Teaching Syllabus for Technical Drawing

MINISTRY OF EDUCATION

TEACHING SYLLABUS FOR TECHNICAL DRAWING

(GRAPHIC COMMUNICATION)

(TECHNICAL INSTITUTES 1 - 3)

ENQUIRIES AND COMMENTS ON THIS SYLLABUS SHOULD BE

ADDRESSED TO:

THE DIRECTOR

TECHNICAL AND VOCATIONAL EDUCATION DIVISION (TVED)

GES HEADQUARTERS

P.O. BOX MB.52

ACCRA, GHANA

Tel: 0302-683679

0302-683676

TEACHING SYLLABUS FOR GRAPHIC COMMUNICATION (TECHNICAL DRAWING)

TECHNICAL INSTITUTES

RATIONALE FOR TEACHING TECHNICAL DRAWING

It is generally accepted that science, technology and manufacturing contribute to economic growth and development of nations. As a result, most developing nations soon after gaining independence introduced Technical and Vocational Education and Training (TVET) programmes in their school systems with the hope of accelerating industrialization to promote economic growth.The effort unfortunately did not yield the expected results. The 1987 Ghana educational reforms therefore initiated a move to strengthen Technical and Vocational Education and Training (TVET) with the introduction of pre-technical and pre-vocational skills at the Basic education level and the establishment of more Technical Institutes. However, the initiatives have also not had significant impact on skill acquisition and on the national level of production. As a result of this, one of the major aims of the new educational reform of 2007 is to give increased attention to TVET.In line with the new policy, a new subject titled Basic Design and Technology (BDT) has been introduced at the Junior High School in order to create national awareness and appreciation of the importance of design and technology in promoting technical education and industrialization. Further to this, TVET programmes at the Technical Institutes level have been reorganized and TVET courses revised. It is expected that the new impetus given to TVET programmes in the country will lead to rapid increase in the technical knowledge and skills of the young people of the country and will, in just a few years, directly contribute to increased production in the country. Technical Drawing is a universal language for effective communication in the manufacturing industry and is therefore an important subject in the TVET programme at the Technical Institutes. Technical Drawing offers pre-requisite knowledge and skills for a number of the technical and vocational areas of work. The subject helps students to develop spatial intelligence, imaginative and drawing skills so that they would become creative and help to solve many of the social, economic and professional problems that need designs before production.

GENERAL AIMS

This syllabus is designed to help the student to:

acquire the requisite knowledge, skills and attitudes for further technical education and training
develop positive attitudes towards the safe and economic use of drawing instruments,equipment and materials
develop imaginative thinking skills for solving social, economic and technological problems
develop positive attitudes and the requisite competence in the application of Technical Drawing for productive work.

SCOPE OF CONTENT

The syllabus is planned as an integration of knowledge and skills in Technical Drawing. It covers the following areas; plane geometry, solid geometry, graphical resolution of forces, Computer Aided Design (CAD), Building and Engineering Drawings.

PRE-REQUISITE SKILLS

The student should have a good knowledge in Basic Design and Technology, English Language, Mathematics, Integrated Science, Social Studies and

Information and Communication Technology (ICT).

ORGANIZATION OF THE SYLLABUS

The syllabus has been structured to cover the three yearsTechnical Institutes Programme and consists of four sections with each section comprising a number of units. The sections are as follows: -

Section 1:Plane Geometry

Section 2:Solid Geometry

Section 3:Building and Engineering drawing I

Section 4:Building and Engineering drawing II

The syllabus for Year 1 -3 of Technical Institutesis presented as follows:

