mechanical engineering: higher national diploma (hnd
TRANSCRIPT
ED/STV/2001/PI/16
Mechanical Engineering
Higher National Diploma (HND)
Curriculum and Course Specifications
NATIONAL BOARD FOR TECHNICAL EDUCATION
Federal Republic of Nigeria
UNESCO – Nigeria Project
2001
Mechanical Engineering - Higher National Diploma
(HND)
National Board for Technical Education Kaduna
OPTIONS IN:
1. MANUFACTURING ENGINEERING
2. POWER AND PLANT ENGINEERING
CURRICULUM AND COURSE SPECIFICATIONS
AUGUST 2001
PLOT ´B’ BIDA ROAD, P.M.B. 2239, KADUNA - NIGERIA.
Mineral Resources Students Conducting Practicals on
Humphrey's Spirial for Gravity Concentration of Minerals
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Table of Contents
GENERAL INFORMATION HND.................................................................................................................... 4
CURRICULUM TABLE ................................................................................................................................... 9
MATHEMATICAL COURSES ....................................................................................................................... 13
Advanced Algebra .................................................................................................................................... 13
Advanced Calculus................................................................................................................................... 19
Numerical Methods................................................................................................................................... 24
Statistical Methods in Engineering............................................................................................................ 27
GENERAL STUDIES AND MANAGEMENT COURSES............................................................................... 31
Communication in English III .................................................................................................................... 31
Engineer in Society................................................................................................................................... 33
Entrepreneurship Development I .............................................................................................................. 40
Engineering Design .................................................................................................................................. 43
Technical Report Writing II ....................................................................................................................... 48
Business Management ............................................................................................................................. 49
Operations Management .......................................................................................................................... 51
Quality Assurance .................................................................................................................................... 53
Transport Management ............................................................................................................................ 55
Maintenance Management ....................................................................................................................... 57
COMPUTER AND ELECTRICAL COURSES ............................................................................................... 59
CAD/CAM................................................................................................................................................. 59
CNC: Programming & Robotics ................................................................................................................ 61
Computer Programming ........................................................................................................................... 63
Electrical Power And Machines ................................................................................................................ 70
MECHANICAL ENGINEERING COURSES.................................................................................................. 76
Strength of Materials I .............................................................................................................................. 76
Instrumentation and Control ..................................................................................................................... 80
Mechanics of Machines ............................................................................................................................ 90
Strength of Materials II ............................................................................................................................. 96
Fluid Mechanics...................................................................................................................................... 106
Metal Forming and Heat Treatment ........................................................................................................ 113
Joining and Fabrication Process............................................................................................................. 120
Foundry Technology and Practice .......................................................................................................... 127
Metrology................................................................................................................................................ 135
Testing and Failure of Materials ............................................................................................................. 144
Fluid Power Machines ............................................................................................................................ 152
Machine Element Design........................................................................................................................ 159
Engineering Materials and Application.................................................................................................... 167
Machine Tools Systems ......................................................................................................................... 171
Steam Power Engineering...................................................................................................................... 176
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Machine Tools Processes....................................................................................................................... 187
Press and Cutting Tools Design ............................................................................................................. 190
Environmental Engineering..................................................................................................................... 198
Material Handling.................................................................................................................................... 202
Jigs, Fixture and Tool Design ................................................................................................................. 207
Machine Assembly Installation & Commissioning................................................................................... 209
Applied Thermodynamics ....................................................................................................................... 216
Safety ..................................................................................................................................................... 222
Internal Combustion Engines.................................................................................................................. 228
Energy Conversion and Heat Transfer ................................................................................................... 233
Refrigeration and Air-Conditioning.......................................................................................................... 238
Mechanical Equipment in Buildings ........................................................................................................ 245
Automotive Technology .......................................................................................................................... 254
Process, Construction and Mining Equipment ........................................................................................ 263
Electro-Mechanical Controls................................................................................................................... 265
LIST OF WORKSHOP/LABORATORIES AND EQUIPMENT..................................................................... 271
GUIDELINES FOR TEXTBOOK WRITERS................................................................................................ 294
LIST OF PARTICIPANTS ........................................................................................................................... 295
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GENERAL INFORMATION HND
1.0 PHILOSOPHY OF THE MECHANICAL ENGINEERING PROGRAMME
The Mechanical Engineering Programme is designed to reflect a FUNCTIONAL philosophy of education.
While seeking to achieve academic excellence and promote the furtherance of knowledge, the mechanical
engineering programme also seeks to aid “... the acquisition of appropriate skills, abilities and competence,
both mental and physical as equipment for the individual to live in and contribute to the development of
his/her society ...”
The programme is therefore committed to the production of qualified and competent technicians who will be
able to face the challenges concomitant with the aspiration of the country to be technological developed.
Power and Plant Engineering Technology option
The programme is designed to produce a power and plant technologist for the manufacturing, transportation
and power generating industries such as NEPA, NPA, NRC, REB. Diplomates of the programme should be
able to:
a. interpret information in mechanical and technical literature and specify requirements for
mechanical systems;
b. install, maintain, and repair industrial plants;
c. install, maintain, diagnose and repair power generating units such as internal combustion
engines, gas and steam turbines, hydraulic and pneumatic equipment, e.g. forklift,
compressors and steam boilers;
d. supervise mechanical engineering technicians, craftsmen and artisans in a manufacturing
and other process and industrial plants;
e. plan and execute maintenance operations in industrial
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Manufacturing Engineering Technology
Mechanical - Manufacturing Engineering Technology
The programme in Manufacturing Engineering technology is aimed at producing technologists with
knowledge and skills for manufacturing and maintenance of the mechanical engineering and similar
industries. Diplomates of the programme should be able to:
a. use and operate various machine tools and equipment in the manufacturing of
engineering components.
b. Understand the principles and application of manufacturing management techniques;
c. Design tools and jigs and produce proto-type of such items;
d. Fabricate metal products using various techniques and processes;
e. Plan and carry out installation, maintenance and repair of plant, machines and equipment;
f. Manage materials and human resources in the manufacturing industries at this level.
