chambers.
chambers.
the phases of
3.4 Describe hybrid
combustion
operation
in the
3.5 State reason and
chambers.
Demonstrate
activities 3.1
and 3.2 for
the students
to learn and
ask them to
carry out the
activities.
Resources
Fuel injection
pumps, fuel
filter, etc.
Different
designs of
combustion
chamber.
135
advantage.
3.6 Cell chamber
design.
3.7 Tube charger
operation.
General Objective 4.0: Discuss the Injection Nozzles
Teachers
Activities
6-7
4.1 List and explain the
Explain with
features of injection
good
nozzles.
diagrams the
4.2 Explain the reasons for the
features and
positions of the injection
applications
nozzles to the chambers.
of injection
nozzles.
Assess
students
graded
assignments.
Learning
Resources
Recommended
textbooks,
Whiteboard &
Maker, duster,
lecture notes,
CBT etc.
General Objective: 5.0 Discuss the overview of diesel fuel-injection systems

Teachers
Learning
Activities
Resources
7-8
5.1 Give overview of diesel-
Demonstrate Workshop
fuel injection systems.
using models models
5.2 State applications areas
Workshop
application
and technical
of diesel-fuel manuals
requirements.
Textbooks
injection
5.4 Discuss the various types
White Board &
systems.
of injection pumps in use
Maker
Explain
especially in modern
various types
Specific Learning
Outcome
4.1 Identify the
injection nozzles.
4.2 Examine injection
nozzles for faults
and service
appropriately.
Specific Learning
Outcome
5.1 Describe the
common rail and the
distributor types.
5.2 Explain the
operating principles
of 5.1 above.
5.3 State the
advantages/
Teachers
Activities
Demonstrate
activities 4.1
and 4.2 for
the students
to learn and
allow them to
practice till
they become
competent.
Grade
Students
reports,
practical
works,
sketches and
drawings.
Teachers
Activities
Resources
Different types
of injection
nozzles
Resources
136
diesel engine.
of injection
pumps in
uses.
Assess
students
understandin
g injection
pumps.
General Objective: 6.0 Understand the concepts of electronic diesel control

(EDC)
Teachers
Learning
Activities
Resources
White Board *
9-10
6.1 Justify the need for an
Explain the
Electronically operated/
Maker
various
controlled diesel engine.
Recommended
components
6.2 Give detailed overview of
of diesel fuel Textbooks
Workshop Model
[the common rail diesel
injection
fuel injection systems
systems and
(Application areas and
their
Functions).
functions.
6.3 List the major
Explain
components of the
using
systems in 2.2 above.
examples
6.4 Discuss the functions/
various
operations of components
advantages
listed in 2.3 above.
of electronic
6.5 State and discuss the
diesel control
advantages of the diesel
over
control (EDC).
mechanical
controls.
disadvantages of the
two types.
5.5 Discuss the
influence
of electronic control
to 5.1.
Specific Learning
Outcome
Teachers
Activities
Resources
137
General Objective: 7.0 Know the methods of diagnosing diesel electronic

engines.
Teachers
Learning
Activities
Resources
11
7.1 Discuss the methods of
achieving phasing and
calibration in diesel
electronics.
General Objective 8.0 Understand the basic concept of unit injector system
unit pump system (UIS & UPS)
Teachers
Learning
Activities
Resources
12-13
8.1 Discuss an overview of
Explain with Vehicle pumps

models
UIS & UPS Application
the aid of
Textbooks
fields designs and
diagram
construction operating
basic concept
concept and basic
functions and
functions.
operating
8.2 Identify sensors used in
concept of
electronic diesel control
UIS & UPS.
(EDC).
Explain
various
PTC and NTC sensors.
sensors used
8.4 State the applications of
in electronic
4.3 above.
diesel control
identified in
4.2.
General Objective: 9.0 Know the purpose of the electronic control unit
(ECU) in diesel electronics.
Teachers
Learning
Activities
Resources
14
9.1 Identify an E.C.U.
Guide the
9.2 Explain data processing
students to
sequence in E.C.U.
draw block
diagram of
data
Specific Learning
Outcome
Teachers
Activities
Resources
Specific Learning
Outcome
Teachers
Activities
Resources
Specific Learning
Outcome
Teachers
Activities
Resources
138
processing
sequence in
E.C.U.
General Objective 10.0: Understand diesel engine basic maintenance
procedures.
Teachers
Learning
Activities
Resources
15
10.1 Highlight safety
Chalk
Explain
precautions
Chalkboard
various
while
Recommended
safety
handling
Textbooks
precautions
diesel fuel.
while
10.2 Discuss the
handling
following
diesel fuel.
service
Explain the
procedures:
importance
Water draining
of carrying
out the
Fuel filter replacement

procedures
Glow plugs checking

listed in 6.2
Idle and maximum speed

to the
adjustment
students.
Injector checking/testing
Guide
Relay testing
students on
System self diagnosis

servicing
Bleeding etc.
procedures
and items
used.
Assess
students on
service
procedures
with
appropriate
tools and
materials.
Specific Learning
Outcome
Teachers
Activities
Resources
139
Competencies: Draw circuits of diesel fuel system.

-
Trouble shoot on faulty diesel fuel system

Dismantle diesel fuel system.
Reassemble diesel fuel system
Use diesel ;engine analyser in trouble shooting
Present good write-ups on theoretical contents of the diesel fuel system.
Assessment:
Course work 20%, Course Test 20%, Practicals 20%, Examination 40%
References:
Newton Advanced Motor Vehicle Technology
Heavy and Light Vehicle Automotive Encyclopaedia
Vaw Hillia Fundamentals of Motor Vehicle Technology
J. N. Dollan Motor Vehicle Technology and Practice
140
TRANSMISSION SYSTEM I
PROGRAMME: NATIONAL DIPLOMA MECHATRONICS ENGINEERING TECHNOLOGY
COURSE: TRANSMISSION SYSTEM I
Contact Hours: 1-0-2 Hr/wk
Course Specification: Practical content
General Objective 1.0: Justify the Purpose of the Transmission Units
Week
Teachers
Learning
Specific Learning
Teachers
Resources
Activities
Resources
Outcome
Activities
Cut-out of:
1.1 Explain the purpose of
1.1 Identify
Recommended
Demonstrate
Explain with
- Clutches
transmission units
Transmission
textbooks,
activities 1.1
good
- Fluid
units and its
1.2 Describe the power flow
whiteboard,
and 1.2 for the
diagrams the
Coupling
purposes in
train from the engine to
duster, lecture
students to
features and
- Torque
road wheels.
notes, charts,
motor vehicle,
learn and ask
functions of
Converters
e.g. Clutches
marker, CBT,
them to
transmission
- Gearboxes
transmission cutpropeller
perform the
units.
- Live units of
shafts.
outs etc.
activities.
the above
1.2 Fluid coupling
Assess the
Workshop
Torque
students
manual
converter and
performance
drive shafts.
in repeating
Gear boxes
the
(Automatic &
demonstration
manual).
, sketches,
1.4 Demonstrate
drawings.
the Power flow
train down to
road wheels
General objective 2.0: Know the various types of transmission systems and
units
Week
Specific Learning
Teachers Activities
Learning
Outcome
Resources
2.1 List out the various
Recommended
Explain in
types of transmission
details, with good textbooks,
system e.g. Manual
whiteboard,
diagrams the
Specific Learning
Outcome
2.1 Identify the
components of
clutches and
Teachers
Activities
Demonstrate
activities 2.1
to 2.5 for the
Resources
Cut-out of:
Clutches
Fluid Coupling
141
gear boxes, utomatic

gear boxes.
2.2 List out the various
types of transmission
units. E.g., Clutches
Fluid coupling
Torque converter and
Planetary gear units
features, types
and functions of
transmission
systems.
duster, lecture
notes, charts,
markers,CBT,
cut-out etc
General Objective 3.0: Understand the Principles of Operation of the Clutches

Week
Teachers
Learning
Activities
Resources
46
3.1 Describe the construction
Recommended
Explain with
textbooks,
of different types of
good
clutch assemblies and its
whiteboard,
diagrams the
components clutch
features, types duster, lecture
plate/pressure plate
and operations notes, charts,
design.
marker, CBT, cutof clutches,
3.2 Explain the connection
fluid coupling outs etc
between the clutch
and torque
assembly, engine and
converter.
construction of
clutch
assemblies,
and its
operations
such as:
- mechanical and
hydraulic
- clutch operating
clearance.
2.3 Operate different
type of clutches.
2.3 Identify the
components and
construction
assemblies of
fluid coupling
and torque
converter.
2.4 Operate the
fluid couplings
and torque
converters.
students to
learn and
allow them to
practice till
they become
competent.
Grade
students
reports,
practical
works,
sketches and
drawings.
Specific Learning
Teachers
Outcome
Activities
3.1 Identify various
Demonstrate
types of gears
activities 3.1
and gearing e.g.,
to 3.4 for the
spur, Helical and
students to
double helical,
learn and
Found in gear
allow them to
boxes of motor
practice till
vehicles.
they become
competent.
Torque
Converters
Gearboxes
Live units of the
above workshop
manual
Resources
Cut-out of:
Clutches
Fluid Coupling
Torque
Converters
Gearboxes
Live units of the
above Workshop
manual
142
transmission.
3.3 List the types of clutch
assembly operations
(actuation) system:
Mechanical and
Hydraulic.
3.4 Explain the various
clearances in the clutch
system and reasons for
that.
3.5 Explain the operation of
the fluid couplings and
torque converter.
3.6 Explain the differences in
fluid couplings and torque
converters and give
reasons.
Assess
students
graded
assignments.
General Objective 4.0: Explain various Types of Gears and Gear Meshes in
Gearboxes
Week
Teachers
Learning
Activities
Resources
Recommended
Explain in
synchronization, gear
textbooks,
details, with
ratio, driving torques,
whiteboard, chalk,
good
3.2 Demonstrate the

operations of
gears in gear
boxes such as
synchronization,
gear ratio,
driving torques,
Bearing load and
types of
meshing devices
e.g. sliding,
constant and
synchro meshes.
3.3 Describe
gearboxes, while
observing
cleaning,
inspection and
measurement
procedures.
3.4 Examine gear
for tear and
wear.
3.5 Examine
synchronizer
rings, hubs,
springs and keys
for wear and
weakness.
Grade
students
reports,
practical
works,
sketches and
drawings.
Specific Learning
Teachers
Resources
Outcome
Activities
4.1 Identify various
Demonstrate - Lubrication
lubrication points
equipment
activities 4.1
and methods in
to 4.2 for the - Lubricants
143
bearing load and types of

meshing devices e.g.
sliding, constant, and
synchro meshes.
4.2 Calculate gear,
speed/torque ratios.
locking and inter locking
devices in the selector
mechanism and the
function of the fly wheel
and overdrive units.
4.4 Explain types of gears and
gearings, e.g. spur, helical
and double helical.
4.5 State advantages of
constant mesh over the
sliding mesh.
4.6 Explain speedometer,
types of drive gears, drive
shafts propeller shafts.
operation of the automatic
gear box.
diagrams, the duster, lecture

notes, charts,
features,
principles of
markers, CBT etc.
operations and
functions of
gears and gear
boxes.
Indicate
locking and
inter locking
devices.
Describe
speedometer,
types of drive
gears, drive
shaft and
propeller
shafts.
Assess the
students
graded
assignments.
Explain in
details with
good
diagrams, the
features,
principle of
operation and
function of
automatic
gear boxes.
transmission
systems and
units.
4.2 Describe the
various
lubrication
methods in
transmission
systems and
units.
students to
learn and ask
them to
perform the
activities.
Grade
students
reports,
practical
works,
sketches and
drawings.
Gearboxes
Grease guns
Oil filler pumps
Volume chart.
144
General Objective 5.0: Understand Various Lubrication Methods in

Transmission Systems and Units
Week
Teachers
Learning
Activities
Resources
5.1 Explain lubrication
principles.
5.2 Describe various
lubrication methods in the
transmission systems and
units.
operations of
epicyclic
gearing in automatic
gearboxes.
Explain in
details, with
good
diagrams, the
principles,
methods and
functions of
lubrication
methods in
transmission
systems.
Illustrate the
principles of
operations,
features and
functions of
epicyclic
gearing and
automatic
gear boxes.
Assess the
students
graded
assignments.
Specific Learning
Outcome
Teachers
Activities
Resources
Recommended
textbooks,
whiteboard,
duster, lecture
notes, charts,
markers, CBT etc
145
Competencies:
Drawing Sketches & diagrams of transmission competent.

Dismantling of transmission systems
Assembling of transmission systems.
Writing essay on functions, faults and features of the transmission components.
Assessment:
References:
Coursework 20%, Course test 20%, Practical 20%, Examination 40%.

S. C Mudd Motor Vehicle part I, II, III, IV.
LC Rhone Auto Body Repair Third Edition.
146
MODERN BRAKE SYSTEMS

COURSE: MODERN BRAKE SYSTEMS
Contact Hours: 1-0-2hrs/wk
Course Specification: Practical content
General Objective 1.0: Understand Brake Systems
WEEK Specific Learning
Teachers Activities Learning
Teachers
Resources
Outcome
Resources
Activities
Complete
Recommended
1.1 Identify the
1.1 Explain the
1-3
Demonstrate
Describe the
brake system
textbook,
lecture
different
purpose of brake
activities 1.1
features of
of a motor
component
systems in
to 1.5 for
brake system in notes,
vehicle.
whiteboard,
parts of the
automobile.
automobile.
the students
Brake fluid
brake system
1.2 Define pressure,
to learn and Explain the use marker, duster,
Hand tools
friction and
Duo check
in a motor
allow them
of the Duo
equipment
etc.
vehicle.
Pascals
to
practice
check
principles in
1.2 Trace faults
till they
equipment.
in
brake
relation to brake
become
Illustrate
system.
system.
competent.
pressure,
1.3 Dismantle,
1.3 Explain the
Grade
friction and
types of brake
service and
students
Pascals
fluid e.g. Dot 3
reassemble
reports,
principles in
master
and Dot 4.
practical
relation to brake
cylinder.
1.4 Analyse the
works,
system.
characteristic of
1.4 Dismantle,
drawings
brake fluid.
service and
and
reassemble
sketches.
disc and
drum brake
systems.
1.5 Carry out
bleeding of
the hydraulic
brake system.
147
General Objective 2.0: Classification of Brake Systems

Week
Specific Learning
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
2.1 Classify the
Recommended
4-7
Explain in
various
textbook, lecture
details the
brake
notes, whiteboard,
various
systems in
marker, duster, etc.
types and
automobile.
applications
2.2 State the
of brake
uses/
system.
applications
Explain the
of each
application
type in 2.1.
of the
2.3 Emphasize
various
the
braking
importance
system
of braking
Assess
system.
students
graded
assignments.
General Objective 3.0: Know the Legal Requirements of the Brake System
Week
Specific Learning
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
3.1 List the
Recommended
8-10
Explain the
textbook, lecture
safety rules
safety act
(acts) affecting
notes, whiteboard,
affecting
marker, duster, etc.
brake systems.
brake
3.2 Explain the
systems and
performance of
the
braking effort on
performance
different surfaces
of braking
and weather.
effort on
different
surfaces and
weather.
Teachers Activities
Resources
Teachers Activities
Resources
148
General Objective 4.0: Know the Operating Principles of Various Brake System
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
Recommended
4.1 Explain the
Guide the
textbook, lecture
working
students to
notes, whiteboard,
principles of:
understand
Exhaust braking
the working marker, duster, etc.
system.
principles of
4.2 Fixed and floating
Brake
cam.
system in
4.3 Single and multi4.1 4.4.
piston master
cylinders.
4.4 Single and multipiston types of
hydraulic wheel.
General Objective: 5.0 Understand the purpose of Antilock brake system
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
Recommended text 5.1 Identify
11-13 5.1 Explain antilock
Explain the
book.
components of an
brake system.
purpose of
Lecture notes
ABS system.
5.2 Highlight the
ABS.
White
Board
5.2
Dismantled,
Purposes of ABS.
Discuss
Marker
inspect and
5.2 Explain different
different
Duster
reassemble ABS
types of
types of
ABS system.
Live component for
system.
ABS.
demonstration.
5.3
Trace
and rectify
5.4 List major ABS
Identify
fault
in
an ABS
component and
major
system.
explain the
components
functions.
of ABS and
5.5 Explain the
their
principles of
functions.
operation of the
Discuss the
ABS.
principles of
5.6 Explain the
ABS
Teachers Activities
Resources
Teachers Activities
Resources
Demonstrate
activities 5.0 to 5.2
for the students to
learn and allow them
to practice till they
become competent.
Live vehicle with

ABS system.
Or
ABS training
model
149
relationship
between the ABS and
normal brake
system.
operation.
Competency:
1.
2.
3.
4.
5.
6.
Write satisfactory explanations on operations of the brake system.