STRUCTURE AND ORGANIZATION OF THE SYLLABUS

YEAR ONE / YEAR TWO / YEAR THREE
SECTION 1: PLANE GEOMETRY(Page 1)
Unit 1: Introduction to Technical Drawing
Unit 2: Drawing Instruments, equipment and
Materials
Unit 3: Types of lines, lettering and numbering
Unit 4: Division of lines
Unit 5: Plain and diagonal scales
Unit 6: Construction and Measurement of Angles
Unit 7: Properties and Construction of Triangles
Unit 8: Properties and Construction of
Quadrilaterals.
Unit 9: Properties and Construction of Polygons
Unit 10:Properties and Construction of Circles
Unit 11:Enlargement andReduction of similar
Figures
Unit 12: Conversion of equal areas of figures
Unit 13: Construction of Conic Sections / SECTION 1: PLANE GEOMETRY(Page 11)
Unit 1: Loci
SECTION 2: SOLID GEOMETRY(Page 12)
Unit 1: Pictorial Drawings: Oblique, Isometric and
Perspectives
Unit 2: Dimensioning
Unit 3: Orthographic Projections
Unit 4: Sectional views and True Shapes of cutSurfaces
Unit 5: Surface Development
Unit 6: Auxiliary Projections
Unit 7: Introduction to Auto CAD
SECTION 3A: BUILDING DRAWING OPTION
(Page 17)
Unit 1: Freehand Sketching of Building Tools and
Equipment
Unit 2: British Standard (B.S.1192) Building Drawing
Unit 3: Electrical and Plumbing Symbols
Unit 4: Intersections of Straight and Curved Mouldings
Unit 5: Construction of Arches / SECTION 4(A): BUILDING DRAWING OPTION
(Page 24)
Unit 1: Constructional Details of parts of Buildings
Unit 2: Roofs
Unit 3: Orthographic Projection of Buildings
Unit 4: Working Drawings
Unit 5: Forces and Framed Structures
Unit 6: Shearing Forces and Bending Moment Diagrams
Unit 7: Centre of Gravity of Forces acting on a body
SECTION 4(B): MECHANICAL ENGINEERING
DRAWING OPTION(Page 29)
Unit 1: Dimensioning and Tolerances
Unit 2: Sectioning
Unit 3: Assembly Drawings
Unit 4: Working Drawings
Unit 5: Forces and Framed Structures
Unit 6: Shearing Forces and Bending Moment Diagrams
Unit 7: Centre of Gravity of Forces acting on a body
YEAR ONE / YEAR TWO / YEAR THREE
SECTION 3 B
MECHANICAL ENGINEERING OPTION(Page 20)
Unit 1: Freehand Sketching of Engineering Tools and Equipment
Unit 2: British Standard (B.S. 308): Engineering Drawing
Unit 3: Conventional Representations of Fasteners and
Locking Devices
Unit 4: Conventional Representations of Welded and
Riveted Joints

TIME ALLOCATION

Time allocation for Technical Drawing is as follows where each period is 40 minutes.

YEAR / NO. OF PERIODS PER WEEK / NO. OF TEACHING
WEEKS PER YEAR / TOTAL PERIODS
IN A YEAR / TOTAL HOURS IN A YEAR
1 / 6 / 36 / 216 / 144
2 / 6 / 36 / 216 / 144
3 / 6 / 36 / 216 / 144
108 / 648 / 432

This implies that the minimum total periods required for completion of the syllabus is 648 or a total of 432 hours.

SUGGESTIONS FOR TEACHING THE SYLLABUS

The development of the syllabus has been based on some concepts to improve instruction and learning of the subject. The main concepts are high-lighted below:

General Objectives

General Objectives have been listed at the beginning of each Section. The general objectives are a summary of the specific objectives of the various units contained in that Section. Read the general objectives very carefully before you start teaching the section. After teaching all the units of the section, go back and read the general objectives again to be sure you have covered the objectives adequately in the course of your teaching.

Sections and Units: The syllabus has been planned on the basis of Sections and Units. Each year’s work is divided into sections. A section consists of a fairly homogeneous body of knowledge within the subject. Within each section are units. A unit consists of a more related and homogeneous body of knowledge and skills.

The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents of each column is as follows:

Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the linear order in which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you skipped to another unit before coming back to the unit in the sequence, you are encouraged to do so.

Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. These numbers are referred to as “Syllabus Reference Numbers”. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit, while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers provides an easy way for communication among teachers and other educators. It further provides an easy way for selecting objectives for test construction. Let’s say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher may want to base his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives within units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.

You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in the unit. Each specificobjective, hence starts with the following, “The student will be able to.” This in effect, means that you have to address the learning problems of each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit of the syllabus.

Column 3 - Content: The “content” in the third column of the syllabus presents a selected body of information that the teacher will need to use in teaching a particular unit. In some cases, the content presented is quite exhaustive. In some other cases, the teacher could add more information to the content presented. In a few cases the content space has been left blank. The teacher should, as much as possible, add to the information provided by reading from books and other sources.

Column 4 -Teaching and Learning Activities (T/LA): T/L activities that will ensure maximum student participation in the lessons are presented in column 4. Try to avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive, affective and

psychomotor domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to achieve optimum student learning.

As we have implied already, the major purpose of teaching and learning is to make students able to apply their knowledge in dealing with issues both in and out of school. A suggestion that will help your students acquire the habit of analytical thinking and the capacity for applying their knowledge to problems is to begin each lesson with a practical problem. Select a practical problem for each lesson. The selection must be made such that students can use knowledge gained in the previous lesson and other types of information not specifically taught in class. At the beginning of a lesson, state the problem, or write the problem on the board. Let students analyse the problem, suggest solutions etc., criticize solutions offered, justify solutions and evaluate the worth of possible solutions. There may be a number of units where you need to re-order specific objectives to achieve such required effects. The emphasis is to assist your students to develop analytical thinking and practical problem solving techniques. You are encouraged to use teaching aids, visits and resource persons for effective delivery of lessons.

Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of oral questions, quizzes, class assignments, essays, structured questions, project work etc. Ask questions and set tasks and assignments that will challenge your students to apply their knowledge to issues and problems in technical drawing and that will engage them in developing solutions, and developing positive attitudes as a result of having undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of each unit. For evaluation during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you take 80% as the mastery level, ensure that each student’s answer to questions asked in class achieves this level of mastery.

Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work and lesson plans for teaching the units of this syllabus.

PROFILE DIMENSIONS

Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each of the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the instructional period. A specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student will be able to do after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that the student has acquired "knowledge". Being able to explain, summarize, give examples, etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, construct, etc. means that the student can "apply" or use the knowledge acquired in some new context. Each of the action verbs in the specific objectives of the syllabus describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching, learning and assessment in schools.

As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Technical Drawing, the three profile dimensions that have been specified for teaching, learning and testing are:

Knowledge and understanding30%

Application of Knowledge70%

Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the teaching and learning process will ensure that Technical Drawing is taught and studied not only at the cognitive level, but will also lead to the acquisition of the expected level of practical skills in the subject.

UnderstandingThe ability to:

explain, describe, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Application of Knowledge (AK)

Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis, synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension “Use of Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub levels are as follows:

ApplicationThe ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It alsoinvolves the ability to produce, solve, operate, plan, demonstrate, discover, etc.

AnalysisThe ability to:

break down material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points, etc. recognize unstated assumptions and logical fallacies; recognize inferences from facts, etc.

SynthesisThe ability to:

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, design, organize, create, generate, etc.

EvaluationThe ability to:

appraise, compare features of different things and make comments or judgment, contrast, criticize, justify, support, discuss, conclude,make recommendations, etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.

FORM OF ASSESSMENT

It is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment procedures, try to select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items based on a representative sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a term, in a year, etc. The assessment procedure you use i.e. class tests, homework, projects and examinations must be developed in such a way that it will consist of a sample of the important objectives taught over a period.

The examples below show the recommended examination structure for Technical Drawing. The structure consists of End of Term Examination and School Based Assessment.

Structure of End of Programme Examination:

This examination shall consist of two (2) papers both of which should be taken.

Paper 1:(Objective/Geometrical Drawings)