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2.0 ENTRY REQUIREMENTS
The general entry requirements for the HND programme include:
a. all the requirements for admission into the ND programme in mechanical engineering
b. a minimum of lower credit pass (CGPA) of 2.50 and above in the ND examination in
Mechanical Engineering Technology; and
c. a minimum of one year cognate work experience.
In exceptional cases, the ND diplomates with a pass grade (CGPA) 2.0 - 2.49) in the ND examination that
had two or more years of cognate work experience may be considered for admission into the HND
programme. However, the number of candidates should not be more than 10% of the total student intake in
each class.
3.0 DURATION
The programme is designed to run for four semesters, that is two academic sessions.
4.0 CURRICULUM
4.1 The curriculum of HND programme consist of four main components. These are:
a. General studies/education
b. Foundation courses.
c. Professional courses
d. Project.
4.2 The General Education component shall include courses in:
English Language, Communication, Industrial Management and Engineer in Society, The
General Education component shall account for not more than 15% of the total contact
hours for the programme.
4.3 Foundation courses include courses in Mathematics. The number of hours for the programme may
account for about 10-15% of the total contact hours.
4.4 Professional courses are ore courses of the programme which give the student the theory and
professional skills he needs to practise his field of calling at the technician/technologist level. These may
account for between 60-70% of the contact hours.
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5.0 CURRICULUM STRUCTURE
The structure of the Higher National Diploma programme consists of four semester of classroom, laboratory
and workshop activities in the college. Each semester shall be of 18 weeks duration made up as follows:
a. 15 weeks of teaching, i.e. recitation, practical exercise, quizzes, test, etc; and
b. 3 weeks for examinations and registration.
6.0 ACCREDITATION
The Diploma programme shall be accreditation by the National Board for Technical Education before the
diplomates can be awarded the National Diploma certificates. Details about the process of accrediting a
programme for the award of the National Diploma are available from the Executive Secretary, National Board
for Technical Education, Plot “B”, Bida Road, P.M.B. 2239, Kaduna, Nigeria.
7.0 AWARD OF HIGHER NATIONAL DIPLOMA
Conditions for the award of Higher National Diploma include the following:
a. Satisfactory performance in all prescribed course work which may include class work,
tests, quizzes.
b. Workshop practice, laboratory work.
c. Satisfactory performance at all semester examinations.
d. Satisfactory completion of final year project work Normally, continuous assessment
contributes 30%, project work 10% while semester examinations are weighted 60% to make
a total of 100%.
Higher National Diploma should be awarded in four classes:
a. (i) Distinction - CGPA of 3.50 and above
b. (ii) Upper Credit - CGPA of 3.0 - 3.49
c. (iii) Lower Credit - CGPA of 2.50 - 2.99
d. (iv) Pass - CGPA of 2.00 - 2.49.
8.0 GUIDANCE NOTES FOR TEACHERS
8.1 The new curriculum is drawn in unit courses. This is in keeping with the provisions of the National Policy
on Education which stress the need to introduce the semester credit units which will enable a student who so
wish to transfer the units already completed in an institution similar standard from which he/she is
transferring.
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8.2 In designing the units, the principle of the modular system by product has been adopted, thus making
each of the professional modules, when completed provides the student with technician operative skills,
which can be used for employment purposes self - and otherwise.
8.4 As the success of the credit unit system depends on the articulation of programmes between the
institutions and industry, the curriculum content has been written in behavioural objectives, so that it is clear
to all the expected performance of the student who successfully completed some of the courses or the
diplomates of the programme. This is 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 he programme to write their own curriculum stating the conditions existing in their
institution under which performance can take place and to follow that with the criteria for determining an
acceptance 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.
8.5 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 practical in the ratio of 50:50 or 60:40 or
the reverse.
9.0 FINAL YEAR PROJECT
Final year students in this programme are expected to carryout a project work. This could be on individual
basis or group work. The project should, as much as possible incorporates basic element of design, drawing
and complete fabrication of a marketable item or something that can be put to use. Project reports should be
well presented and should be properly supervised.
The departments should make their own arrangement of schedules for project work.