Diagnose faults associated with the brake system.
Dismantle a typical brake system.
Carry out repairs on faulty brake system.
Reassemble the brake system.
Trace and rectify faults in an ABS system.
Assessment:
Coursework 20%, Course tests 20%, Practicals 20%, Examination 40%
References:
S. C. Mudd Technology for Motor Mechanics 3

Light and Heavy Motor Vehicle Encyclopaedia
Hiller VAW Fundamentals of Motor Vehicle Technology
150
CHASSIS SYSTEM
COURSE: CHASSIS SYSTEM
Course Specification: THEORETICAL CONTENT PRACTICAL CONTENT
General Objective: 1.0 Understand the Concept /Functions of chassis system.
Teachers
Specific Learning
Learning Resources
Outcome
Activities
Outcome
1.1
Show tyre thread
Marker
White
board
1.1 Identify types
Explain the
pattern and rims tyre
Duster
of wheels tyres.
need for tyres. sizes/marking.
Recommended
1.2 State the
Explain
1.2 Carryout wheel
textbooks
purpose of
functions of
Balancing.
Models of
rims/tyres
wheel/tyres.
wheel/rim
and
tyres
1.3
Carryout
tyre
1.3 Describe the
Explain tyre
inflation
and
fitting.
Lecture
notes
etc.
construction of
construction
1.4 Carryout
tyres and state
and markings.
maintenance on
the rims tyre
Help students
steering system
sizes/marking
to identify
1.5
Inspect
suspension
1.4 Distinguish
various rims
system
for
between
and tyres
component
tyre designs e.g.
State the
malfunction and
radial, cross-ply
safety
draw up repair
and tubeless
precautions in
procedures.
tyres.
tyre servicing.
1.6 Carryout wheel
1.5 Discuss tyre
alignment exercise
ervicing
using computerized
alignment gauge.
Contact Hours: 1 - 0 2 Hrs/Wk
Teachers Activities

identify tyre pattern and
perform tyre fitting and
inflation.
Guide the students on how
to:
gauge correct
Pressure
Positioning of
the tyre and
rim
Safety
precaution to
be
observed
Perform
wheel
balancing
operations
carryout
steering
maintenance
Perform
wheel
alignment
using the
computerized
Resources
-
Workshop
air
compress
or.
Pressure
gauge
Wheel
balancing
equipmen
t
Wheel
alignment
equipmen
t
Hand
tools
Services
manual
etc.
151
Week
Week

Specific Learning Teachers Activities
Outcome
2.1 Describe the
Explain the
procedure
procedure for
for tyre
tyre inflation
inflation and
and fitting
fitting
techniques e.g.
2.2 Explain the
tyre positioning
implication
and safety
of under
precautions.
inflation and
Explain
over inflation
dynamic and
2.3 Identify
static balancing
various types
Describe a
of tyre valves
wheel balancing
2.4 Define Wheel
machine
Balancing
Discuss the
2.5 Establish the
implication for
need for
tyre under
wheel balancing
inflation or over
2.6 State the types
inflation.
of balancing
methods.
Specific Learning
Teachers Activities
Outcome
3.1 State the
Explain the
purpose and
functions of the
functions of the
steering system
steering
State the
Learning Resources
-
Specific Learning
Outcome
alignment
equipment.
Explain tyre
markings.
Teachers Activities
Resources
Teachers Activities
Resources
Maker
Whiteboard,
Duster
Recommended
textbooks
Lecture note etc.
Learning Resources
-
Specific Learning
Outcome
Marker,
Whiteboard
Duster
Recommended
152
systems.
textbooks
Ackerman
3.7 Identify the
Lecture notes
principles as
various types of
etc.
applied to steering
steering system
linkage.
3.8 Establish the
Sketch the
basic
steering gear
requirements of
layout of (a) rack
a steering
and pinion (b)
system
worm and worm
3.9 Explain the
wheel.
Ackerman
Guide the
layout and the
students to:
Ackerman
(1) identify steering
steering
system
geometry.
components in
3.10Identify
3.5.
steering
(2) Explain "toe in"
system
and "toe
component e.g.
out" of front
steering
wheels.
linkages, tierod, pitman
arm, and Drag
link etc.
3.11State need for
wheel
alignment.
General Objectives: 4.0 Know the vehicle suspension system.
Teachers Activities
Learning Resources
Outcome
4.1 Explain how the
- Chalk,
Discuss the
suspension
chalkboard,
functions of a
system affects
Duster
suspension system
the steering
- Recommended
in motor vehicles
and stability of
textbooks
Describe the
10 - 12
a vehicle
Lecture notes
function and
Specific Learning
Outcome
Teachers Activities
Resources
153
4.2 List the different

types of
suspension
system.
4.3 Describe with
the aid
of diagram, the
component parts
of a
compressed air
suspension
system
4.4 Explain the
operation
of reactive and
nonreactive
suspension
4.5 Describe with
sketches:
(a) coil
spring
(b) torsion bar
(c) rubber
springs
(d) leaf springs
4.6 Describe with
sketches hydropneumatic and
fluid/gas
suspension
systems.
4.7 Describe
independent
suspension
utilizing,
operation of a
leveling valve in a
suspension system
Describe with the
aid of diagram, the
component parts of
a compressed air
suspension system
Explain how
driving and
braking torque in
multi-axle
suspension
arrangements are
affected by load
distribution.
Explain the
difference between
reactive and nonreactive types of
suspension system.
Explain hydropneumatic and
fluid/gas
suspension system
State the
advantages of
hydro-pneumatic
over gas
suspension system
List the reasons for
the use of
independent front
suspension.
etc.
154
system etc
4.8 Describe rigid
suspension.
General Objective: 5.0 Know The Techniques Of Wheel Alignment And The Application Of Computerized Wheel Alignment
Teachers Activities
Teachers
Learning Resources Specific Learning Outcome
Outcome
Activities
Marker, Whiteboard,
5.1 Define wheel
Explain wheel
alignment.
Duster
alignment
5.2 Describe the
Recommended
Guide the students

implication of
textbooks
to (1) list the
the non
Lecture notes etc.
various method of
13 - 15
alignment of a
wheel alignment
wheel.
Identify the
5.3 List the various
elements that make
methods of
up the
wheel.
computerized
alignment
wheel alignment
5.4 Define Camber,
machine.
castor and king
Apply
pin
computerized units
inclination.
for alignment and
5.5 State the
measuring of
measuring
castor and camber
units for castor
angles including
camber angles
Toe-in and toe-out
and king pin
inclination.
5.6 Identify the
elements
that make up the
computerized
unit .
system.
Resources
155
5.7 State the

different
types of
camber and
castor angles.
Competency:
1.
Distinguish the various type of tyres and rims.
2.
Diagnose wheel balancing and alignment faults.
3.
Execute computerized wheel alignment operations.
4.
Draw sketches of the steering layout.
5.
Overhaul different types of steering boxes and suspension systems.
6.
Observe safety precautions.
Assessment: Course work 20%, Course tests 20%, Practicals 20%, Examination 40%
References:
V.A.W. Hiller Fundamentals of Auto Electronics

S. C. Mudd Parts I, II, III, IV
Dollon Motor Vehicle Technology and Practice
156
ENGINE MAINTENANCE AND DIAGNOSTIC MANAGEMENT

COURSE: ENGINE MAINTENANCE AND
Contact Hours: 1 - 0 2 Hrs/Wk
DIAGNOSTICS MANAGEMENT
General Objective: 1.0 Discuss the various safety requirements
WEEK Special Learning
Teachers Activities
Learning
Special Learning
Learning
Teachers Activities
Outcome
Resources
outcome
Resources
1.1 Identify the
Whiteboard &
1.1 Demonstrate
Explain the various
Guide the students Diagnostic

various safety
procedures for
Equipment
safety precautions and Marker
to carry out the
precautions and
Recommended
checking/
Live Vehicle
warning signs.
procedures in 1.1.
signs.
textbooks
adjusting.
Engine
Ask the students to
Assign them
1.2 Discuss the
incorrect mixture,
White Board &
state the importance of Lecture notes etc.
graded
importance of
National Safety
setting valve
safety.
assignments 1 & 2. Maker
safety precautions
clearance,
Discuss when to apply Council for posters.
Explain causes of
and warning
exhaust
gas
safety precautions and
fault read from
signs.
Leakage, oil
warning signs.
scan tool.
1.3 Discuss when to
pressure etc.
apply various
1.2 Demonstrate the
safety precautions
procedures for:
notes.
Fitting a new
timing
belt/chain/gear,
check valve
timing with or
without
manufacturers
timing marks.
1.3 Read faults code
on diagnostic
scan tool.
157
General Objective 2.0: Know The Purpose Of Vehicle Specification For Models
And Components
Teachers Activities
Learning Resources
Outcome
Whiteboard Maker,
2.1 State the purpose
Classify models and

Duster
of vehicle
components
Recommended
specification for
Explain the purpose

textbooks
models and
of vehicle
Models of engine
components
specification for
Lecture notes.
2.2 State the
models and
Workshop Manual
advantages of
components
CBT
vehicle
Ask the students to

specification for
state the reasons for
models and
specification for
components
model and
components.
Special Learning
Teachers Activities
outcome
2.1 Test to diagnose
Guide the
the following:
students, to carry
- Serviceability,
out diagnosis
- Correct ignition
process in 2.1 &
timing,
2.
- Correct mixture
Explain tests
adjustment,
procedures to
- Leaking
students.
induction system
Assign them to
- Exhaust systems
carry out tests
- EGR Exhaust
procedure for
gas recirculating
each item.
- Exhaust gas
analyser.
2.2 Demonstrate
The following
test procedures:
- Compression
test,
- Cylinder leak
test,
- Abnormal oil
pressure,
- High/low/interm
ittent,
- Cylinder balance
test.
Learning
Resources
Diagnostic
Equipment
Live Vehicle
Engine
White Board &
Maker
Compression
Tester
Exhaust Gas
Analyser
158
General objective 3.0 Understand And Calculate Maintenance Schedule White Board & Maker
Teachers Activities
Learning
Special Learning
Teachers
Outcome
Resources
outcome
Activities
3.1 Determine
Whiteboard, &
3.1 Explain the
Guide
Explain maintenance
Marker
ignition system
importance of
students to
interval/worksheet
Duster
operations using
maintenance
operate the
general information
the
following:
Recommended
schedule.
equipment
Ask the students to

Meters, test
textbooks
3.2 Explain the
listed in
state the relevance of
lams, cathodeMaintenance
relevance of
3.1.
maintenance
ray, oscilloscope,
schedule sheet
maintenance
interval/worksheet
Lecture notes.
fault code
interval/worksheets
general information,
analysis.
Vehicle
owner
general
produce simple
handbook
information.
charts.
Preventive
3.3Describe
maintenance chart
Maintenance
schedule methods
Gnat charts, pie
charts etc.
General Objective 4.0 Understand The Method Of Carrying Out Special Maintenance Procedures
Teachers Activities
Learning
Special Learning
Teachers
Outcome
Resources
outcome
Activities
Whiteboard &
4.1 Diagnose the
4.1 Describe the
Explain the sequence
List
marker
following
using
sequence of
of carrying out engine
various
Duster
electronic engine
carrying out
maintenance
test to be
tester;Injectors,
engine
6- 7
performed.
Ask the students to list Recommended

textbooks
maintenance
cold start
the various type of
Assign
Lecture notes etc.
4.2 State various
injectors,
engine maintenance.
students
types of engine
Vehicle
owner
Thermal
sensors,
on engine
Describe engine tune

maintenance
Pressure
tester and
up from general engine handbook
4.3 Explain engine
regulators,
demand
maintenance.
tune-up
4.2 Demonstrate the
report
CBT
procedures.
procedures for
appropriat
4.5 Differentiate
remedying the
ely.
engine tune up
following faults:
Assess
from general
Difficult cold
students
Learning Resources
Diagnostic Equipment
Live Vehicle Engine
White Board & Maker
Compression Tester
Exhaust Gas Analyser
Learning Resources
159
engine
maintenance.
starting,
Lack of
acceleration,
High fuel
consumption,
Poor control of
exhaust gas
emission.
4.3 Demonstrate
Methods of
Checking
/adjusting
mixture strength
CO emission
(with specialised
equipment).
General Objective 5.0 Discuss The Concept And Purpose Of Service Data Reminder
Teachers Activities
Learning
Special Learning
Outcome
Resources
outcome
5.1 Describe the
Explain the purpose of White Board &

Marker Duster
concept and
hand held tester
purpose of hand
Explain the application Recommended

textbooks
held tester (HHT)
of various diagnostics
Lecture notes etc.
5.2 Discuss the
equipment and their
Vehicle owner
application of
8 - 11
importance.
handbook
modern diagnostic
Explain the functions
Workshop Manual
equipment and
of engine test bench
their importance.
Guide the students to (1)
5.3 Discuss the
perform test on engine test
purpose of engine bench and endoscope.
test-bench and
(2) Describe the
endoscope.
application of service
5.4 Discuss the
manual.
application of
service manual
ability to
detect
faults in
starting
vehicles.
Teachers
Activities
Learning Resources
160
General Objective 6.0 Discuss application of Engine diagnostic equipments.

Teachers Activities
Learning
Special Learning
Outcome
Resources
outcome
Signal tester
12-13
6.1 Carry out a safety
Perform a signal test
Worksheet
notes/warning
on safety
Engine test bench
notes signal test.
notes/warning notes.
Endoscope
6..2 Design a
Ask the students to

Maintenance
calculate maintenance Handtools etc
Engine analyser
worksheet.
interval.
Engine CAN Tool
6.3 Carry out
Perform routine test

maintenance
using engine test
inspection of an
bench.
engine using
Take the students out

engine test bench
to visit a standard
or endoscope.
automobile workshop.
6.4 Describe the

application of
identified handtools
Engine/Analyser
and equipment use in
scan tools.
engine maintenance.
6.5 Carry out a
Familiarisation
visit to a
standard engine
maintenance
shop.
General Objective: 7.0 Discuss the Diagnostic Techniques of Petrol Engines Whiteboard & Marker
Teachers Activities
Learning
Special Learning
Outcome
Resources
outcome
11
7.1 Describe the
White Board &
Demonstrate engine
engine speed/load
diagnosis using models Marker Duster
conditions under
Recommended
or diagrams, engine
which the
textbooks
speed load conditions
following, when
Vehicle owner
to detect faults in the
defective produce
handbook
engine parts listed in
abnormal noises:
Workshop Manual
7.1 that produced
Bigend bearings,
abnormal noises.
Teachers
Activities
Learning Resources
Teachers
Activities
Learning Resources
161
main bearings,
cam shaft, drive

mechanism,
distributor, water
pump, generator,
overhead twin cam
& drive belt.
7.2 Discuss the
operational effects
of the following:
Incorrect mixture
setting,
Incorrect valve
clearance,
Exhaust gas
leakage.
Show to the students

the various effect
caused by
abnormalities
mentioned in 7.2
General Objective: 8.0 Describe the Diagnostic and Repair Techniques of Modern Engines.
Teachers Activities
Learning
Special Learning
Outcome
Resources
outcome
White Board &
12-13
8.1 Describe the
Compare the modern