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CURRICULUM TABLE
HIGHER NATIONAL DIPLOMA (HND)
MECHANICAL ENGINEERING MANUFACTURING (OPTION)
First Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
GNS 302 Communication in English III 1 1 - 2 2
MTH 311 Advanced Algebra 1 1 - 2 2
MEC 311 Engineer in Society 1 1 - 2 2
SDV 210 Entrepreneurship Development 2 1 - 3 3
MEC 312 Engineering Design 1 2 - 3 3
MEC 313 Strength of Materials 1 1 1 1 3 3
MEC 314 Instrumentation and Control 1 - 2 3 3
MEC 315 Mechanics of Machines 2 - 2 4 4
MEC 316 CAD/CAM 1 - 3 4 4
ICT 101 Computer Programming - - 2 2 2
Total 11 7 10 28 28
Second Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
MEC 317 Technical Report Writing II 1 1 - 2 2
MTH 312 Advanced Calculus 1 1 - 2 2
MEC 321 Business Management 1 1 - 2 2
MEC 322 Strength of Materials II 2 - 2 4 4
MEC 323 Fluid Mechanics 2 - 2 4 4
MEM 321 Metal Forming and Heat Treatment 2 - 4 6 6
MEM 322 Joining and Fabrication Processes 2 - 4 6 6
MEM 323 Foundry Technology and Practice 1 1 2 4 4
Total 12 4 14 30 30
10
Third Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
MTH 313 Numerical Method 1 1 - 2 2
MEM 416 CNC Programming & Robotics 1 2 - 3 3
MEM 411 Metrology 1 - 2 3 3
MEM 412 Testing and Failure of Materials 2 - 2 4 4
MEC 412 Fluid Power Machines 2 - 2 4 4
MEM 413 Machine Elements Design 2 - 4 6 6
MEM 414 Operations Management 1 - 2 3 3
MEM 415 Engineering Materials and Applications 2 - 1 3 3
MEC 400 Project - - 3 3 3
Total 12 3 16 31 31
Fourth Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
MTH 413 Statistical Methods in Engineering 1 1 - 2 2
MEC 427 Quality Assurance 2 - 1 3 3
MEM 421 Machine Tools Systems 1 - 2 3 3
MEM 422 Machine Tool Processes 2 - 2 4 4
MEM423 Press & cutting Tools Design 2 - 2 4 4
MEP 426 Steam Power Engineering 1 - 1 2 2
MEP 425 Industrial Engineering 1 1 - 2 2
MEC 411 Environmental Engineering 1 1 - 2 2
MEM 424 Materials Handling 1 1 - 2 2
MEM 425 Jigs, Fixtures and Tool Design 2 - 2 4 4
MEM 426 Machine Assembly, Installation and Commissioning 2 - 2 4 4
MEC 400 Project - - 6 6 6
Total 16 4 18 38 38
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HIGHER NATIONAL DIPLOMA (HND)
MECHANICAL ENGINEERING PLANT ENGINEERING (OPTION)
First Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
GNS 302 Communication in English III (Comprehension & Essay Writing) 1 1 - 2 2
MTH 311 Advanced Algebra 1 1 - 2 2
MEC 311 Engineer in Society 1 1 - 2 2
MEC 316 CAD/CAM 1 - 3 4 4
MEC 312 Engineering Design 1 2 - 3 3
MEC 314 Instrumentation and Control 1 - 2 3 3
MEC 315 Mechanics of Machines 2 - 2 4 4
SDV 210 Entrepreneurship Development 2 1 - 3 3
ICT 101 Computer Programming - - 2 2 2
Total 10 6 9 25 25
Second Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
MEC 317 Technical Report Writing II 1 1 - 2 2
MTH 312 Advanced Calculus 1 1 - 2 2
MEC 321 Business Management 1 1 - 2 2
MEC 322 Strength of Materials II 2 - 2 3 4
MEC 323 Fluid Mechanics II 2 - 2 3 4
MEP 321 Applied Thermodynamics 2 - 2 3 4
MEP322 Safety 2 - 2 3 4
MEP 323 Internal Combustion Engines 2 - 2 3 4
MEP 311 Energy Conversion and Heat Transfer 2 - 2 3 4
Total 15 3 12 30 30
12
Third Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
MTH 313 Numerical method 1 1 2 2
MEC 411 Environmental Engineering 1 1 - 2 2
MEC 412 Fluid Power Machines 2 - 2 4 4
EEC442 Electrical Power and Machines 2 - 2 4 4
MEP 411 Refrigeration and Air Conditioning 2 - 3 5 5
MEP 412 Mechanical Equipment in Building 2 - 3 5 5
MEP 413 Automotive Technology 2 - 3 5 5
MEC 400 Project - - 3 3 3
Total 1
2
1
2
16 30 30
Fourth Semester
COURSE CODE COURSE/MODULE TITLE L T P CU CH
MTH 413 Statistics Methods 1 1 2 2
MEC 427 Quality Assurance 2 1 - 3 3
MEP 421 Construction and Materials Handling Equipment 1 - 2 3 3
MEP 422 Transport Economics 2 - 2 4 4
MEP 423 Maintenance Management 2 - 2 4 4
MEP 424 Electro-Mechanical Controls in Refrigeration & Air-conditioning 1 1 - 2 2
MEP 425 Industrial Engineering 1 - 1 2 2
MEP 426 Steam Power Engineering 1 - 1 2 2
MEM 426 Machine Assembly, Installation & Commissioning 2 - 2 4 4
MEC 400 Project - - 6 6 6
Total 13 3 16 32 32
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MATHEMATICAL COURSES Advanced Algebra
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED ALGEBRA Course Code: MTH 311 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 1.0: Understand hyperbolic, exponential and logarithmic functions Week
Specific Learning Outcome: Teachers Activities Resources
1-2
1.1 Define hyperbolic sine and cosine
functions in terms of exponential
functions
1.2 Draw the hyperbolic graphs for
sine, cosine, tangent
1.3 Transform hyperbolic to
trigonometrical functions, and vice -
versa
1.4 Evaluate universal trigonometric
logarithmic functions
1.5 Review logarithmic functions
1.6 Solve problems involving 1.4 above
e.g evaluate tan-1(1) - tan-1(-1)
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students:
• to define hyperbolic sine and cosine
functions in terms of exponential
functions and draw the hyperbolic
graphs for sine, cosine, tangent
• to transform hyperbolic to
trigonomentrical functions, and vice-
versa
• to evaluate universal trigonometrical
functions and solve problems relating
to it. E.g tan-1(1) - tan-1(-1)
• Assess the students
• Recommended
textbook, chalkboard,
chalk, lecture notes
etc.
14
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED ALGEBRA Course Code: MTH 311 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective: 2.0 Understand power, Maclaurin and Taylor series with application to logarithmic
trigonometric and hyperbolic Functions
Week Specific Learning Outcome: Teachers Activities Resources
4-5
2.1 State the power series of the form
(1+n)
2.2 Evaluate power series in 2.1 above
2.3 Test for the
convergence/divergence of the series
in 2.2 above
2.4 Apply Taylor’s formula
2.5 Derive Macclaurin series from
Taylor’s formula
2.6 Expand functions of the form cosx,
sinx tanhx, ex Evaluate functions like
sin 31o ex Text for the
convergency/divergency of the series
from 2.3 to 2.6 above
2.7 Test for absolute convergency of
the series from 2.3 to 2.6 above
2.8 State the L’Hospital rule
2.9 Apply L’Hospital’s rule to solve the
problems in determinants
• to state the power series of the form
(1+n) and also evaluate it.
• to test for the
convergence/divergence of the series
• to apply Taylor’s formula and derive
Macclaurin series from Taylor’s
formula
• to expand functions of the form
cosx, sinx, tanhx, ex and evaluate
functions like sin 31o ex
• to test for absolute convergency of
the series evaluate above
• to state the ¼ Hospital’s rule and
apply it to solve problems in
determinants, trigonometric and
logarithmic series
• Assess the students
• Chalk, blackboard,
• Lecture note
6 2.10 Apply ¼ Hospital’s rule to
trigonometric and logarithmic series.
15
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED ALGEBRA Course Code: MTH 311 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 3.0: Understand the principle of mathematical Induction
Week Specific Learning Outcome: Teachers Activities Resources
7-8
3.1 Establish the truth theorem for
specific value
3.2 Explain for some fixed integer, n,
the truth theorem
3.3 Explain the truth theorem for an
integral value (n+1)
3.4 Explain the application of
mathematical induction on Arithmetic
progression? Σnr
3.5 Geometric progression? Σnr2
• Ask the student to:
• establish the truth theorem for
specific value, and explain for some
fixed integer n, the truth theorem
• ask the students to explain the truth
theorem for an integral value (n+1)
• explain the application of
mathematical induction on Arithmetic
progression or
• Geometric progression? Σnr2
• Assess the students
16
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED ALGEBRA Course Code: MTH 311 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 4.0: Understand the principles of matrices as applied to engineering problems
Week Specific Learning Outcome: Teachers Activities Resources
9-10
4.1 Define types of matrices, null
square, rectangular row
4.2 From matrices from sets of linear
equations
4.3 Perform the Arithmetic operations
in matrices. Addition, subtraction, etc.
4.4 Obtain the transpose, adjunct, co-
factors and the inverse of a matrix
4.5 Describe the use of matrix method
to linear simultaneous equation
4.6 Define the Eigen-vector and Eigen-
value for a set of matrices
4.7 Perform the partitioning method for
very large matrices
4.8 Apply matrices to engineering
problems
• Ask the students to: • define types of matrices - null, square, rectangular, row and form matrices from sets of linear equations • perform Arithmetic operations in matrices for example: if
Find(i) A + B,(ii) A - B • Use good examples to illustrate the transpose, adjunct co-factors and inverse of a matrix • Assess the students • Explain how to use matrix to solve linear simultaneous equations. And ask the students to solve some examples • Explain eigenvector and Eigenvalue for set of matrices • Assess the students • Compute AB, given
and
• by partitioning. • Illustrate how matrices are applied in engineering problem. • Assess the students
17
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED ALGEBRA Course Code: MTH 311 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 5.0: Understand the principle of vector Algebra
Week Specific Learning Outcome: Teachers Activities Resources
12-13
5.1 Add, subtract and multiply vectors
5.2 State the divergence theorem
5.3 Explain surface integrals as volume
integrals
5.4 Stocke’s theorem
5.5 Evaluate certain integrals using
stocke’s
5.6 Explain vector integration, and
vector differential gradient and
divergence
• Explain to the students with good
examples and make notes where
necessary
• Ask the students to:
• carry out the addition, subtraction
and multiplication of vectors
• to state divergence and stocke’s
theorems
• evaluate certain integrals using
stocke’s formula
• explain surface integrals as volume
integrals
• explain vector integration, and
vector differential gradient and
divergence and apply the analysis to
engineering problems.
• Assess the students.