Maker
diagnostic and
diagnostic and repair
Recommended
repair techniques
techniques with the
Textbooks
of modern petrol
current practice.
engines and fuel
Workshop Manual
Guide students to test
Vehicle Owner
system using:
them on 8.2.
Analysers,
Assess them on graded Handbook

gauges,
assignments.
Meters etc.
Highlight the
Conditions
necessary for the
following tests:
Serviceability
Correct ignition
timing,
Teachers
Activities
Learning Resources
162
Correct mixture
adjustment/Co2
Leaking induction
system,
Exhaust system
EGR Exhaust Gas
Recirculation (EGR),
Compression test,
Cylinder leak test,
Abnormal oil pressure
High/low/intermittent
Cylinder balance test,
Exhaust Gas
Analyser.
General Objective 9.0 Describe the diagnostic/repair techniques of petrol engine.
Teachers Activities
Learning
Special Learning
Outcome
Resources
outcome
14
9.1 Describe the
Explain to the students White Board &

construction/
construction/operation Maker
Recommended
operation of
of the following:
Textbooks
various types of
Ballest resistive coil,
ignition system.
Assorted
Electronic with CB
switched/distribution
9.2 Discuss the
(Contact-Breaker) points.
Workshop Manual
procedure for
Electronic with
complete ignition
magnetic/optical/switch
system checks,
distributors.
using electronic
Distributor less ignition
engine analyser.
systems.
Highlight safety
precautions while
performing
operations on 9.2.
General Objective 10.0 Explain Fuel Injection System Diagnosis.
Teachers Activities
Learning
Outcome
Resources
Special Learning
outcome
Teachers
Activities
Learning Resources
Teachers
Activities
Learning Resources
163
10.1 Describe the

concept of
engine fuel
economy and
emission
systems.
10.2 Discuss factors
affecting fuel
consumption.
Explain (EGR)
Explain catalystic
convert.
Hydro carbon emission.
White Board &

Maker
Competencies:
Draw charts on maintenance schedule and ignition circuits

Diagnose faults in petrol engine
Use diagnostic equipment
Tune up a petrol engine.
Effect repairs on faulty modern petrol engine.
Assessment:
References:
Coursework 20%, Course Tests 20%, Practical 20%, Examination 40%

Dollon J. N. Motor Vehicle Technology & Practice
V.A.W Hillier Fundamentals Auto Electronics.
164
SAFETY AND COMFORT SYSTEM

COURSE: SAFETY AND COMFORT SYSTEM
COURSE SPECIFICATION: THEORETICAL CONTENTS
PRACTICAL CONTENT
Week General Objective: 1.0 Differentiate between the Various Types Of Thermometers And Pressure Gauges
Specific Learning
Teachers Activities
Learning
Specific Learning
Teachers
Learning
Outcome
Resources
Outcome
Activities
Resources
Marker, whiteboard
Explain the
Marker,
1.1 Read common
12
1.1 Define temperature
Describe
recommended
calibration of
whiteboard
thermometer and
and pressure.
temperature
textbooks,
thermometer
Recommended
pressure
gauges.
measuring
temperature and
and
pressure
textbooks,
types of
instruments.
pressure
gauge
to
temperature
thermometers and
Guide the
gauges
students.
and pressure
pressure gauges
students to
Life size
Demonstrate
gauges
used in refrigeration
measure
refrigerator and air
the procedure
and air conditioning.
temperature
conditioner
of
1.3 Describe various
Tool box, manual
using various
disassembling
Temperature.
thermometers.
and assembling
measuring scales.
of air
Explain the
conditioner and
1.4 Plot the various
conversion
a refrigerator.
temperature scale
of one
Draw up a
on a graph and
temperature
maintenance
convert one
scale to
schedule of an
temperature scale to
another.
air conditioner
another .
Guide the
and
students to
refrigerator.
measured the
Guide the
pressure using
students into
effective use of
pressure gauges
hand tools used
in the
maintenance of
the above.
165
4-5
General Objective: 2.0 Describe The Effect Of Temperature, Pressure And Volume On Refrigeration And Air Conditioning
Systems
Specific Learning
Teachers Activities
Learning
Specific Learning
Teachers
Learning
Outcome
Resources
Outcome
Activities
Resources
2.1 State the relevant
Marker,
2.1 Disassemble and
Derive the
gas laws.
assemble a
pressure/ volume Whiteboard
2.2 Carryout calculation
Recommended
typical
room air
relationship and
using the various
Textbooks
conditioning
carryout some
gas laws formulae
Teaching models
components
exercises.
gas laws and derive
their standard
equations.
General Objective: 3.0 Discuss The Principle Of Conversion Of Electrical Energy To Heat Energy
Specific Learning
Teachers Activities
Learning
Specific Learning
Teachers
Learning
Outcome
Resources
Outcome
Activities
Resources
3.1 Outline the units
3 Explain power
Marker,
3.1 Disassemble and
of power and
and heat.
whiteboard
assemble a
heat.
4 Ask the students recommended
typical
3.2 Calculate the power
to distinguish
textbooks, steam
refrigeration
used and heat
between power
table etc.
system.
generated by the
and heat.
compressor using
5 Carryout some
the pressure and
exercises.
enthalpy chart.
General Objective: 4.0 Describe The Three States Of Matter
Specific Learning
Teachers Activities
Learning
Outcome
Resources
4.1 Define matter.
Marker,
Explain matter.
whiteboard
4.2 State the three state
Distinguish
of matter
between the three recommended
textbooks etc.
4.3 Differentiate
states of matter.
between the three
states of matter.
Specific Learning
Outcome
3.1 Carryout
maintenance on
flow control
elements
Teachers
Activities
Learning
Resources
166
7-9
General Objective: 5.0 Describe The Refrigeration Cycle And Principles Of Air Conditioning
Specific Learning
Teachers Activities
Learning
Specific Learning
Teachers
Outcome
Resources
Outcome
Activities
Marker,
5.1 Define refrigeration
Carryout trouble
Explain the
whiteboard
and show
shooting and
characteristic
recommended
refrigerationcycles.
maintenance of
desire in a
textbooks,
5.2 Define the term
compressors
refrigerant.
Refrigerant.
Ask the students to: Psychometer and
Psychometric
5.3 Describe the
Identify the
chart etc.
conditions of
characteristic of
refrigerant in a
a refrigerant .
refrigeration cycle.
Explain the
5.4 Define the term air
refrigerant
conditioning.
numbering
5.5 Explain the
system.
principles of air
State the uses of

conditioning.
refrigerants.
5.5 Use the
Explain the
Psychometer and
effects of
psychometric chart
moisture on
to determine moist
refrigerants.
air properties.
Distinguish
5.6 List parts of air
between primary
conditioner.
and secondary
refrigerants
State the
functions of the
components of
AirConditioners.
State the
applications of
Air conditioners.
Guide the
students through
the use of
Learning
Resources
167
psychometer and
psychometric
chart.
General Objective 6.0: Describe the Various Types of .Compressors ands Their Working Principles.
Specific Learning
Teachers Activities
Learning
Specific Learning
Teachers
Outcome
Resources
Outcome
Activities
10-11
6.1 Define the term

compression.
6.2 List the various
types of
compressors.
6.3 Explain the
construction and
functions of a
compressor.
6.4 Differentiate
between the
various types of
compressors
A. Classify them by
shapes, size and
physical features.
B. State their
appropriate uses.
Explain the
operation of a
compressor.
State the
advantages and
disadvantages of
each type of
compressor.
Ask the students
to explain the
difference
between open
hermetic and
semi hermetic
compressors.
Guide the
students to select
a compressor
required for a
given application
using a given
design data.
Perform
calculations of a
power
requirement of a
compressor .
Learning
Resources
Marker,
whiteboard
recommended
textbooks,
instructional
drawing of a
compressor, life
compressor.
168
12
13
General Objective: 7.0 Understand Refrigerant Flow Controls And Functions

Specific Learning
Teachers Activities
Learning
Specific Learning
Outcome
Resources
Outcome
Explain the need Marker,
whiteboard
refrigerant flow
for the flow
recommended
controls.
controls.
7.2 Explain the
Ask the students textbooks,

samples of flow
principles of
to state
control elements.
operation of a
applications of
refrigerant flow
the flow controls
controls.
listed in 7.1.
7.3 State the functions
List the factors
of the various types
which guide the
of refrigerant flow
selections of
controls.
flow controls in
7.1.
Carry out
maintenance of
flow control.
General Objective: 8.0 Describe the charging of refrigeration systems with refrigerants
Specific Learning
Teachers Activities
Learning
Specific Learning
Outcome
Resources
Outcome
Marker,
8.1 Explain the
List the tools

whiteboard
charging principles
commonly used
recommended
of the refrigeration
in the charging
textbooks,
systems with
of refrigeration
Typical hand
refrigerants.
systems.
tools
8.2 Identify point of
State the
leakages and state
precautions taken
how to rectify
when handling
them.
toxic and
explosive
refrigerants.
Teachers
Activities
Learning
Resources
Teachers
Activities
Learning
Resources
169
14 15
General Objective 9.0: Understand The Lubrication Of A Refrigeration System.

Specific Learning
Teachers Activities
Learning
Specific Learning
Outcome
Resources
Outcome
Marker,
9.1 State the types and
Explain
whiteboard
functions of
lubrication and
recommended
lubricating oil in a
its effects on
textbooks,
refrigeration
refrigeration
Typical hand
system.
systems.
tools, lubricants.
9.2 Explain the
Guide the
importance of
students in the
lubricating oil in a
choice of
refrigeration
lubricants to be
system.
used in
9.2 State the properties
refrigeration
of lubricants used
systems.
in refrigeration
system.
Teachers
Activities
Learning
Resources
Competency:
1.
2.
3.
4.
5.
Explain in writing the functions and operations of safety and comfort systems.
Read common thermometer and pressure gauges.
Disassemble typical vehicle air conditioning and refrigeration system.
Carry out maintenance operations on air-conditioning and refrigeration systems.
Carry out vehicle body interior trimming fittings.
Assessment:
References:
Course work 20%, Course Tests 20%, Practicals 20%, Examination 40%.
Fundamentals of Motor Vehicle Technology
Motor Vehicle Automotive Encyclopedia
170
WORKSHOP SUPERVISORY MANAGEMENT

COURSE: WORKSHOP SUPERVISORY MANAGEMENT
Contact Hours:1-0-2 Hrs/Wk
PRACTICAL CONTENT
Week General Objective: 1.0: Discuss workshop supervision
General Objective: Identify Component parts of spark
management
ignition engine.
Specific Learning
Teachers Activities
Resources
Specific Learning
Teachers
Resources
Outcome
Outcome
Activities
Whiteboard and
1
1.1 Describe single
Explain the
Marker
workshop
feature of a
Textbook
organization chart.
workshop
1.2 Explain workshop
Automotive
organization
/Journal
procedure and its
chart.
application.
(internet)
Distinguish the
1.3 Discuss workshop
various features
procedure and
in a workshop.
controls.
Assess the
students on a
workshop
procedures &
control.
Week General Objective: 2.0: Discuss loading and Schedules
Specific Learning
Teachers Activities
Resources
Specific Learning
Teachers
Resources
Outcome
Outcome
Activities
2-3
2.1 Explain simple
Whiteboard &
Explain and ask

chart of events in
Maker
students to draw a
the workshop.
Workshop
simple chart of
2.2 Explain the
Journal i.e IMIevents in the
function of
SAE- (Internet)
workshop and its
reception tech. In
hierarchy and their
the workshop.
functions.
5.2 Explain the process
Assess the students
of work schedule.
on the organo gram
of the workshop.
171
Evaluate students
on allocation of
work schedule.
General Objective: 3.0 Explain automobile workshop staff organization.
Specific Learning
Teachers Activities
Resources
Specific Learning
Outcome
Outcome
3.1 Describe
Whiteboard &
Guide students on
automobile
the organization of Marker
workshop staff
Sample of
staff in an
Organization.
organogram
automobile
Textbook
workshop.
Assess to produce
simple workshop
organogram.
General Objective: 4.0 Explain the basic types of organization structure.
Specific Learning
Teachers Activities
Resources
Specific Learning
Outcome
Outcome
4.1 State the various
Flip chart
Explain using
types of
White Board
diagrams various
organization
Organ Chart
types of
structure.
Model
organization
4.1 Draw and label
Textbooks
structure.
organization
structure.
General Objective: 5.0 Discuss the responsible of technical adviser schedules.
Specific Learning
Teachers Activities
Resources
Specific Learning
Outcome
Outcome
5.1 Discuss methods of
Explain requisition Whiteboard &
workshop loading.
Marker
form.
5.2 Explain the
Job order form
Guide students to
procedure for
know responsibility
ordering posts.
schedule.
Week
Week
Week
Teachers
Activities
Resources
Teachers
Activities
Resources
Teachers
Activities
Resources
172
Week
Week
Week
9-10

Specific Learning
Outcome
6.1 Understand the
concept of planning
and control.
6.2 Differentiate
planning and
control.
Specific Learning
Outcome
7.1 Discuss the
importance of time
sheet.
Specific Learning
Outcome
8.1 Explain the concept
of capital
expenditure budget
proposal.
8.2 Draw up list of
materials of
expenditure budget
proposal.
Discuss the concept of planning and control

Teachers Activities
Resources
Specific Learning
Outcome
Whiteboard &
Explain and ask

Marker
students the
Textbook
concept of
Supervisor
planning.
Management
The difference
between planning
and control.
Explain the use of time sheet.
Teachers Activities
Resources
Specific Learning
Outcome
Sample of time
Explain and ask

sheet.
students the
importance of time
sheet.
Understand the capital expenditure budget proposal.
Teachers Activities
Resources
Specific Learning
Outcome
Sample of
Explain and ask

Capital
students the
expenditure
concept of capital
expenditure budget proposal.
Whiteboard &
proposal.
Maker
How to arrange
materials of capital
expenditure budget
proposal.
Teachers
Activities
Resources
Teachers
Activities
Resources
Teachers
Activities
Resources
173
Week
11
Week
12
Week
13
General Objective 9.0 Discuss direct costs and indirect costs.

Specific Learning
Teachers Activities
Resources
Specific Learning
Outcome
Outcome
9.1 Explain direct
Whiteboard &
Explain and ask

costs and indirect
Marker
students to
costs.
Textbook on
differentiate
between direct and Supervisor
Management
indirect cost.
Flip Chart
General Objective 10.0 Discuss human relations & industrial psychology.
Specific Learning
Teachers Activities
Resources
Specific Learning
Outcome
Outcome
10.1 Explain human
Whiteboard &
Explain and ask

relations and
Marker
students to
industrial
Textbook on
enumerate human
psychology
Supervisor
relations and
(details of bonus
Management
industrial
scheme sing a
Flip Chart
psychology.
four-part job card
Assess students.
set).
10.3 Explain customer
relations.
General Objective: 11.0 Explain the concept of Motivation.
Specific Learning
Teachers Activities
Resources
Specific Learning
Outcome
Outcome
11.1 Explain elements
Explain and ask the Whiteboard &
of motivation.
students to state the Marker
11.2 Discuss
Flipchart
elements of
MASLOW
motivation.
Hierarchy of
MASLOW needs.
needs.
Teachers
Activities
Resources
Teachers
Activities
Resources
Teachers
Activities
Resources
Competency:
1.
Draw various diagrams of organization structure.
2.
Prepare a specimen of a crook schedule.
3.
Prepare a capital expenditure budget proposal.
174
AUTOMOTIVE HYDRAULIC AND PNEUMATICS

COURSE: AUTOMOTIVE HYDRAULIC AND PNEUMATICS
PRACTICAL CONTENT
Week General Objective: 1.0: Understand the classifications, types, and
characteristics properties.
Specific Learning
Teachers Activities
Resources
Specific Learning
Teachers
Resources
Outcome
Outcome
Activities
1.1 Demonstrate the
1
1.1 Define fluids.
Marker
Explain the
1.2 List different types
Whiteboard
use of :
following fluid
i. Power unit
of fluids.
Textbook
properties:
1.3 Differentiate
Conference
ii. Relief Valve
i. Pressure
papers
iii. 2-way flow control
between the fluids
ii. Relative density
listed in 1.2.
Journals
valve
iii. Specific density
iv. manometers
1.4 Describe fluid
iv. Specific volume
properties.
v. Shut-off valve
v. Compressibility
1.5 State Newtons law
vi. Viscosity
of viscosity.
vii.Vapour pressure
1.6 Give application
viii. Surface
of each type of
tension
fluids mentioned.
ix. Capillary
x. Cohesion and
adhesion.
General Objective: 2.0: Analyze the concept of pressure and the principle of pressure measurement.
Specific Learning
Teachers Activities
Resources
Specific Learning
Teachers
Resources
Outcome
Outcome
Activities
2.1 Demonstrate the
2-3
2.1 Derive an
Explain how a fluid Marker,

Whiteboard
application of
expression for the
can exert pressure
Duster
hydraulic &
pressure at a point
due to its weight.
pneumatic
Recommended
in a fluid (i.e weight
Explain why the
Textbooks
equipment/tools.
and depth).
pressure in a fluid
Instructional
2.2 Explain the
varies with depth.
DrawingsLectu
working of the
Calibrate the
following
re notes etc.
bourdon pressure
instrument for
gauge.
175
pressure
measurement:
a. Barometer
b. Piezometer
c. U-tube manometer
d. Bourdon gauge
e. Aneroid barmeter
2.3 Derive an
expression for the
total thrust acting
on plane vertical
surface submerged
in a liquid.
2.4 Identify the point
where the resultant
thrust acts.
2.5 State parallel axes
theorem.
Specific Learning
Outcome
3.1 State Archimedes
principles.
3.2 Define (I) buoyant
force (ii) centre of
buoyancy.
3.3 Explain the
working of a
hydrometer.
3.4 Explain the three
equilibrium state of
floating objects viz:
(i)
stable
(ii)
unstable
(iii)
neutral.
Solve simple
problems related to
pressure
measurement.
Understand Archimedes principles.