• Recommended
textbook, chalkboard,
lecture notes
18
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED ALGEBRA Course Code: MTH 311 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 6.0: Understand the concept and application of complex numbers
Week Specific Learning Outcome: Teachers Activities Resources
14-15
6.1 Explain complex number
6.2 Explain rectangular and polar forms
of complex number
6.3 Explain the addition and subtraction
of complex numbers
6.4 Explain the multiplication and
division of complex numbers
6.5 Compute modules and argument of
complex numbers e.g → e = 3+4í
Find Z→/e/
6.6 Define a complex number using
Argand’s diagram
6.7 Add and subtract two samples
number using argand diagram
6.8 State De Moiver’s theorem for an
integer (positive and negative)
6.9 Apply De Moiver’s theorem to A.C
theory
6.10 Solve equations involving two
more complex numbers e.g solve the
following equation for the real numbers
x and y:
(3 + 4í)2 - 2 (n + íy) = n + íy
6.11 Explain rationalization of complex
numbers
• The teacher to explain to the
students with good examples and
make notes where necessary
• Ask the students to:
• perform the addition, subtraction,
multiplication and division of complex
numbers
• to compute modules and argument
of complex numberse.g Z = 3 + 4í
Find/Z/, Arg.Z
• define complex number using
argands’s diagram
• Assess the students
• Recommended
textbooks
• Chalkboard
• Lecture Note
19
Advanced Calculus
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED CALCULUS Course Code: MTH 312 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 1.0: Understand Lap lace transform
Week Specific Learning Outcome: Teachers Activities Resources
1 - 2
1.1 Define Laplace transform
1.2 Obtain Laplace transform of simple
functions
1.3 Define the inverse Laplace transform
1.4 Obtain the inverse Laplace transform
of simple functions
1.5 Evaluate some partial fractions with:
a. linear denominator
b. quadratic
1.6 Express the derivative inLlaplace
transform
1.7 Express unit step, impulse Driac
delta and ramp functions in laplace
transform
1.8 Apply Laplace transform to
differential equatione.g solve by Laplace
transform the boundary - value
problem?
u(O,t) = 0, u(3,t) = O
u(x, O) = I0 sin 2 x - 6 sin 4x
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to:
• define Laplace transform and apply
in simple functions
• evaluate some partial fractions as
indicated in 1.5 and express the
derivative in Laplace transform.
• Assess the students
• Recommended
textbook,
chalkboard, chalk,
lecture notes, etc
3 - 4
1.9 Apply Laplace transform to suitable
engineering problems e.g use Laplace
transform to find the charge and current
at anytime in a series circuit having an
inductance L, capacitance C, Resistance
R, emf E, assume charge and current
are zero
20
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED CALCULUS Course Code: MTH 312 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 2.0: Understand Fourier series and apply it to solve engineering problems
Week Specific Learning Outcome: Teachers Activities Resources
5 - 6
2.1 Define Fourier series
2.2 Explain the periodic function
2.3 Explain the non-periodic function
2.4 Identify even and odd functions
2.5 Explain even and odd functions using
graphical representation
2.6 Explain the characteristics of even
and odd functions
2.7 Derive the Fourier coefficients in both
polar and rectangular forms
2.8 Expand simple functions in Fourier
series e.g
a. simple linear algebraic
functions
b. trigonometric and
logarithmic functions
2.9 Derive the Fourier series for a
trigonometric function using the half
range approach
2.10 Expand functions with arbitrary
period
2.11 State the Euler’s formula
2.12 Establish a complex Fourier series
2.13 Evaluate the integration of Fourier
series
2.14 Apply Fourier series to suitable
engineering problems
• The teacher to illustrate with good
examples -and make notes where
necessary.
• Ask the students to:
• define Fourier series, explain the
periodic and non periodic functions,
identify even and odd functions and
explain them using graphical
representation
• Assess the students.
• Ask the students to derive the
Fourier coefficients in both the polar
and rectangular forms
• Assess the students.
• Ask the students to:
• expand simple functions in Fourier
series as indicated in 2.8
• derive Fourier series for
trigonometric functions using the half
range approach, and expand
functions with arbitrary period
• state Euler’s formula and establish a
complex Fourier series
• evaluate the integration of Fourier
series and apply Fourier series to
solve engineering problems
• Assess the students.
• Recommended
textbooks,
Chalkboard, Chalk,
Lecture note, etc.
21
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED CALCULUS Course Code: MTH 312 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 3.0: Understand the methods of solving second - order differential equations
Week Specific Learning Outcome: Teachers Activities Resources
7 - 8
3.1 Identify a homogeneous linear
equation of the second order
3.2 Establish the second order
differential equation with constant
coefficients viz:
3.3 Find the real and distinct, equal and
complex roots for 3.2 above
3.4 Solve the fundamental system of
general solution, given initial values
3.5 State Caudiy’s equation
3.6 Explain the existence and
uniqueness of solutions to 2nd Order
differential equations problems
3.7 Explain the homogeneous linear
equations of higher order constant
coefficients
3.8 Solve non-homogeneous differential
equations
3.9 Solve simple simultaneous
differential equations
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to:
establish 2nd Order D.E with constant
coefficients viz:
and find the real and distinct, equal
and complex roots for the equation
above.
solve the fundamental system of
general solution, given initial values
and also to state Caudiy’s equation.