Teachers Activities
Resources
Explain
Archimedes
principles.
Apply Archimedes
principles to
determine the
density of a
substance.
Use hydrometer to
determine the
relative density of
liquids.
Solve problems
associated with
floating objects.
Specific Learning
Outcome
Teachers
Activities
Resources
Marker
Whiteboard
Duster
Recommended
Textbooks
Lecture notes
etc.
176
3.5 Explain what is
Calibrate a
mean by
hydrometer.
metacentric height
of a floating object.
3.6 Derive an
expression for
metacentric height
of a floating object.
General Objective: 4.0 Analyze the concept of thermal efficiency..
Specific Learning
Teachers Activities
Resources
Outcome
Marker
4.1 Define thermal
Explain thermal
Whiteboard
efficiency.
efficiency.
Duster
4.2 Compose the
Guide the student

thermal efficiencies
to calculate thermal Recommended
Textbooks
of common heat
efficiencies.
Lecture notes
energy plants e.g.
Solve problems
a. The newcome steam
etc.
involving the
engine
calculation of
b. The automobile
thermal
engine.
efficiencies.
4.3 Define a heat
engine.
General Objective: 5.0 Explain ideal gas laws.
Specific Learning
Teachers Activities
Resources
Outcome
5.1 Define:
Marker
Explain the ideal

Whiteboard
Boyles law
gas laws.
Duster
Charless law
Solve problems
Recommended
involving the gas
Pressure law
Textbooks
law.
Ideal gas law

Lecture notes
5..2 Distinguish
etc.
between real and
ideal gas.
Specific Learning
Outcome
Teachers
Activities
Resources
Specific Learning
Outcome
Teachers
Activities
Resources
177

Specific Learning
Outcome
6.1 Define
exothermic and
endothermic
reactions.
6.2 Define fuels.
6.3 Identify
hydrocarbon fuels
6.4 Describe the
formation of fossil
fuels.
6.5 State the
composition of
natural gas.
6.6 Define gross and
net calorific values
of fuels.
6.7 Compute density
of gases at S.T.P.
6.8 Describe the
chemical changes
which takes place
during the
combustion of:
Carbon
Hydrogen
Hydrocarbons.
Competency:
1.
2.
3.
4.
Assessment:
Classify fuels and their combustion characteristics.

Teachers Activities
Resources
Specific Learning
Outcome
Explain exothermic Marker

Whiteboard
and endothermic
Duster
reactions.
Recommended
Classify fuels into

gaseous, liquid and Textbooks
Lecture notes
solid.
etc.
Describe the
fundamental
properties of fossil
fuels.
List the application

of fossil fuels.
Explain complete,
incomplete and
stoichiometric
combustion.
Explain air-fuel
ratio and mixture
strength of
combustion.
Explain the causes

and effects of
incomplete
combustion.
Teachers
Activities
Resources
Demonstrate the use of workshop hydraulic and pneumatic tools.

Calibrate the bourdon pressure gauge
Solve simple problems on, pressure measurement
Calibrate a hydrometer
Course work 20%: Course Test 20%: Examination 60%
178
FUNDAMENTAL OF AUTO-ELECTRIC SYSTEMS

COURSE: FUNDAMENTAL OF AUTO-ELECTRIC
Contact Hours: 1- 0-2 Hr/wk
SYSTEMS
Week
General Objective 1.0: Know the Requirements, Designs and Operations of Automotive Starters Batteries
Specific Learning
Specific Learning
Teachers
Learning
Outcome
Resources
Outcome
Activities
Resources
Batteries, battery
Recommended
1.1 Carryout battery
1.1 State the function
Demonstrate
Explain in
charging,
textbooks, lecture
charging process.
14
and purpose of a
activities 1.1
details the
equipment,
notes, white
1.2 Carry out battery
battery.
t0 1.3 for the
features,
manuals, etc.
board,
marker,
capacity
and
1.2 Explain the
students to
functions,
duster, charts etc.
functionality test.
construction of a
learn and
chemistry of
1.3 Demonstrate
lead-acid cell.
allow them to
charging/
modern procedures
1.3 Discuss the
discharging,
practice till
for connecting and
chemistry of
they become
principle .of
charging and
disconnecting
competent.
operations of a
batteries
to
and
discharging
battery.
Grade
from modern
processes.
students
Illustrate the
vehicles to avoid
1.4 Explain the
reports,
procedures for
process of
loss of stored
practical
connecting and
system codes and
electrolyte
disconnecting
works,
information.
preparation.
sketches and
batteries to and
1.5 Discuss battery
drawing.
from modern
charging process.
vehicles to avoid
1.6 State and explain
loss of stored
factors which
systems codes
affect battery life.
and information.
1.7 Discuss general
Ask the students
safety precautions
to illustrate the
when handling
procedures
automotive
indicated above.
batteries.
Mark students
1.8 Explain modern
graded
procedures for
assignments.
connecting
179
58
batteries and
disconnecting
batteries to and
from modern
vehicles to avoid
loss of stored
system codes and
information.
General Objective 2.0: Know the Requirements, Construction, Types and Operational .principles of Modern Automotive
Charging System.
Specific Learning
Teachers
Learning
Specific Learning
Teachers
Learning
Outcome
Activities
Resources
Outcome
Activities
Resources
Recommended
2.1
Identify
a
typical
Complete tool
Explain in
Demonstrate
textbooks, lecture
charging system
the charging system
box
details the
activities 2.1
notes, chalkboard,
of a modern
and list
Manuals
features,
to 2.3 for the
chalk, duster, charts,
vehicle, its
components
circuits,
students to
etc.
components and
that make up the
components,
learn and ask
Functions
system.
types,
them to
2.2
Carry
out
2.2 Outline common
functions and
carryout all
functionality test
types used in
principles of
the activities.
of the system.
vehicles.
operations of
Grade
2.3 Dismantle, service
2.3 Discuss principles
charging
students
of generator
and reassemble a
system and its
reports,
operation.
modern
accessories.
practical
2.4 Differentiate
alternator and
Illustrate the
works,
between generators
test for
methods of
sketches and
and alternators.
functionality.
carrying out
drawings.
2.5 Highlight the
functionality
limitations of the
test of
dynamo.
charging
2.6 Explain the
system.
methods
Assess
of carrying out
students
functionality test
graded
of the system.
assignments.
180
2.7 Explain a typical

charging system
circuit diagram.
9 11
General Objective 3.0 Understand the General Operational principles of the Starting System.
Specific Learning
Teachers
Learning
Specific Learning
Teachers
Outcome
Activities
Resources
Outcome
Activities
Recommended
3.1 Identify the
Demonstrate
Explain in
the starting system
textbooks, lecture
starting system,
activities 3.1 to
details the
and list the
notes, chalkboard,
its components
3.2 for the
features,
components that
duster, charts etc.
and functions s.
students to
functions,
make up the system.
3.2 Dismantle,
learn and allow
principle of
3.2 Discuss the D.C
service,
them to
operations and
motor principles of
reassemble and
practice till
frequency of
operation.
test a typical.
they become
use of starting
3.3 Explain power,
starter motor for
competent.
system.
torque and current
functionality.
Illustrate
requirements for
common faults
starting.
associated with
3.4 Mention types of
the starting
starter motors in
system and
use.
possible
3.5 State common
remedies.
faults associated
Assess
with the starting.
students
3.6 Discuss the
graded
duration and
assignments.
frequency of use
the starting circuit.
Learning
Resources
Complete tool
box. Starting
system
equipment
Manuals
181
General Objective 4.0 Understand the Lighting System Principle s .of the Motor Vehicle.
Teachers
Learning
Specific Learning
Teachers
Learning
Outcome
Activities
Resources
Outcome
Activities
Resources
4.1 Identify a typical
Recommended
12 15 4.1 Explain the need for
Explain in
Demonstrate
lighting system
textbooks, lecture
the lighting system
details the
activities 4.1
circuits, its
in vehicles.
features, need, notes, chalkboard,
and 4.2 for the
components
and
chalk,
duster,
charts
4.2 Discuss the legal
legal
students to
functions.
etc.
requirements for an
requirements,
learn and allow
4.2 Demonstrate fault
ideal lamp and their
types and
then to practice
effects.
tracing on lamp
principles of
till they
4.3 Give reasons for the
circuits.
operation of
become
following:lighting
competent.
system.
Writing of lamps in
Grade students
parallel.
Illustrate the
reports,
need for
Anti-dazzle
practical works,
overload
controls.
sketches and
protection,
drawings.
Use of dipped and

fuses
and
main beams.
headlamp
4.4 Discuss the need
relays.
for:
Assess the
a. Overload protection.
students
b. Fuses, their uses
graded
and Sizes.
assignments.
c. Headlamp relays.
4.5 Explain the
principle
of direction
indicating devices
e.g. the flasher unit.
182
Competency
1.
2.
3.
4.
Perform experiment on a single loop d.c.

Use electrical measuring tools.
Draw simple electric circuits.
Repair an alternator and starter motor.
Assessment:
Reference:
Fundamental Automotive Electronics:
Automobile Electrical Electronic systems:
Electronic Diesel Control EDC (Automotive Technology):
V.A.W. Hiller
By Tony Tranter
By Bosch
183
AUTOMOTIVE ELECTRONICS
COURSE: AUTOMOTIVE ELECTRONICS
COURSE CODE: MCE 204
CONTACT HOURS: 1-0-2 Hr/Wk
WEEKS
COURSE SPECIFICATION: THEORETICAL
PRACTICAL CONTENTS
CONTENTS
General objective: 1.0 Understand fundamentals of
General objective:
Automotive electronics
WEEK
Learning
Specific
Teachers
Learning
Outcome
Activities
Resources
Learning
Activities
Resources
Outcome
White board,
White board,
1.1 Produce
1-3
1.1 Ability to
Explain and
Describe and
markers, v . boards
markers,
simple
define and
build simple
explain
recommended text
functional
explain
electronic
operations of
books, etc.
electronic
operations of
devices, such
diodes,
circuits.
semi conductor
as timers and
rectifier
devices.
pulse triggers
circuits,
(loud speaker)
transistors,
using
amplifiers,
operational
operational
amplifiers,
amplifiers
capacitors and
indicating their
resistors
uses in digital
circuits.
Explain binary
number system
and its use in
digital
electronics.
Discuss logic
circuits and
their use in
digital
computers.
184
Define ICs and

summarize
their
manufacturing
process.
General objectives 2.0: Know Sensors And Actuators
Learning
Outcome
Activities
Resources
WEEK
4-6
2.1 Ability to
define and
explain the
operation of
sensors and
actuators.
2.2 Select
sensors
and actuators
for
automotive
applications
Discuss the
automotive
control
applications of
sensors and
actuators.
Explain
electronic
ignition
MAPPING.
Explain the use
in electronic
fuel injection,
electronic
carburetor and
throttle body
fuel injection
(TBFI)
Discuss
ignition and
exhaust gas
recirculator
(EGR)
actuators.
White board,
markers,
recommended text
books, etc.
Specific
Learning
Outcome
2.1 Identify and
select
sensors and
actuators for
automotive
use.
Teachers
Activities
Describe and
use sensors
and actuators
for
automotive
applications.
Learning
Resources
White board,
markers,
recommended text
books, etc, models/
samples.
185
WEEK
WEEK
7-9
General objectives 3.0: Know Typical Digital Engine

Control System
Learning
Outcome
Activities
Resources
3.1 Explain
White board,
Discuss
control system
control system markers,
recommended text
input and
signals and
output signals.
specifications. books, etc.
3.2 State control
Discuss al subsystem
systems of the
speculations.
electronic
3.3 Explain fuel
engine control.
EGR,
electronic
spark and
integrated
engine control
systems.
General objectives 4.0: Understand the typical electronic
vehicle motion control systems
Learning
Outcome
Activities
Resources
4.1
Describe
typical
automotive
motion
control
systems.
Explain and
identify
vehicle motion
control
systems for
cruise, brake
skid, tyre-slip,
idle-speed,
engine
governor and
transmission
control.
White board,
markers,
recommended text
books, models etc.
Specific
Learning
Outcome
3.1 Identify
component
parts of an
engine
electronic
control
system.
Teachers
Activities
Specific
Learning
Outcome
4.1 Identify
motion
control
mechanisms
on vehicles
Locate all
parts and
components
of the
electronic
control system
of an engine.
Remove and
replace such
components.
Teachers
Activities
Locate,
remove and
replace
control
devices.
Learning
Resources
White board,
markers,
recommended text
books, live engine
etc.
Learning
Resources
White board,
markers,
recommended text
books, live vehicle
and manuals.
186
WEEK
10 -12
General objectives 5.0: Know modern automotive

instrumentations
Learning
Outcome
Activities
Resources
5.1 Explain
modern
vehicle
instrumentation
signal
processing,
sampling and
sample period.
5.2 Describe
instrumentation
for fuel
quantity,
coolant
temperature
oil, pressure
and vehicle
speed
measurements.
5.3 Discuss
instrumentation
for electronic
display
devices for
trip
information
and engine
diagnostic
Describe
current
automotive
electronic
instrumentatio
n practice.
White board,
markers,
recommended text
books, life vehicle
etc.
Specific
Teachers
Learning
Activities
Outcome
5.1 Explain
Describe,
vehicle
identify,
instrumentation.
locate, remove
and replace
(where
possible)
modern
vehicle
Learning
Resources
White board,
markers,
recommended text
books, manuals
and life vehicles.
instrumentation
.
187
WEEK
13 -15
General objectives 6.0: Know trends in automotive

electronics
Learning
Outcome
Activities
Resources
6.1 Explain trends
in automotive
electronics.
Discuss trends
in motor
vehicle
electronics
illustrating
with
distributor
less ignition
system, vehicle
occupant
protection,
collision
avoidance
radar warning,
low tyre
pressure
warning
system, CRT
display,
electronic
automatic
transmission,
speed
synthesis and
multiplexing.
White board,
markers,
recommended text
books, live
vehicles etc.
Specific
Teachers
Learning
Activities
Outcome
6.1 Describe
Explain and
modern
identify latest
vehicle
automotive
instrumentation
electronic
components
on a life
modern
vehicle.
Learning
Resources
White board,
markers,
recommended text
books, live vehicle,
manuals.
Competency:
1.
Draw simple electronic circuits
2.
Identify sensors and actuators
3.
Select appropriate sensors and actuators for automotive applications
Assessment: coursework 20%, course test 20%, practicals 20%, examination 40%
188
MECHATRONICS ENGINEERING TECHNOLOGY COURSES
189
FUNDAMENTAL OF MECHATRONICS I
Course: FUNDAMENTAL OF MECHATRONICS I
Course Specification: Theoretical Content: Know the meaning of
Practical Content:
Mechatronics
General Objectives 1.0: Understand Mechatronics Systems
Week
Specific Learning
Teachers activities Learning
Specific Learning
Outcomes
Resources
Outcomes
- Chalk board
1.1 Define Mechatronics.
1.1 Identify household
Explain the
- Chalk
1.2 State the types of
items that can be
concept of
- Duster
Mechatronics.
characterized as
1-3
Mechatronics
- Instructional
1.3 Discuss the
mechatronic
Identify its
significant
drawing
System.
differences
differences between
1.2
What components
Text
books
Distinguish
the different types of
Journals
do they contain
between the
Mechatronics.
that
help you
Lecture
notes
types identified.
1.4 State the advantages
identify
them as
Explain the
mechatronic
relevance to
Systems.
each of the types.
engineering
1.3
If an item
1.5 Discuss its relevance
design.
to contemporary
contains a microengineering design.
processor,
1.6 Mention
describe the
function that are
Mechatronics
system and its
performed by the
primary
micro-processor.
elements.
General Objective 2.0: Understand Mechatronics Systems
Specific Learning
Outcome
Resources
Outcome
2.1 Define System
2.1 Carry out system
Explain
2.2 State the different
measurement
systems.
types
4-5
Explain system
of systems.
measurement.
Explain control
Contact Hours :1-0-2 Hrs/Wk
Teachers
activities
Guide the
students to
identify the
various
components
of
mechatronic
systems.
Demonstrate
the use of
the various
components
of the
training
board.
Teachers
Activities
Demonstrate
the use of
measurement
equipment.
Demonstrate
Learning Resources
- Instrumental
diagrams
- Training
board
- Plug-incables
- Dc power
source
- Washing
machine
- Bread toaster
and hand
drilling
Machine.
Learning Resources
- measuring tools
190

each type.
2.4 Discuss system
measurement.
2.5 Discuss system
control.
2.6Discuss
microprocessor.
system.
Explain the steps
in sequential
control.
Explain the
applications of
mechatronic
system.
WEEK
General Objective3.0: Know basic electronics