• Assess the students
• Ask the students to:
• explain the existence and
uniqueness of solutions to 2nd Order
differential equations problems and
homogeneous linear equations of
higher order constant coefficients
• solve many problems on non-
homogeneous differential equations,
and simple simultaneous differential
equations
• Assess the students
22
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED CALCULUS Course Code: MTH 312 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 4.0: Understand methods of solving simultaneous linear differential equations
Week Specific Learning Outcome: Teachers Activities Resources
9 - 10
4.1 Explain linear differential equation
4.2 Identify special cases of solving first -
order differential equations
4.3 Apply the method of exact equations,
separable variable to solve differential
equation problems
4.4 Apply knowledge of linear differential
equation to suitable engineering
problems
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to:
• explain linear differential equation
and identify special cases of solving
first-order differential equations
• apply the equation, separable
variable to solve differential quation
problems and apply it in suitable
engineering problems
• Assess the students
General Objective 5.0: Understand the methods of solving partial differential equations and their uses
Week Specific Learning Outcome: Teachers Activities Resources
11 -
12
5.1 State partial differential equation of
order 2
5.2 Solve partial differential equation
using “variable separable”
5.3 Apply D’ Alembert’s solution of the
wave equation to partial differential
equation problems
5.4 Apply the Laplacian concept in polar
coordinates to partial differential
equation problems
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to:
• state 2nd - order partial differential
equation and solve many problems on
it using “variable separable” method
• apply D’Alembert’s solution of the
wave equation and Laplacian concept
in polar coordinates to partial
differential equation problems
• Assess the students
23
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ADVANCED CALCULUS Course Code: MTH 312 Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 6.0: Understand the principles of functions of several variables and their uses
Week Specific Learning Outcome: Teachers Activities Resources
13 -
15
6.1 Explain limits and continuity of given
functions
6.2 Explain mean-value theorem using
total differentials
6.3 State Taylor’s formula for functions of
several variables
6.4 Derive maxima and minima of
functions of several variables including
possible saddle points
6.5 Establish the constrained maxima
functions of several variables
6.6 Define a line integral in a plane
6.7 Explain the path of integral
6.8 Evaluate line integral problems
6.9 Define the green’s theorem in a
plane
6.10 Apply green’s theorem to solve line
integral problems
6.11 Apply double integral to line
integrals
6.12 Apply change of variables in triple
integrals
6.13 Evaluate the differentiation under
the integral sign
6.14 State stoke formula
6.15 Apply stoke formula to line integrals
in space
6.16 Apply stoke’s formula to suitable
engineering problems
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to:
• explain limits, continuity of given
functions, and mean value theorem
using total differentials.
• State Taylor’s formula, derive
maxima and minima of functions of
several variables including possible
saddue points
• Establish the constrained maxima
functions of several variables, define
a line integral in a plane and explain
the path of integral
• Assess the students
• Ask the students to:
• evaluate line integral problems
• define green’s theorem in a plane
and apply it to solve line integral
problems
• apply double integral to line integral
and change of variable in triple
integrals
• evaluate differentiation under the
integral sign, state stokes formula and
apply it to line integrals in space
• how stoke’s formula is applied to
solve engineering problems
• Assess the students
• Recommended
textbooks,
chalkboard, chalk,
lecture notes etc.
24
Numerical Methods
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: NUMERICAL METHODS Course Code: MTH 313 Contact Hours 2
HRS/WEEK
Course Specification: Theoretical Content
General Objective: 1.0 Understand the use of numerical methods to solve linear and non-linear
equations
Week Specific Learning Outcome: Teachers Activities Resources
1-3
1.1 Find solution of linear algebraic
equation using Guass elimination
method
1.2 Solve linear algebraic equations
using Guass-seidel iteration methods
1.3 Apply Newton-Raphson iteration
formulae to non-linear equations e.g.
find the roots of the equation Cosx = x2
as accurately as your tables permit.
Find the square root seriat of log x2-5
• The teacher to illustrate with
good examples and make notes
where necessary
• Ask the students to:
• linear algebraic equation using
gauss-seidel-elimination and
iteration methods
• apply Newton-Raphson iteration
formulae to non linear equations,
as indicated in 1.3
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
General Objective 2.0: Understand finite Differences
Week Specific Learning Outcome: Teachers Activities Resources
4-5
2.1 Define finite differences
2.2 Explain the forward differencing
tabulation
2.3 Explain the building of errors in a
difference table
2.4 Explain the backward difference
table
2.5 Explain the central difference
formula
2.6 Apply the forward, backward and
central difference formula or tables in
solving related practical problems
• The teacher to illustrate with
good examples and make notes
where necessary
• Ask the students to:
• define finite differences and
explain the forward differencing
tabulation
• Explain the build-up of errors in a
difference table, and backward
difference table, and central
difference formula
• Apply the forward, backward,
and central difference formula or
tables in solving related practical
problems
• Assess the students
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
25
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: NUMERICAL METHODS Course Code: MTH 313 Contact Hours 2
HRS/WEEK
Course Specification: Theoretical Content
General Objective 3.0: Understand interpolation as applied to difference table
Week Specific Learning Outcome: Teachers Activities Resources
6-7
3.1 Define the Newton-gregory forward
difference interpolation formula
3.2 Evaluate the difference table with
unequal interval using divided
differences
3.3 State lagrange’s interpolation
formula
3.4 Evaluate a table using largange
interpolation formula
• The teacher to illustrate with
good examples and make notes
were necessary
• Ask the students to:
• define the Newton-gregory
forward difference interpolation
formula and evaluate the
difference table with inequal
interval using divided differences
• state Lagrange’s interpolation
formula, and evaluate a table
using it
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
General Objective 4.0: Understand Numerical Differentiation
Week Specific Learning Outcome: Teachers Activities Resources
8
4.1 Explain the basic process of
numerical differentiation up to the third
derivative
4.2 Explain differentiation based on
equal interval interpolation formula
4.3 Evaluate higher order derivatives
• The teacher to illustrate with
good examples and make notes
were necessary
• Ask the students to:
• Explain basic process of
numerical differentiation up to the
their derivative. The explanation
must be based on equal interval
interpolation on formula
• Evaluate higher order derivatives
• Assess the students
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
26
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: NUMERICAL METHODS Course Code: MTH 313 Contact Hours 2
HRS/WEEK
Course Specification: Theoretical Content
General Objective 5.0: Understand Numerical Integration
Week Specific Learning Outcome: Teachers Activities Resources
9
5.1 explain the Trapezoidal and
Simpson’s rules
5.2 evaluate an integral using the three-
sights rule
• The teacher to illustrate with
good examples and make notes
were necessary
• Ask the students to explain the
Trapezoidal and Simpson’s rules
and also to evaluate an integral
using the three sights rule
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
General Objective 6.0: Understand numerical methods of solving first and second order ordinary
differential equation
Week Specific Learning Outcome: Teachers Activities Resources
10-15
6.1 Explain Runge-Kutta’s and Euler’s
methods
6.2 Solve the first order ordinary
differential equation, using Runge-
Kutta’s methode.g if dy = 2x + y, y(0) =
1, find the approximate value of y, using
(a) Euler’s and (b) Runger-Kutta’s
methods
6.3 Solve the second order ordinary
differential equation using Rung-Kutta’s
method
• The teacher to illustrate with
good examples and make notes
were necessary
• Ask the students to:
• explain Runge-Kutta’s and
Euler’s methods and use it to
solve 1st order differential equation
of the form - dy = 2x +y, y(0)=1
• solve many problems on 2nd
order ordinary differential equation
using Rung-Kutta’s method
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
27
Statistical Methods in Engineering
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: STATISTICAL METHODS IN
ENGINEERING Course Code: MTH 413
Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective: 1.0 Understand the basic concept of probability distributions and same in solving
engineering problems Week
Specific Learning Outcome Teachers Activities Resources
1 - 3
1.1 Define a Binomial distribution
1.2 Explain the characteristics of
Binomial distribution
1.3 Apply Binomial distribution to
samples with replacement
1.4 Apply Binomial distribution to
solve engineering problems
1.5 Define the Normal Distribution
1.6 Explain the characteristics of
normal distribution
1.7 Describe normal distribution
curve and the empirical rule
• The teacher to illustrate with good examples and make notes where necessary • Ask the students to:
i. define Binomial distribution, explain its characteristics and apply it to samples with replacement, and to solve engineering problems. ii. Define normal distribution, explain its characteristics and describe normal distribution curve and the empirical rule
• Assess the students
• Recommended
textbooks,
chalkboard, chalk
lecturer notes etc
4 - 6
1.8 Calculate probability given the
mean and the standard deviation
1.9 Calculate the deviation Z given
the mean, standard deviation, and a
particular observation
1.10 Calculate the area under the
curve at different points from either
side of the mean
1.11 Apply normal distribution curve
to simple engineering problems
1.12 Define Poisson’s distribution
1.13 Explain the characteristics of
Poisson distribution
1.14 Explain the quality control
techniques in production process
• Ask the students to:
i. calculate probability given
the mean and standard
deviation
ii. calculate the deviation Z
given the mean, standard
deviation, and a particular
observation
iii. calculate the area under
the curve at different points
from either side of the mean
and also apply normal
distribution curve to simple
engineering problems
• Assess the students
28
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: STATISTICAL METHODS IN
ENGINEERING Course Code: MTH 413
Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective: 1.0 Understand the basic concept of probability distributions and same in solving
engineering problems Week
Specific Learning Outcome Teachers Activities Resources
7
1.15 Explain acceptance sampling
as applied to mass production
1.16 Test for equality of means of
given population using t-test
1.17 Test for equality of variances
using the F-test
1.18 Apply the chi-square test in
statistical quality control
• Ask the students to:
i. define Poisson distribution,
explain it characteristics,
and explain the quality
control techniques in
production process
ii. explain acceptance
sampling as applied to mass
production
iii. test for equality of means
of given population and
equality of variances using t-
test and f-test respectively
iv. apply the chi-square test
in statistical quality control
• Assess the students
29
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: STATISTICAL METHODS IN
ENGINEERING Course Code: MTH 413
Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 2.0: Understand the principle of reliability
Week Specific Learning Outcome: Teachers Activities Resources
8-10
2.1 Distinguish between validity and
reliability
2.2 List types of reliability testing
2.3 State the procedures for
determining test-retest reliability
2.4 Apply test - retest reliability to
samples
2.5 State the procedures for
determining split half reliability
2.6 Determine the reliability
coefficient
2.7 Determine the acceptance level
of reliability
2.8 Determine the standard error of
measurement
where
SD = standard
deviation
r = error
SEM = standard
error
i. Ask the students to:
ii. distinguish between validity and reliability
and list types of reliability testing
iii. state the procedures for determining test-
retest reliability and apply it to samples
iv. state the procedures for determining split
half reliability, determine the reliability
coefficient and acceptance level of reliability
• Assess the students
i. Ask the students to
determine the standard error
of measurement, using the
following expression
where
SD = standard deviation
r = error
SEM = standard error
• Assess the students
Recommended
textbooks,
chalkboard, chalk
lecturer notes etc
30
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: STATISTICAL METHODS IN
ENGINEERING Course Code: MTH 413
Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective: 3.0 Understand Basic statistical experimental designs
Week Specific Learning Outcome: Teachers Activities Resources
12-15
3.1 Describe various experimental
designs e.g complete randomized
block design, randomized complete
block design, split squares, Graeco
Latin squares
3.2 List examples of when any of 3.1
above can be used
3.3 Enumerate the advantages and
disadvantages of using the various
designs in 3.1 above
• Ask the students to:
i. describe various
experimental designs as
indicated in 3.1 and list
examples of when any of the
designs can be used
ii. enumerate the
advantages and
disadvantages of using the
various designs indicated in
3.1 above
• Assess the students
• Recommended
textbooks,
chalkboard, chalk
lecturer notes etc
31
GENERAL STUDIES AND MANAGEMENT COURSES Communication in English III
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING TECHNOLOGY
Course: Communication in English III
(Comprehension and Essay writing) Course Code: GNS 302
Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 1.0: Understand the principles and practice of written communication Week
Specific Learning Outcome: Teachers Activities Resources
1-5
1.1 Explain the principles of letter
writing
1.2 Explain the components of a
business letter
1.3 Differentiate between a memo
and a letter
1.4 Prepare a portfolio of
correspondence using different
presentation techniques:
appointments, promotions,
dismissals, commendation,
queries, condolences,
congratulations, etc
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to explain the
principles of letter writing and the
components of a business letter
• Ask the students to differentiate
between a memo and a letter and also to
prepare a portfolio of correspondences
using different presentation techniques,
appointments, promotions, dismissals,
commendations, queries, condolences,
congratulations etc.