Specific Learning
Teachers Activities
Outcome
3.1 Define Ohms law.
Explain the
3.2 Define conductor
functions of p-n
and
junction diodes,
semi-conductor.
ac rectification,
3.3 State the sources of
zener diodes.
power supplies.
Learning
Resources
- Chalk
- Chalkboard
- Instructional
56
- Diagrams
- AC, DC Power
Source
- Duster
General Objective 4.0: Understanding the Principles and
applications of transistors and operational amplifiers
Outcome
Resources
4.1 Define transistor.
- Chalk
Explain:
4.2 State the uses of
- Chalkboard
6-8
transistor,
transistor.
- Instructional
thyristor,
4.2 Differentiate
- Diagrams
operational
between a
- AC, DC Power
amplifiers and
transistor and a
Source
state their uses in
thyristor.
- Duster
electronic
how systems
are
controlled.
Guide the
students to
identify
controlled
systems.
Demonstrate
system
measurement
and ask the
students to
practice
same.
Specific Learning
Outcome
Teachers
Activities
Learning Resources
Specific Learning
Outcome
Teachers
Activities
Learning Resources
191
components.
Explain:
common emitter
characteristics,
emitter follower
circuit, FET,
Inverting, Unity
gain, Noninverting, C/V,
V/C amplifier.
General Objective 5.0: Understand digital Electronics
Outcome
Resources
5.1 Discuss Boolean
Explain Boolean
algebra.
8 - 10
algebra.
5.2 State the implication
Explain simple
of 5 .1 in digital
gates; NAND
systems.
and NOR gates,
5.3 Discuss simple logic
latches, positive
gates.
& negative logic,
5.2 Discuss sequential
tri-state logic,
logic systems.
etc.
Explain J-K flipflop, registers

and counters,
timers and pulse
circuit.
4.4 Define amplifiers.
4.5 Mention the various
types of amplifiers.
e.g differential,
instrumentation,
inverting, unity gain,
non-inverting, etc.
General Objective 6.0: Know sensor and Transducer Principles

Outcome
Resources
6.1 Define sensor.
Explain sensors
6.2 Mention the different
and transducers.
types of sensors.
10 -12
Guide the
6.3 Define transducer.
students to
identify different
Specific Learning
Outcome
Teachers
Activities
Learning Resources
Specific Learning
Outcome
Teachers
Activities
Learning Resources
192

types of transducers
6.5 Differentiate
between a sensor and

a transducer.
6.6 Discuss calibration
and signal
conditioning
types of sensors
and transducers.
Explain the uses
and applications
of sensors and
transducers;
Performance,
classification,
static & dynamic
characteristics of
calibration and
signal
conditioning.
General Objective 7.0: Understand Drive Technology
Outcome
Resources
7.1 Define actuators
Explain the
physical
types of actuators
12 14
principles of
7.3 Define valves
solenoid-type
devices, valves,
types of valves
dc machines, ac
machines &
stepper motor
etc.
Guide the
students to
identify the
different items
mentioned
above.
Specific Learning
Outcome
7.1 Carry out
identification of
different drives
Teachers
Activities
Guide the
students to
identify the
drives.
Learning Resources
Actuators, valves
ac & dc motors,
solenoid, etc.
Competency:
The students should be able to understand the meaning of Mechatronics and its different types. They should also be able to identify conductors, semi-conductors,
diodes, logic gates, amplifiers, transistors, and inverters, know their characteristics and uses.
Assessment:
Course work 20%; Course test
20%; Practicals 10%; Examination 50%
References:
Elpers and N Weyer Mechatronics Fundamental; C. Fraser and J. Milne Electromechanical engineering: An introduction IEEE press, 1996.
193
FUNDAMENTAL OF MECHATRONICS II
Programme: National Diploma in Mechatronics Engineering Technology
Course: Fundamental of Mechatronics II
General Objective 1.0: Understand Sensor and transducers.
Week
Specific Learning
Teachers
Learning
Outcomes
activities
Resources
- Chalk board
1.1 Discuss the
Explain the
- Chalk
applications
uses and
- Duster
of sensors in the
1-2
applications
- Instructional
measurement of
of sensors
drawing
angular
and
position, linear
transducers in - Text books
- Journals
displacement, rotational
conducting
speed, force, pressure,
measurement - Lecture notes
strain, flow rate,
of angular
temperature, etc.
position,
1..2 Discuss the
linear
applications of
displacement,
transducers in the
rotational
measurement of flow
speed, force,
rate, temperature,
pressure,
strain, pressure, force,
strain, flow
rotational speed, linear
rate,
displacement, angular
temperature,
position, etc.
etc.
WEEK
3-4
Contact Hours (1-0-2)/wk (3 Credit

Units)
Practical Content:
Specific Learning
Teachers
Outcomes
activities
1.1 Carry out
Conduct the
measurement of
experiment
angular position,
and guide the
linear displacement,
student to the
rotational speed,
same
force, pressure,
strain, flow rate,
temperature, etc.
General Objective 2.0: Understand Drive Technology Application

Specific Learning
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
Same
Explain the
types of drive.
different
2.2 Discuss the
types of
different types
drives
Teachers
Activities
Learning
Resources
Learning
Resources
194
of drive
application.
WEEK
56
(motors), i.e.
linear motors,
voice coil
motors,
electropneumatic,
etc.
Explain
electropneumatic
and electrodynamic
actuators.
General Objective 3.0: Know electromechanical system principles
Specific Learning
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
Same as above
3.1 Define
Explain the
electromechanical
principle of
systems.
conversion of
3.2 Identify
rotary to
electromechanical
linear motion.
systems.
Guide the
3.3 Discuss the basic
students to
electromechanical
convert rotary
principles
to linear
3.4 Discuss the basic
motion.
principles of power
Explain the
transmission.
basic
electromecha
nical
principles
involved in
power
transmission.
Teachers
Activities
Learning
Resources
195
WEEK
7-8
WEEK
9 - 10
General Objective 4.0: Understand electromechanical system applications

Specific Learning
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
Same as above
4.1 Carry out rotary
4.1 Discuss the
Demonstrate
to linear
Applications of
the
conversion using
Electromechanical
conversion of
lectromechanical
devices
rotary to
devices.
4.2 State the advantages
linear motion.
4.2 Guide the
Guide the
each of the devices
students to
students to
transmit power
identified
understand
through the use
the
of electroapplications
mechanical
of
devices.
electromecha
nical devices
in coupling,
gearing, belts,
pulley,
bearings, etc.
General Objective 5.0: Know micro-processors
Specific Learning
Teachers
Learning
Specific Learning
Outcome
Activities
Resources
Outcome
Same as above
5.1 Define micro
Explain
processor.
micro5.2 Identify the different
processor.
component parts of a
Guide the
micro-processor
students to
5.3 Discuss
identify the
microprocessor
different parts
basic architecture,
of a
CPU,
microprocess
memory, I/O ports.
or.
5.4 Discuss the
application
Teachers
Activities
Perform the
experiment
and ask the
students to do
same
Teachers
Activities
Learning
Resources
- Coupling
- Gears
- Belts
- Pulley
- Bearing
- Electromechanical
devices
- Etc.
Learning
Resources
196
of the component parts

identified in 5.2.
WEEK
11 -12
General Objective 6.0: Understand micro-processor interfacing

Specific Learning
Teachers
Learning
Outcome
Activities
Resources
6.1 Discuss microSame
Explain
processor interfacing
micro6.2 Discuss the application
processor
of micro-processor
interfacing
interfacing, Bus
and the
timing, A/D, D/A
application of
conversions
Bus timing,
A/D, D/A
conversion
Specific Learning
Outcome
6.1 Carry out microprocessor
interfacing, bus
timing, A/D, D/A
conversion
6.2 Carry out the
identification of
6.3 the component
parts of a
Microprocessor.
Teachers
Activities
Guide the
students to
identify the
various
component
parts of a
microprocessor
Learning
Resources
- Micro-Processor
devices
Competency:
The students should be able to identify sensors, transducer systems, and microprocessors. They should also be able to understand their
characteristic applications and differences.
Assessment:
Course work 20%, Course test 20%, Practicals 10%, and Exams 50%
References:
Elpers and Neyer Advanced Mechatronics; Michael B. Hestard and David G. Alciatore Introduction to Mechatronics and
measurement systems
197
MECHATRONICS TECHNOLOGY AND PRACTICE

Programme: National Diploma in Mechatronics Engineering Technology
Course: Mechatronics Technology and Practice
Contact Hours: 1-0-3

(4Credit Units)

Course Specification: Practical contents
General Objectives 1.0: Understand basic electronics
WEEK
Specific Learning
Teachers activities Learning
Specific Learning
Teachers
Outcomes
Resources
Outcomes
activities
1.1 Identify basic
- Chalk board
1.1 Demonstrate
Guide the
Explain the
the use of lightelectronic components
- Chalk
students to
uses and
and instrumentation,
- Duster
controlled
1-2
functions of
control
i.e. light-controlled
- Instructional
switch in
vehicle
resistors,
drawing
controlling
switch.
potentiometer,
lighting
1.2 State the functions of
Text
books
vehicle
lighting
components,
photo resistor,
components.
light-controlled switch
- Journals
etc.
using light- Lecture notes
in controlling vehicle
controlled
lighting components,
switch
(e.g. LDR, photo
resistor) including
Instrument cluster, fog
light, headlamps, etc.
General Objective 2.0: Understand electronic scale
WEEK
Specific Learning
Specific Learning
Teachers
Outcome
Resources
Outcome
Activities
2.1 Use function
2.1 Carry out
Explain function Same
Guide the
generator to
experiments to
generator and its
students on
determine the
determine the
3-4
how to
characteristics.
input
input frequency
determine the
Explain the use

frequency of
of
photo
input
of amplifiers.
light-dependent
frequency of
resistor.
resistor, LDR,
lightetc.
dependant
Learning
Resources
- Light control
switches
- Fog light
- Headlamp
- Resistors
- Potentiometer
- Photo resistor
- Etc.
Learning
Resources
- LDR
- Oscilloscope
- Function
generator
- Frequency meter
198
2.2 Explain the functions

and uses of
amplifiers.
WEEK
56
2.2 Use
resistors
oscilloscope to
measure the
Guide the
characteristic
students to the
features of the
use of
above
oscilloscope
mentioned semi-
Guide the
conductor
students to
devices.
carry out the
2.3 Demonstrate
experiment.
the use of
amplifiers as
booster in
speakers,
sound systems,
lamps, cooling
system, etc.
General Objective 3.0: Understand analogue & digital temperature controller
Specific Learning
Specific Learning
Teachers
Learning
Outcome
Resources
Outcome
Activities
Resources
Same as above
3.1 Demonstrate
3.1 Describe analog
- Star compact
Explain the
Guide the
using star
temperature controller.
functions of
students to the
compact tool
3.2 Describe digital
analog and
use of star
as a closed
temperature controller.
digital
compact to
loop
to
find
out
3.3 State the differences
temperature
perform
between digital and
the sensor and
controllers and
checks on
analog temperature
other related
state the
analog/digital
controllers.
sensors, e.g.
advantages of
temperature
pre-heating
each.
controllers.
the item in 3.2.
devices, coil
sensor, fuel
sensor, tyre
pressure sensor,
ESP sensor,
ABS, etc.
199
WEEK
7-8
WEEK
9 - 10
General Objective 4.0: Understand cartridge control

Specific Learning
Outcome
Resources
4.1 Describe cartridge
Explain cartridge Same as above

control
control and its
4.2 State the uses and
uses as limit
functions of cartridge
switches.
control.
General Objective 5.0: Understand the concept of transducers

Specific Learning
Outcome
Resources
Same as above
Explain
calibration.
transducer
calibration.
types of transducer
Discuss the
Calibration.
process of
5.3 Describe the use of
transducer
potentiometer for
calibration.
angular rotation
Use inclinometer
measurement.
to check wheel
5.4 Explain the use of the
alignment.
inclinometer to check
wheel alignment.
Specific Learning
Teachers
Learning
Outcome
Activities
Resources
- Catride control
4.1 Demonstrate
Guide the
the use of
students to the
cartridge
use of
control
cartridge
mechanism to
control, side
control side
mirrors,
mirror,
trafficators
trafficator
lamps,
lamps, sun roof,
sunroof, and
central locking
central
system, etc.
locking
system.
Specific Learning
Outcome
5.1 Carry out
checks to
determine the
amount of
angular
deviation on
axle suspension
to effect level
control in wheel
alignment
system.
5.2 Demonstrate the
use of
potentiometer
for angular
rotation
measurement.
Demonstrate the
Teachers
Learning
Activities
Resources
Explain wheel - wheel alignment

tools
alignment
potentiometer
Guide the
inclidometer
students to
check wheel
alignment of a
vehicle.
Ask the
students to
determine the
angular
deviation on
axle
suspension to
effect level
control in
wheel
alignment
200
use of
inclinometer
using a
potentiometer to
determine an
unknown angle.
WEEK
11 -12
system.
Ask the
students to
measure
angular
rotation using
potentiometer
Guide the
students to
determine an
unknown
angle using
inclinometer
General Objective 6.0: Understand the concept of dc motor speed control

Specific Learning
Specific Learning
Teachers
Outcome
Resources
Outcome
Activities
6.1 Explain dc motor.
Same
6.1
Carry
out
Demonstrate
Ask the students

6.2 Explain the
identification of
how to control
to explain the
importance of speed
dc motor,
speed on dc
importance of
control in dc motor
tachometer, and
speed control
motor.
6.3 Build a dc motor
analog closed
and its
Ask the
analog speed
loop speed
implication on
students to
control.
controller.
dc motors
assemble and
6.2 Demonstrate
Assemble a dc
disassemble
using a servoanalog speed
motor analog
mechanism of
controller.
speed controller
position
Ask the
control, e.g. in
students to
steering unit,
carry out
electrospeed control
pneumatic/
of dc motors
hydraulic
in; electric
actuators and
fuel system,
vehicle audio
electric water
antenna, etc.
pump, electric
wipers,
Learning
Resources
- Analog and
Digital speed
controllers
- DC motors
- Wipers
- Water pump
- Fuel system
(electrical)
201
charging
system in a
vehicle (drive
via pulley).
WEEK
13 14
General Objective 7.0: Industry tour of mechatronic company

Specific Learning
Outcome
Resources
7.1 Identify mechatronic
- Vehicle
Visit two
application companies
- fuel
mechatronic
around you.
companies twice
7.1 Tour facilities of
in each year of
mechatronic
study.
companies.
Specific Learning
Outcome
Teachers
Activities
Learning
Resources
Competency:
The students should be able to identify sensors, transducer systems, and micro-=processors. They should also be
able to understand their characteristic applications and differences.
Assessment:
Course work 20%, Course test 20%, Practicals 20%, and Exams 40%
References:
Elpers and Neyer Advanced Mechatronics; Michael B. Hestard and David G. Alciatore Introduction to
Mechatronics and measurement systems
202
TECHNICAL REPORT WRITING

COURSE: TECHNICAL REPORT
Practical Content
General Objective 1.0: Content of A Technical Report.
Specific Learning
Outcome
Outcome
Recommended
1.1 Explain the meaning of
Explain in
1-7
text book,
technical reports.
details the
Lecture notes,
meaning,
Chalkboard,
technical reports.
purpose, types
Chalk, Duster,
1.3 Explain types and uses
and uses of
etc
of technical reports.
technical
1.4 Understand the
reports.
methodology and
Illustrate with
sequence of writing
example the
technical report.
methods and
1.5 Discuss the methods of
sequence of
determining the
writing technical
following in technical
reports.
reports:
Assess the
- Determination of .topic
students graded
and little
assignments.
- Justification of title
- Abstract or synopsis of
the report.
- Classification of data
- Scope and limitation of
project.
Data analysis
(graphical method,
tabular method,
descriptive method).
- Presentation of data
(use of appendices)
Contact Hours 2hrr/wk
Teachers Activities
Resources
203
Week
8- 15
General Objective 2.0: Understand the information that would be

required in technical report writing.
Specific Learning
Outcome
Recommended
Explain in
text book,
types of information
details the
Lecture notes,
that would be required
information
Chalkboard,
in Reports.
required in
Chalk, Duster,
2.2 Determine the factors
technical report
etc
that influence solutions.
writing and
2.3 Advance Civil
factors that
Engineering
influence
conclusions arising
solutions.
from factors.
Assess the
2.4 Select criteria required
students graded
in case studies.
assignments.
2.5 Determine critical
analysis of case studies.
2.6 Produce summary.
2.7 Make propositions
(Authors propositions).
2.8 Develop conclusion to
a technical report.
2.9 Write a bibliography in
standard format.
2.10 Explain terms of
reference in report.
2.11 Explain the difference
between facts and op
inions.
2.12 Explain how facts and
opinions may be
distinguished in writing
report.
Specific Learning
Outcome
Teachers Activities
Resources
204
2.13 Write reports on

selected technical
matters.
2.14 Rewrite the abstract.
205
ELECTRONIC DEVICES AND CIRCUITS I

Course: Electronic Devices and Circuit I
Contact Hours: 1-0-2 Hrs/Week
General Objective: Understand the operating characteristics of diodes, transistor, field effect transistors and thyristors
WEEK
Teachers Activities
Resources
Special Learning
Teachers
Learning
outcome
Activities
Resources
1-4
1.1 Outline energy levels in
Chalk, board,
The material in
materials and the electron
textbooks, and
this module must
as a carrier of electricity
be kept at a simple lecture notes,
or charge.
charts writing
level related to
1.2 Explain valence and
bonding , agitation materials.
conduction bands.and
due to temperature
Fermi energy levels.
and the movement
of free electrons
conductors,
constitute a
semiconductors, and
current.
insulators, using Fermi
Explain polarity
energy level concept.
convention
1.4 Explain intrinsic and
between flow
extrinsic semiconductors.
direction of charge
1.5 Explain carriers in semiand flow
conductors.
convention of
1.6 Define majority and
current being
minority carriers.
opposite to each
1.7 Outline the effect of
other.
temperature on the
conductivity of semiconductors and
conductors.
206
Week
5-7
General Objective:
Specific Learning outcome:
2.1 Identify the circuit
symbols for PN junction
diode.
2.2 Explain with the aid of
suitable sketches the
forward and reverse and
zener characteristics of
the PN junction diode.
2.3 Explain zener diode
characteristics
2.4 Identify the circuit
symbols for zener diode.
i. General semi conductor
diode.
ii. Light emitting diode
iii. Variable capacitance
diode (varactor)
iv) Tunnel diode
v) Zener diode
vi) Bidirectional zener
diode
(Breakdown diode)
vii) Backward diode
viii) Bidirectional diode
(Diac)
ix) Scholtky diode
x) Photo diode
2.5 Explain the zener effect
phenomenon
2.5 Explain the applications of
zener diode (clipping,
clamping, stabilization etc.)
Teachers Activities
Power
dissipation
consideration
must be brought
in at all levels of
this course even
though it is
not obvious.
Resources
Chalkboard,
textbooks,
and lecture
notes, charts
writing
materials.
Special Learning
outcome
2.1 Determine by
experiment on PN
junction semiinductor diode
characteristics
using silicon and
germanium diode.
2.2 Determine by
experiment on the
forward and
reverse
characteristics of a
Zener diode.
2.3 Perform
experiment on the
application of
Zener diode of a
Zener diode.
Teachers
Activities
Teacher should
give instructions
that will assist
the students to
successfully
carryout the
experiments.
Learning
Resources
PN junction
diodes, PNP and
NPN transistors,
thyristor,
ammeter,
voltmeter, Zener
diode and cable,
practical
manuals,
practical
logbooks,
electronic
laboratory.
207
Week
8-11

3.1 Explain the structure and
operation of a bipolar
transistor (NPN and PNP).
3.2 Explain the biasing
arrangements of NPN and
PNP bipolar transistors.
3.3 Explain the circuit
configurations of NPN and
PNP bipolar transistors:
a. the common base
configuration
b. the common collector
configuration
c. the common emitter
configuration.
3.4 Sketch the static
characteristic curves of
NPN and PNP bipolar
transistors for 3.3
(i.) and 3.3 (ii).
3.5 Determine the input and
output resistances, current
and voltage gains from
3.4.
Teachers Activities
Discuss the
applications of
bipolar junction
transistors in
practical systems.
Solve problems
on the bipolar
junction
transistors.
Resources
Chalk board,
textbooks, and
lecture notes,
charts writing
materials.
Special Learning
outcome
3.1 Determine by
experiment the
static
characteristics
of NPN
transistor in
commonemitter (CE)
configuration.
3.2 Perform
experiment to
determine the
static
characteristics
of NPN
transistor in
commonemitter (CE)
configuration.
3.3 Determine by
experiment
the static
characteristic
of NPN
transistor in
common base
(CB)
configuration.
3.4 Determine by
experiment the
static
characteristics
of PNP transistor
Teachers
Activities
Teacher
should give
instructions
that will
assist the
students to
successfully
carryout the
experiments.
Learning
Resources
PN junction
diodes, PNP and
NPN transistors,
thyristor,
ammeter,
voltmeter, Zener
diode and cable,
practical
manuals,
practical
logbooks,
electronic
laboratory.
208
in common base
(CB)
configuration.
3.5 Determine by
experiment the
static
characteristic
of NPN
transistor in
common
collector (CC)
configuration
3.5 Perform
experiment on
the voltage vs.
current
characteristics
of a thyristor.
Week
12-15
General Objective:
4.1 Explain basic structures of
the thyristor.
4.2 Explain the working
principles of the thyristor.
4.3 List sample applications of
the thyristor.
the thyristor switch over
other types of electromechanical switches e.g.
relay.
Teachers Activities
Resources
Use appropriate
circuit diagrams
to discuss the
applications and
operational
principle of
thyristor.
Writing
materials
textbook,
charts, data
books.
Special Learning
outcome
4.1 Perform
experiments on
the voltage vs
current
characteristics
of a thyristor.
Teachers
Activities
Teacher
should give
instructions
that will
assist the
students to
successfully
carryout the
experiments.
Learning
Resources
PN junction
diodes, PNP and
NPN transistors,
thyristor,
ammeter,
voltmeter, Zener
diode and cable,
practical
manuals,
practical
logbooks,
electronic
laboratory.
209
Week
General Objective:
Week
Teachers Activities
Resources
5.1 Explain the basic

constructional features of
FETs (junction gate and
insulated gate).
5.2 Plot the output and transfer
characteristic from data
given.
5.3 Determine mutual
conductance and drain
resistance for the device.
5.4 State precautions
necessary when using
FETs.
5.5 Obtain voltage gain, input
and output resistance from
output characteristic
curves.
General Objective:
Explain different
types of biasing
arrangement of
transistor
amplifier viz.
i. Fixed bias
ii. Collectorbase bias
without a
decoupling
capacitor.
iii. Potential
divider bias
junction-FET
simple bias
(JFET)
Magnetic
Writing Board,
Field Effect
Transistors,
Textbooks,
Amplifier
Circuit.
Teachers Activities
Resources
6.1 Explain d.c. biasing for d.c

and AC load lines,
voltage/current/power gain
of the stage for bipolar
transistors and field effect
devices.
6.2 Explain the AC equivalent
circuit of a transistor in
each configuration.
6.3 Calculate the voltage gain,
current and power gain of
the stage.
Special Learning
outcome
Teachers
Activities
Learning
Resources
Special Learning
outcome
Teachers
Activities
Learning
Resources
Low power
amplifiers.
Draw the circuit
diagram of a
single stage
common emitter
amplifier and
common sources
transistor
amplifier having
resistive loads.
210
Repeat for
transformer loads,
and show effects
on loadline.
Competency: The student should be able to identify and apply the semiconductor devices such as diodes, transistors etc construct electronic
circuits.
Assessment: Course work 20%, course tests 20 %, Practical 20%, Examination 40%
Reference:
Electronic Devices by Ralph & Smith
211
CONTROL SYSTEM I
Course: Control System I
Contact Hours: 2/0/3
WEEK General Objective:1.0 Understand the general concepts of control
General Objective: 1.0 Determine by experiments the basic
systems
principles of control systems.
1-2
Teachers
Resources
Learning Resources
Activities
outcome
Activities
1.1 Outline the common features
Discuss with Writing

materials,
of control systems (input,
the students
recommended
process, output).
the
1.2 Give typical example of
importance of textbooks,
Magnetic writing
control systems in:
control
boards, lecturer
Engineering Medical Sciences
systems in
notes.
Management Sciences
various
1.3 Explain open loop and closed
domestic,
loop control systems.
commercial
1.4 Give typical examples of
and industrial
systems listed in 1.3.
environments
.
3-4
General Objective 2. 0 Understand block diagram representation of control systems.
Teachers
Resources
Learning Resources
Activities
outcome
Activities
2.1 Explain composition of an
Writing
Explain the
materials,
open-loop system:significance
i. Reference signal or input
recommended
of open loop
textbooks,
signal
and closed
ii. Process or plant
loop systems lecturer notes
magnetic writing
iii. Controlled output
in
board.
2.2 Explain composition of a
engineering
simple closed loop system:control
i. Reference signal or input
systems
signal;
Ask students
ii. Process or plant
to draw the
iii. Control output
block
212
diagrams of
iv. Feedback signal
common
v. Comparator or Summing
engineering
element
control
vi
Error signal or actuating
systems.
signal
2.3 Draw block diagrams of some
engineering control systems,
e.g.:-Water level Control
system: Refrigerator and air
conditioner.
General Objective 3.0 Understand the deviation of transfer functions of control elements/systems.
Teachers
Resources
Activities
outcome
Activities
Writing
3.1 Define transfer function of
Give
control system.
materials,
assignments
3.2 Explain the general methods of
to students on recommended
textbooks,
deriving the differential
transfer
lecturer notes,
equation of a given control
functions.
element e.g. RC passive
magnetic board
network.
3.2 Derive transfer function in the
plane (lap lace transform), for
the following systems.
i. RC, RL, RLC Circuits, and
ii. potentiometer
iii. Active networks involving
operational amplifier
iv. Field controlled and armature
controlled motors
v. D.C generator
vi. Simple mass- spring damper
system, and simple gas
system.
vii. Thermal system
viii. Hydraulic system
ix.
Pneumatic system
Learning Resources
213
x. Complex systems
xi. Single-capacity system
xii. Multi-capacity system
8-9
General Objective 4.0 Understand Components and transducer commonly used in Control systems.
Teachers
Resources
Activities
outcome
Activities
Writing material, 4.1 Perform
Teachers
Discuss the
experiments to
operation and characteristics of
should
importance of recommended
textbooks lecture
the following as control
illustrate
involve the
control
notes, magnetic
elements:
transducers as
students in
elements in
writing board.
i. resistive and inductive
the
control
control
experiments
potentiometers;
elements.
elements in
Ask the
ii. Linear variable differential
control
students to
iii. transformer;
systems
submit their
iv. Tachogenerator;
reports for
v. Thermocouple and resistance
assessment.
vi. thermometers
vii. Strain gauges;
viii. Thermistor
ix. Photo resistor, photo-diodes,
x. photo- transistors
xi. Magnetic amplifiers.
xii. 4.2 State the field of
application of the Component
in 4.1 above.
General Objective 5.0 Understand the simplification of block diagram and its application.
Teachers
Resources
Activities
outcome
Activities
5.1 Explain with a block diagram,
Ask students Magnetic writing
the canonical form of a
board, Writing
to apply
feedback control system.
transformatio materials,
5.2 Derive expressions for the
recommended
n theorem to
following:textbooks, and
reduce
i. Closed loop transfer function;
lecturer notes,
complex
ii. Primary feedback;
drawing
block
Learning Resources
Control and
Instrumentation
laboratory, machines
laboratory, practical
notebook/logbooks,
practical manuals.
Learning Resources
214
iii. Error ratio;

iv. Characteristic equation.
transformation theorems:i. Blocks in Cascade;
ii. Blocks in parallel;
iii. Moving a summing point a
head of a point;
iv. Moving a summing point
behind a block;
v. Moving a take off point ahead
of a block;
vi. Moving a take off point
behind a block;
vii. Reducing a feedback loop.
5.4Apply transformation theorems
to reduce complex block
diagrams.
5.5 Derive the transfer function of
the reduced block diagram in
5.4 above.
5.6 Derive the output signal of a
control system with more than
one input.
5.7 Derive error ratio () from a
given close loop control
system.
10-13
diagrams to
simple block
diagrams.
Discuss the
practical
application of
feedback
control
system.
materials.
General Objective 6.0 Know time response of first and second order control systems and their applications.
Teachers
Resources
Activities
outcome
Activities
6.1 Explain time response of a
6.1 Carry out
Teachers
Ask students Writing

control system as a
materials, lecturer experiment to
should
to solve
combination of transient and
notes, magnetic
determine the time
involve the
problems on
steady state response.
response of first
students in
transient and board,
recommended
and
second
order
the
steady state
Learning Resources
Control and
Instrumentation
notebook/logbooks,
215
6.2 Define the type of test signals

used for time response i.e.
i. Step ii. Ramp iii. Impulse
iv parabolic
v. Sinusoidal.
6.3 Classify control systems
according to type, order and
class.
6.4 Derive the time response of a
first order system to signals in
6.2 (i) to (iii).
6.5 Sketch the output response of
first order systems to input in
6.2 (i) to (iii).
6.6 Derive the time response of a
second order system to a step
input
6.7 Sketch output response of a
second order system to a step
input.
6.8 Explain using the sketch in
6.7, the following terms;
i. Overshoot
ii. Period of damped oscillation;
iii. Rise time;
iv. Settling time.
6.9 Define damping ratio.
6.10 Discuss the effects of
different values of damping
ratio on the response in 6.7
above.
6.11 Explain the standard transfer
function of a second over
system.
6.12 Write down expressions for
Maximum overshoot Time to
successive overshoots and
response of
control
system.
Discuss the
output
response of
control
systems
under various
test signals in
6.2.
Explain the
textbooks.
experiments
control systems.
practical manuals.
Ask the
students to
submit their
reports for
assessment.
characteristics
of first order
system and
second order
system.
216
10-13
undershoots;
Setting time
6.11 and 6.12 above.
6.14 Evaluate steady state error for
first order and second order
systems.
6.15 Identify the problems
associated with control
system e.g. Transmission lag,
process lag and Measurement
lag.
General Objective 7.0 Understand frequency response of a linear control system element.
Teachers
Resources
Special Learning
Activities
outcome
7.1 Explain frequency response of a
Recommended
7.1 Perform an
Ask the
system.
experiment to
textbooks,
students to
7.2 Describe a laboratory test
writing materials, illustrate Bode
plot Nyquist
method to obtain the open-loop
lecture notes,
diagram.
diagrams
frequency response of a linear
magnetic board,
from:
control system.
drawing
Amplitude and
7.3 Explain how Nyquist diagram
materials.
phase data.
can be plotted from given
Transfer
amplitude and phase data G
functions
(jw) = A (w) Q(w).
Ask the
7.4 Explain how Nyquist diagram
students to
can be sketched for systems
plot Bode
with transfer functions of form
diagrams
G(s) = K
from given
Sn (1+ST) M
amplitude
7.5 Explain the method of drawing
and phase
Bode diagrams from given
data.
amplitude and phase data G
Solve
(jw) = A (w)/Q (w).
problems on
7.6 Explain the asymptotic plot of
frequency
Bode diagrams
response of
Teachers
Activities
Teachers
should
involve the
students in
the
experiments.
Learning Resources
Control and
Instrumentation
notebook/logbooks,
practical manuals.
Ask the
students to
submit their
reports for
assessment.
217
Amplitude plot A(w)

Phase plot Q (w)
7.7 Define gain margin and phase
margin of System from:
i. Nyquist diagram
ii. Bode diagram
7.8 Solve problems on Bode
diagrams.
Competency:
Assessment:
Reference:
control
systems.
The student should be able to simulate control systems in automotive and related systems.
Course work 20%, Course tests 20%, Practical 20%, Exam 40%
Modern control system by Richard. C. Dorf and Robert. H. Bishop.
218
ELECTRONIC DEVICES AND CIRCUITS II

Course: Electronic Devices and Circuits II
Contact Hours: 1-0-2 Hrs/Week
General Objective: Understand the feedback effects in electronic circuits
General Objective: Investigate through laboratory experiments
and their applications
effects of Feedback in electronic circuits.
Teacher's Notes Learning Resource Special Learning
Teachers
Learning
Outcome:
outcome
Activities
Resources
Electronic
Magnetic
Writing
1.1
Determine
1-4
Conduct the
Discuss the
Board,
by experiment
types of biasing
practical with Laboratory, Power
types of
Supply Units,
Recommended
The performance
arrangement of a
the students.
biasing
Amplifier Modules,
of amplifier using
transistor amplifier.
arrangement Textbooks and
Provide all
Writing Materials
different biasing
Fixed bias.
in a
the resources Oscilloscopes,
methods.
Collector-base bias
transistor
to be used for Signal Generator,
1.2
Determine
by
without and with
amplifier.
the practicals. Practical Manuals,
Practical Notebooks
experiment the
decoupling capacitor.
Discuss the
etc.
gain/frequency
Potential divider bias.
principles of
curve of a
Junction FET simple
operation of
transistor
bias.
single stage
amplifier.
1.2 Draw the circuit
common
diagram of a single
emitter and
stage common
source
emitter and source
transistor
transistor amplifier
amplifier
having resistive load,
having
transformer and
resistive
tuned
load,
circuit loads.
transformer
1.3 Calculate the voltage
and tumid
and power gains of
circuit loads.
the amplifier in 1.2
Illustrate
above.
with the aids
1.4 Explain the principle
of diagrams
of operation of the
the carious
circuit in 1.2 above.
methods of
inter stage
219
1.5 Explain the principle

and methods of
interstage coupling:
i. resistancecapacitance
ii. Direct
coupling\Transformer
coupling
General Objective:
Outcome:
5-8
2.1 Define Input and
output of a system,
and understand it
could mean many
things in a given
system. (e.g. voltage,
or current in an
amplifier).
2.2 Understand the
general nature of
positive and negative
feedback in systems.
2.3 Show that the GAIN
of a system is mainly
determined by the
feedback function and
independent of
forward gain.
2.4 Explain the general
expression for stage
gain of a basic
feedback in
amplifiers.
coupling in
1.5 above.
Give
assignments
to students
and assess
them.
Teacher's Notes
Learning Resource
Draw the
block
diagram of a
basic
feedback.
Instructor
must use
Industrial
examples
wherever
possible and
bring visual
components
or
demonstratio
n to the
lecture
Chalkboard, Writing
materials,
calculators,
recommended
textbooks
General Objective:
Special Learning
outcome
2.1 Experiment to
investigate the
effect (i.e. on a
distorted signal,
input and output
impedances) of
negative feedback
on amplifiers.
2.2 Experiment to
investigate the
conditions
necessary for
oscillation, and
measure the
frequency and
amplitude of a
sinusoidal signal of
an LC Colpitts
oscillator.
Teachers
Activities
Conduct the
practical with
the students.
Provide all
the resources
to be used for
the practicals.
Learning
Resources
Electronic
Laboratory, Power
Supply Units,
Amplifier Modules,
Oscilloscopes,
Signal Generator,
Practical Manuals,
Practical Notebooks
etc.
220
General Objective:
Outcome:
9-11
3.1 Understand the effect
of applying negative
feedback to an
amplifier in relation
to:
i. Gain
ii. gain stability
iii. bandwidth
iv. distortion
v. noise
vi. input and
output
resistance in a
qualitative
sense only.
3.2 Understand the
properties of a PID
controller.
3.3 Appreciate where it
can be used
3.4 Understand the circuit
of a simple PID
controller as
a(P)roportional,
(I)ntegral, and
(D)erivative function
generator.
3.5 Appreciate its
widespread use in
Industry.
Teacher's Notes
Learning Resource
Develop
circuits
based on an
OPAMP and
RC
components
and show
how the
function is
obtained.
Give
demonstratio
ns in the
class using
an
Oscilloscope
of the
waveforms
and
frequency
meter.
Show how
the
frequency
can be
changed.
Chalkboard, Writing
materials,
calculators,
recommended
textbooks.
General Objective:
Special Learning
outcome
Teachers
Activities
Learning
Resources
221
General Objective:
Outcome:
12-15 4.1 Explain how
oscillators can be
produced from an
amplifier with
positive feedback.
4.2 Explain the operation
of:
i. R- C oscillator
ii. L-C oscillator
(Hartley & Colpitts
Oscillators)
4.3 Describe methods of
achieving frequency
stability of oscillators
e.g. piezo -electric
crystal.
4.4 Explain with the aid
of suitable sketches
the operation of the
following
multivibrators.
4.5 Explain simple
applications of
multivibrators
circuits.
4.6 Solve simple
problems on
multivibrators.
Teacher's Notes
Learning Resource
Show the
beneficial
non-linearity
of the zener
effect on the
transistor
multivibrator
s leading to
voltage
control
frequency
when the
base is
driven more
than 5 volts
negative.
This applies
to all
transistors
Chalkboard, Writing
materials,
calculators,
recommended
textbooks.
General Objective:
Special Learning
outcome
4.1 Experiment to
investigate the
factors which
affect the
operation of LC
Hartley oscillator
and measure the
frequency and
amplitude of a
generated signal.
4.2 Experiment to
investigate basic
factors, which
influence the
operation of,
transistorized as
table multivibrator.
4.3 Experiment to
investigate the
principle of
operation of a
transistorised
bistable
multivibrator.
4.4 Experiment to
investigate the
operation of a
transistorised
monostable
multivibrator.
4.5 Experiment to
observe and
measure both the
Teachers
Activities
Conduct the
practical with
the students.
Provide all
the resources
to be used for
the practicals.
Learning
Resources
Electronic
Laboratory, Power
Supply Units,
Amplifier Modules,
Oscilloscopes,
Signal Generator,
Practical Manuals,
Practical Notebooks
etc.
222
input and output

waveforms of a bridge
rectifier and the effects
of different filter
circuits.
Competency: The student should be able to construct different classes of amplifier and apply them in a simple mechatronics circuits.
Reference: Electronics devices & systems by Floyd.
223
INDUSTRIAL WORK EXPERIENCE

INDUSTRIAL WORK EXPERIENCE (IWE)
General Objective 1.0 Understand the objectives and structure of organization
Supervisors Activities
1.1
List the objectives of the organization.
Supervise the students on monthly basis to

1.2
Draw the organizational chart/organogram of the
check log-book in accordance with the
company.
expectations here .
1.3
Maintain cordial relationship with the members of
Request and mark reports.
staff.
Grade report and submit to IWE officer

1.4
Make safe and adequate use of equipment,
instruments, tools and materials.
1.5
Put on appropriate protective clothing.
1.6
Record and maintain a log-book for day-to-day
activities.
General Objective 2.0 Identify tools (hand, machine and power) and use them.
2.1 Identify hand tools and be able to use them.
Supervise the students regularly.

2.2 Identify power tools and be able to use them.
Check log-book and reports.

2.3 Identify machine tools and be able to use them.
Grade reports and submit to institution

2.4 Observe safety precautions in the use of tools.
based IWE officer.
2.5 Care for and maintain hand, machine and power
tools.
General Objective 3.0 Choose or select tools for specific jobs
3.1
Select the correct types and sizes of spanners or
Guide the students to perform activities

screwdrivers to loosen or tighten nuts, bolts and
3.1 to 3.3 and ask them to perform the
screws.
activities.
3.2
Select the suitable grade of saw to cut metals
Grade reports and submit to institution

3.3
Select the correct type and size of hammer for each
based IWE officer
job.
General Objective 4.0 Determine dimensional characteristics of engineering components
4.1
Use calibrated instruments such as rule, calipers
Guide the students to perform activities

and micrometers to carry out measurements.
4.1 to 4.3 and ask them to carryout the
4.2
Use gauges such as go not go, feelers and thread to
activities.
determine the acceptability or otherwise of parts.
Grade reports and submit to IWE officer.
Resources
Personnel and Human resources
department
Fitting shop
Service shop
Too boxes, thermometers,

manometers, etc.
224
4.3
Use thermometer and manometers to determine the

temperature and pressure of substances.
General Objective 5.0 Identify and select suitable engineering material for optimum performance
5.1
Identify practically various engineering material
Guide students to perform activities 5.1

e.g. by sound, grinding etc
and 5.2 and ask them to carryout the
5.2
Select appropriate engineering material for specific
activities.
purposes.
Grade students reports and submit to IWE

officer.
Work pieces of different materials

for engineering practice.
225
MECHATRONIC TECHNOLOGY PRACTICE LABORATORY
List of Equipment for Mechatronic Laboratory:

S/No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Description
Digital Multimeter (DMM)
Potentiometer
Ohmeter
Oscilloscope
Independent Power supply panel
Personal Computers
Printers
Function Generator (a.c.)
Function Generator (d.c.)
Multimedia Data acquisition & Control board
Lab View Software (data acquisition & process control)
MATLAB software
Bench link software (HP, LG, IBM, etc.)
Engine analysis, Part sourcing & assembling
technique tools
Training board (Auto-electric)
Plug-in-cables
Pneumatic training unit
Hydraulic board
Bearing and Precision assembly kit
Quantity
5
5
5
5
5
20
2
5
5
2
1 packet
1
1
1
1
1
1
1
1
1
226
Equipment for Workshop

S/No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Description
Automatic crane
Digital alignment unit
Fuel Injection testing unit
Live vehicles
Model diesel & petrol engines
Manual transmission units
Automatic transmission units
Assorted motor parts models
Digital wheel balancing machines
Mobile cranes
Vulcanizing units
D.C. charging kits
Welding machines (MIG, Arc, Gas, etc.)
Mobile tool boxes
Bench vices
Column drilling machine
Student Lathes
Power saw
Floor grinding machine
Table grinding machines
Table drilling machine
Measuring and marking out tables
Work benches with a.c. plug-in facilities
Hydraulic brake testing unit
Hydraulic jacks
Hydraulic stands
Floor jacks (6 ton capacity)
Axle stands (mobile and stationary)
Cable stands (mobile and stationary)
Headlight alignment unit
Modern training facilities (multimedia & overhead
projectors, mobile board, board fax, etc.)
Quantity
1
1
1
various models
1 each
1
1
various
1
1
1
1
1 each
10
10
1
1
1
1
1
1
1
6
1
2
2
2
2 each
2 each
1
1 each
227
BASIC ELECTRICITY/MEASUREMENT AND INSTRUMENTATION LABORATORY (ND)

S/NO ITEMS DESCRIPTION
QUANTITY
1
Basic Electricity Kit
10 sets
2
Ammeters (Various ranges)
5
0- 25 A DC
10
0- 25 A AC
10
3
Milliammeter
6
7
8
10
0- 1000mA DC
0- 1000mA AC
Microammeters
0- 1000mA DC
0- 1000mA AC
Voltmeter
0- 500V DC
0- 500V AC
Millivoltmeter
0- 1000mV DC
Variac
Ohmmeter
0- 5 ohms
0- 25 ohms
0- 50 ohms (Multirange)
Galvanometer (triple range)
50-0-50mA
500-0-500mA
5-0-5 mA
Wattmeter
- Single phase
10
10
10
10
10
10
10
5
10
10
10
10
10
10
5
228
11
12
13
14
15
16
17
18
- Three phase
Megger tester
Wheatstone Bridge
Potentiometer
Electronic Trainer Units
Oscillators
Experimental Trainer for AC and DC
Rheostats (Various ranges)
Earth-loop tester
ELECTRONIC LABORATORY
1.
Electrical and electronic fundamentals laboratory kits
2.
Experimental trainer for electronic circuits (Digital
Analgues)
3.
Transistor amplifier demonstrator
4.
Oscilloscopes:
- Single trace 5 MHz Probe
- Dual trace 15 MHz
- Storage screen display Oscilloscope
5
Signal generators (AF, RF)
6.
IC tester
7.
Transistor tester
8.
Power supply unit 0-60v/3A
9.
Amplifiers circuit trainer
10. Sweep generator
11. Multirange DC voltmeters
12. Multirange AC voltmeter
13. Multirange AC ammeter
14. Multirange DC ammeter
15. Circuit construction deck
5
5
5
5
5
5
2
20
5
5
5
10
5
5
1
5 each
2
5
10 units
5
5
10
20
20
20
20
229
16.
17.
DC power supply out-put 0 - 20V/0-2A

Milliammeter:
-0- 1000m A DC
-0- 1000m A AC
18. Microammeter:
-0- 1000mA DC
-0- 1000m A AC
19. Millivolmeter
-0- 1000m V DC
20. Galvanometer (triple pole range)
-50-0-50m A
-500-0500m A
-5-0-5m A
21. RLC bridge
22
Avometer (Model-8)
CONTROL ENGINEERING LABORATORY (ND)
1
2
3
4
5
6
7
8
9
10
11
Servomotors
Servomechanism units
X-Y Recorders
Analogue Computer
Ward Leonard Set
Transducers (assorted)
Digital Phase Meter
Tachometers
X-Y Plotters
Process Trainer
Control System Trainer
10
5
5
10
10
10
10
10
10
10
5
5
5
2
2
1
2 Set
2
5
2
2
2
230
3.
4.
5.
6.
COMPUTER LABORATORY(SOFTWARE)
Personal Computers
Packages (Word-processing, Spreadsheet ,Statistical ,
Educational, Programming languages, Simulation,
Engineering etc)
Uninterrupted power supply units
Printer (Impact and Non-Impact)
Server
Network accessories
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Tool room lathe with the swing of 483 and length of bed 200 mm with Complete accessories
Centre lathe with the swing of 330 and length of bed 1500 mm with complete accessories
Universal milling machine complete with accessories
Radial drilling machine complete with accessories (optional)
Universal engraving machine complete with accessories
Surface grinding machine complete with accessories
Portable drilling machine.
Power hacksaw
Universal cylindrical grinding machine with accessories
Column/pillar drilling machine
Arbor press
Shaping maching with accessories
Pedestal grinding machine
Universal too, and cutter grinder
Box/Sudcket spanners
Allen Keys (set)
Flat screw driver (set)
Philips/Star screw driver (set)
1.
2.
20
20
2 each
1No.
Various
2
8
2
1
1
1
2
2
1
2
1
1
2
2
10
5 sets
3 sets
3 sets
231
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
Drift punches (various sizes)

Pin punches (set)
Knurling tools (set)
Vernier protractor
Parallel strips (assorted)
Micrometers outside 0.25 mm 25-50 mm 50-75 mm and sets of Inside micrometers
Depth gauge
Steel rule 300 mm
Calipers (inside and outside)
Vee block with clamps
Scribing block
Surface plate
Wheel dresser
Oil can
Hand reamers (set)
Machine reamers (set)
Centre drills (set)
Twist drills (set)
Thread chaser (Assorted)
Marking out table
Combination set
Thread gauges (assorted)
Plug gauges (assorted)
Radius gauges (assorted)
Dial indicator and stand
Slip gauges (set)
Grease gun
Angle plates
Engineers square
4 each
3 sets
2 sets
5
10
5
10
15
15 each
4
4
3
2
4
4
4 sets
4 sets
4 sets
3 each
2
4
4
4
4
4
2
4
2
10
232
48.
49.
50.
51.
52.
Measuring balls/rollers (sets)

Limit gauges (various types)
Vernier calipers (various sizes)
Magnetic base
Fire extinguisher, water and sand buckets
II. FITTING SHOP

1
Work benches for 30 students
2
Bench vices
3
Pillar drilling machine
4
Marking out table
5
Table bench drilling machine
6
Surface plate
7
Radial drilling machine
8
Pedestal grinder with drill grinding attachment
9
Power hacksaw
10
Multi purpose furnace
11
Arbor press
12
Flat rough file (300 mm)
13
Round rough file (300 mm)
14
Round smooth file (300 mm)
15
Square rough file (300 mm)
16
Flat smooth file 250 mm)
17
Half round rough file (150 mm)
18
Triangular rough file (150 mm)
19
Half round smooth file (250 mm)
20
Triangular smooth file (150 mm)
21
Try-square
22
Dividers
23
Steel rule
2
5
5
3
4 each
30
1
1
2
2
1
1
1
1
1
30
30
30
30
30
30
30
30
30
30
30
30
233
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
Wallets of warding file

Scribers
Vee block with clamp
Scribing block
Centre punches
Cold chisels (set)
Scrapers (set)
Guilotine (Manual)
Vernier Caliper
Hacksaw frame
Stock and dies (set) metric
Taps and wrenches (set) metric
Hand drill
Centre drills
Tap extractor (set)
Screw extractor (set)
Thread gauges (assorted)
Screw driver (set)
Hammers (assorted weight)
Wire brush
Micrometer (assorted)
Oil can
Fire extinguisher, water and sand buckets
Measuring tapes
Feeler gauges
Rivet gun
Goggles (plain)
Drill set
Electric Hand drill
10 sets
16
2
2
30
10 sets
5
2
10
30
3 sets
3 set
2
Lot
2 sets
4
2 sets
4 sets
30
5
5
5
4 each
10
10
6 pairs
30 pairs
4 sets
2
234
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
Electric hand grinder/sander

Vernier height gauge
Dial indicators with stand
Mallets (rubber, wood and rawhide)
Number stamps
Letter stamps
Hydraulic press
Punches (cold)
Plier (assorted)
Hand shear
Welding chipping hammer
Wire brush (bench type)
Welding shield
Gloves
Gas bottle keys
Welding and cutting burner set
Gas cylinder truck
Brazing rods
Flash gas lighter
Soldering flux
Goggle (welding)
Blow lamps
Steel rule
Stools
Try-square
Leg vice
Electrode drying oven
Swing beam folder
Bending roller
5
2
5
5 each
2 sets
2
1
4 sets
10
5
8
8
8
15
4
2
2
6 tins
4
6 tins
10
10
10
6
6
2 (opt)
1
1
1
235
82
83
84
85
86
87
88
89
Double ended buffer and polisher

Profile cutting machine
Foot operated guillotine machine
Assorted cutting snips
Twist drill sets
Electric hand drills
Aprons
Spats
III. WELDING AND FABRICATION SHOP

1
Welding transformer
2
MIG and MAG welding set
3
TIG Welding set
4
Oxy-acetylene welding set
5
Welding table (gas)
6
Welding table (arc)
7
Protection screen for five booths for both arc and gas welding
8
Grinding machine (pedestal type)
9
Bench drilling machine
10
Bench polishing machine
11
Bench shearing machine
12
Power hacksaw
13
Bench grinding machine
14
Bench vice
15
Anvil and stand
16
Electrode holder
17
Clamp
1
1
1
10
4 sets
2
10
10
8
1
1
2
4
4
10
2
2
1
1
1
2
6
2
8
8
236
IV. FOUNDRY/HEAT TREATMENT/FORGE WORKSHOP

1
Black smith forge
2
Anvil and stand
3
Tongs (assorted)
4
Swage block
5
Leg vice
6
Black smith hand hammer (various sizes)
7
Sledge hammer
8
Flatters
9
Hardies
10
Hot chisels
11
Cold chisels
12
Filler
13
Top and bottom swage (various sizes)
14
Heading tool
15
Heat treatment furnace
16
Salt bath furnace
17
Electric furnace with control
18
Quenching bath
19
Thermocouples
20
Optical pyrometer
21
Induction hardening equipment
22
Flame hardening equipment
23
Carburising equipment
24
Crucible furnace
25
Crucible
26
Crucible rest or stool
27
Crucible lifting tongs
28
Combined slag lifter and skimming ladle
29
Combined portable thermocouple pyrometer
1
8
5 each
2
2
6 each
4
6
6
6
6
6
6 each
6 each
1
1
2
2
5
2
1
2
2
1
4
2
2
1
1
237
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
Degreasing plunger
Hammers (assorted)
Wire brush
Pedestal grinder
Pillar drilling machine
Hacksaw frame and blades
Tapered shank drill bits
Straight shank drill bits
Drill drift
Eye Goggles
Face shield
Heat resistant gloves
Knee leggings (foundry)
Leather apron
Safety boots (fire resistant)
Moulding bench
Bottom flask
Moulding flask
Moulding sand shovel
Watering can
Wheel-barrow
Rammers (various types)
Moulding trowels (various sizes)
Strike-off-bars
Gate cutter or spoon
Sprue pins
Vent rods
Bellows
Lifters
2
6 each
2
1
2
10
2 sets
2 sets
2 sets
10
10
10 pairs
10 pairs
10 pairs
10
10
20
20
20
5
4
20
10
10
10
20
20
5
10
238
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
Bubb sponges
Draw pins
Wet brush
Bench vice
Hand vice
Cutting pliers
Combination pliers
Half round bastard file
Flat file second cut
Triangular file
Round file
Sand mixing machine
Moulding machine
Continuous mixer machine dispenser
Core boxes
G. Clamps
Core driver
Woodworking lathe
Circular saw
Band saw
Jig saw
Wood plan-machine
Jointer
Scraper
Pattern milling machine
Disc and bobbing sander
Measuring and Marking out tools
Sawing, planning, boring, turning etc tools
Charge make - up Scale (100 kg scale)
5
50
30
4
2
10
10
10
10
10
10
1
1
1
10
10
1
1
2
2
2
1
1
1
1
2
10
10 each
1
239
B. DRAWING ROOM/STUDIO
1
Drawing table complete with drafting
machine/stood
2
Drawing set complete with pens for ink work
3
45o set squares
4
60o set squares
5
Blue printing machine
6
Adjustable set squares
7
Desk sharpener
8
Triangular scale rule (30 mm)
9
Flat scale rule (300 mm)
10
Blackboard ruler (1m)
11
Blackboard Tee squares
12
Blackboard set square (45o 60o)
13
Blackboard compasses
14
Blackboard protractor
15
French curve set
16
Letter stencils (3 mm, 6 mm, 7 mm and 10 mm)
17
Rubber stencils (3 mm, 6 mm, 7 mm, 6 mm and 10
mm)
18
Erasing stencils
19
Drawing rack/shelves for 30 students
20
Personal computers
21
Plotter
22
Printer to handle A3 size
30
2
2
2
1
5
5
5
5
4-1
4-1
4 each-2
4-1
4-1
5
5 each
5 each
5 each
2
1
1
240
C. LABORATORIES
I. MECHANICS OF MACHINES
1
Screw Jack
2
Oldham coupling
3
Four bar chain mechanism
4
Whitworth quick return mechanism
5
Slider crank mechanism
6
Hooks joint
7
Geneva stop
8
Conservation of angular momentum
9
Forces on beam apparatus
10
Simple moment beam
11
Comprehensive fly wheel apparatus
12
Bourdon tube pressure gauge
13
Torsion of bar apparatus
14
Spring balance
15
Gearing system apparatus
16
Compression apparatus
17
Wheel and axle set
18
Centrifugal/centripetal apparatus
19
Polygon of force apparatus
20
Extension and compression of springs apparatus
21
Crank and connecting rod apparatus
22
Rope, belt and coil friction apparatus
23
Cam and cam follower mechanism
24
Fire extinguishers
25
Sand and water buckets
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
4
4
241
II. STRENGTH OF MATERIALS

1
Shearing force apparatus
2
3
Bending moment apparatus

Tensometer
1
1
Fire extinguishers
III. FLUID MECHANICS/HYDRAULICS

1
Turbine set (Pelton, Francis pump, or Kaplan)
2
Hydraulics Bench with accessories for various experiments in fluid flow
measurements
3
Weir tank (impact on jet, orifice)
4
Floating body apparatus
5
Manometer
6
Rotameter
7
Laminar/Turbulent flow apparatus
8
Pitot-static tube
9
Water meter
10
Boiler and steam piping instrument (lab. type)
11
Smoke tunnel
12
Heat exchanger
13
Surge in pipe apparatus
14
Air flow demonstration apparatus
15
Centrifugal and axial fan test rings
1
3
2
1
1
1
1
1
2
1
1
1
1
1
1
242
IV. THERMODYNAMIC/HEAT ENGINES

1.
Water heater/stirrer unit with bath
2
Uncalibrated mercury in glass thermometer 10 to 110C
3
Resistance thermometer
4
Bench mounted aircooled 2 stroke diesel engine rig including
dynamometer
5
Bench mounted aircooled 2 stroke petrol engine rig including
dynamometer
6
Auto bomb calorimeter
7
Boyle gas calorimeter
8
Grant gas analyzer
9
Tachometer
10
Stroboscope
11
Air compressor test rig
12
Thermal conductivity apparatus
13
Marcet boiler
14
Steam boiler plant (laboratory type)
15
Mechanical equivalent of heat apparatus
16
High pressure vapour unit
17
Vapour density apparatus
18
Pressure cooker
19
Falling ball viscometer
20
Rotary viscometer
21
Gas laws apparatus
22
Speedomax recorder
23
Thermal anemometer
24
Electric anemometer
25
Pyrometer infrared, non-contact digital infrared
26
Combined separating and throttling calorimeter
27
Fire extinguishers
1
25
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
4
243
28
29
30
31
32

Air thermometer (constant volume)
Boiler and steam piping instrument
Smoke tunnel
Heat exchanger
V. MATERIALS SCIENCE
1
Floor mounted tensile/compression testing machine with accessories
2
X-Y recorder for tensile tester
3
Table top tensometer with accessories
4
Macro hardness testing machine (Brinell,, Vickers, Rockwell)
5
Impact testers (Izod, charpy)
6
Micro hardness testing machine
7
Strain gauge
8
Creep testing machine
9
Torsion tester
10
Fatigue tester
11
Steel rule 300mm
12
Outside caliper
13
Inside caliper
14
Set of open ended spanners
15
Micrometer screw gauge (metric)
16
Allen keys
17
Screw drivers
18
Abbrastive cutters
19
Dial gauge
20
Pedestal grinder
21
Fire extinguisher
22
4
4
1
1
1
1
1
1
1 each
2
1
2
1
1
1
5
2
5
2
2 sets
2 sets
2
1
1
1
1
4
244
23
24
25
26
27
28
29
30
Grinding machine
Polishing machine
Metallurgical microscopes
Parting machine
Etching machine
Microscope
Specimen mounting screen
Decicators
VI. METROLOGY LABORATORY

1
Comparator (Mechanical)
2
Universal measuring microscope
3
Bench testing centers
4
Angle gauge
5
Set of slip gauge
6
Sine bars with centers
7
Engineers level
8
Micrometers (assorted denomination)
9
Vee blocks (assorted sizes)
10
Magnetic vee block
11
Vernier calipers
12
Vernier height gauge
13
Angle plate
14
Limit gauges for holes, shafts, and threads
15
Surface plate
16
Marking out table
17
Parallel strips
18
Bevel protractor
19
Dial gauges and magnetic stand
20
Engineers square
2
2
5
1
1
1
2
2
1
1
1
1
1
1
1
2 each
2 each
1
3
2
1
3 each
1
1
4 pairs
2
2
2
245
21
22
23
24
25
Thread gauge
Radius gauge
Feeler gauge
Steel rule
Combination set
2
2
2
4
2
246
LIST OF PARTICIPANTS
S/NO.
NAME
CONTACT ADDRESS
1.
Engr. Christopher Ebri Eteng
Dept. of Mechanical Engineering Technology, Federal Polytechnic, Bauchi
2.
Engr. (Prince) A. Olaniyan
Dept. of Mechanical Engineering, The Polytechnic, Ibadan.
3.
Engr. M.O. Ebah
Dept. of Mechanical Engineering, Delta State Polytechnic, Oguw-Shi-Uku.
4.
Dr. B.A. Ogwo
Dept. of Vocational Teacher Education, University of Nigeria Nsukka.
5.
Engr. Loko, S.K.
Dept. of Mechanical Engineering, Yaba College of Technology, Yaba Lagos.
6.
Bernard Okpe
Dept. of Mech. Engineering, Institute of Management and Technology, Enugu.
7.
Engr. V.N. Okoloekwe
Dept. of Mech. Engineering, Institute of Management and Technology, Enugu.
8.
Sir Chris Ejeogu
Institute of Management and Technology, Enugu.
9.
Engr. Dr. Manukaji John
Mechanical Engineering Department, Federal Polytechnic, Bida Niger State.
10.
Engr. Y. Adams
Dept. of Mechanical Engineering, Kaduna Polytechnic, Kaduna.
11.
Engr. Godfrey D. Bature
Dept. of Electrical Engineering, Federal Polytechnic, Bauchi.
12.
Engr. B.E. Oseghale
Training and Recruitment, PAN Ltd, Kaduna.
13.
Engr. Bamidele Adedoga
Training Centre, Toyota Nigeria Ltd, Plot 2, Block G Isolo Express Way, Lagos.
14.
Mr. Thomas Hetzel
MB ANAMMCO, Training Centre, P.M.B. 2523, Enugu.
15.
Mr. Philo Egejuru
16.
Mr. Aruku, A.S.
17.
Mr. Ezeatu Godwin
18.
Mr. Nwana Francis
19.
Mr. Udeh F.C.
20.
Mr. Abah R.O.
247
NBTE STAFF
S/NO.
NAME
CONTACT ADDRESS
1.
Dr. M.S. Abubakar
National Board for Technical Education (NBTE), Kaduna.
2.
Engr. J.O. Falade, FNSE
3.
Mal. G.M. Nalado
4.
Engr. S.M. Yusuf
5.
Mr. J.I. Ukpai, MNSE
6.
Mal. Suleiman Mohammed
7.
Mr. O.O. Bello, MNSE
248

ND Mechatronics

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

ND Mechatronics

Caricato da

Copyright:

Formati disponibili

NATIONAL BOARD FOR TECHNICAL EDUCATION

NATIONAL DIPLOMA (ND)

CURRICULUM AND COURSE SPECIFICATIONS

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

MECHATRONICS ENGINEERING TECHNOLOGY

GOALS AND OBJECTIVES

Carry out the construction and maintenance of Mechatronics Engineering works;

The General Education component shall include courses in:

Physical and Health Education (one credit unit only).

CONDITIONS FOR THE AWARD OF THE ND

Diploma Certificate shall be awarded based on the following classifications:

CGPA 3.50 - 4.0

GUIDANCE NOTES FOR TEACHERS TEACHING THE PROGRAMME

GUIDELINES ON IWE PROGRAMME

Responsibility for Placement of Students

Evaluation of Students During IWE

The Institution Based Supervisor

Stipend for Students on IWE

IWE as a Component of the Curriculum

List of Minimum Resources226

CURRICULUM TABLE FOR NATIONAL DIPLOMA IN MECHATRONICS ENGINEERING TECHNOLOGY

Trigonometry and Analytical Geometry

Computer Programming using Object Oriented Basic

Engine Fuel Supply System

Mechatronics Technology and Practice

Safety and Comfort Systems

Workshop Supervisory Management

Modern Brake System

GENERAL STUDIES COURSES

The correct ways

The best ways of

To list the various

Contact Hours: 2-0-0 Hrs/Wk

General Objective 2.0:

Specific Learning Outcome

2.1 Explain the concept of language

Ask the students:

The basic concept

To list the uses of

General Objective 3.0: Understand the basic rules of grammar.

General Objective 4.0: Understand the essential qualities of paragraph.

Ask the student:

General Objective 5.0: Appreciating Literary Works in English.

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

Assess the students

Contact Hours: 2-0-0 Hrs/Wk

General Objective 2.0: Understand the Federal system of government in

Ask the students to

and the benefits for

To analyse the basis

Ask the students to

5.2 Explain the general

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

Assess the students

Assess the students

Contact Hours: 2-0-0 Hrs/Wk

2.4 Draw up a good outline.

Ask the students to Chalk and

slangs and jargons.

Ask the students to

5.2 Explain the types of

Ask the students to