• Assess the students
• Recommended
textbook, chalkboard,
White Board chalk,
lecture notes etc
General Objective 2.0: Comprehend more difficult reading materials
Week Specific Learning Outcome: Teachers Activities Resources
6-10
Comprehension:
2.1 Read passages of expository
and argumentative writing
2.2 Trace the logic in the
passages in 2.1 above
2.3 Differentiate between factors
and opinions
2.4 Answer questions on what is
read
• Ask the students to read passages of
expository and argumentative writing,
and trace the logic in the passages read,
and answer questions on what is read to
differentiate between facts and opinion.
Assess the students
• Recommended
Textbook, Chalkboard,
chalk, lecture notes
32
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING TECHNOLOGY
Course: Communication in English III
(Comprehension and Essay writing) Course Code: GNS 302
Contact Hours
2HRS/WK
Course Specification: Theoretical Content
General Objective 3.0: Know how to write different types of essays
Week Specific Learning Outcome: Teachers Activities Resources
11 - 15
3.1 Explain the different types of
essays
3.2 Explain the characteristic of
each type in 3.1 above
3.3 Explain the logical orders of
presentation, e.g chronological,
spatial, general-to-specific,
specific-to-general, attention,
inductive, deductive etc.
3.4 Write an expository essay
3.5 Write an argumentative essay
• Ask the students:
• to explain the different types of essays
and the characteristics of each type
• to explain the logical orders of
presentation, e.g chronological, spatial,
general-to-specific, specific-to-general,
alternation, inductive, deductive, etc.
• to write expository and argumentative
essays
• Assess the students
33
Engineer in Society
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 1.0: Understand the early development of technology Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Define the term Service
1.2 Define the term engineering
1.3 Define the term technology, integrating the
views of Drucker, Genron, Schon, etc
1.4 Trace the history of engineering from early
Egyptian, Greek and Roman civilizations
1.5 Evaluate the contribution and problems of
early technology
1.6 Evaluate the contributions and problems of
early technology
• Ask the students to illustrate
a concept in science,
engineering and technology
• Recommended
• Textbook
• Chalkboard
• Lecture note
General Objective 2.0: Comprehend the history of modern technology
Week Specific Learning Outcome: Teachers Activities Resources
2
2.1 Critically examine the concept of modern
technology
2.2 Trace the historical development of modern
civilization
2.3 Evaluate the events in the 16th and 17th
centuries which made scientific enquiry a tool
for technology development
2.4 Define and explain the term industrial
Revolution
2.5 Analyze the impact of the industrial
Revolution in Europe
2.6 Outline the lessons of the Industrial
Revolution in Nigeria
• Ask the students to give
examples of early
technology, in Nigeria and
elsewhere
• Ask the students to
enumerate technological
innovations of the 16h and
17th centuries
34
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 3.0: Appreciate Technological Advancements
Week Specific Learning Outcome: Teachers Activities Resources
3
3.1 State the pervasive nature of technological
advances
3.2 illustrate the role of materials in technology.
3.3 illustrate the importance of technology in
the manufacturing Industry
3.4 Evaluate Lady Woodwards
“TechnologyTheory”
3.5 State the role of technology in the
development of power and fuels
3.6 Explain improvement in transportation
through technology
3.7 Evaluate technology advances in
electronics
• Ask the students to trace
the history of revolution from
Britain to Nigeria
• Ask the students to list the
historical development of
transportation from steam
engines to jet engines
• Ask the students to list the
advances in electronics from
electron tubes to chips
- do -
General Objective 4.0: Understand Technological Development in Nigeria
Week Specific Learning Outcome: Teachers Activities Resources
4
4.1 Explain early indigenous technology in
Nigeria
4.2 Explain the influence of foreign technology
on Nigeria Indigenous technology
4.3 State the main features of Nigeria National
policy on Technology
4.4 Evaluate the present state of Technology in
Nigeria
• Ask the students to name
outstanding technological
development in Nigeria That
are wholly indigenous
- do -
35
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 5.0: Comprehend the technical education System in Nigeria
Week Specific Learning Outcome: Teachers Activities Resources
5
5.1 Analyse the advantages and disadvantages
of importation of “foreign expertise” on Nigerian
Technology
5.2 Examine the implication of the “Lima Target
‘‘ for Nigeria
5.3 Identify the problems that may hinder the
attainment of the “Lima Target’’
5.4 Suggest possible solutions to the problems
of 4.7
6
5.5 State the main features of Nigeria national
policy on technical education
5.6 Explain the structure of technical education
in Nigeria
5.7 List the roles of the different categories of
technical Personnel produced in 5.2 above viz.
or artisans, craftsman, technicians,
technologies engineers
5.8 Compare University programmes in
Engineering with those of polytechnics in
Nigeria
5.9 Explain the functions of National Board for
Technical Education (NBTE)
• Ask the students to classify
various schools offering
technical and engineering
progrmmes in Nigeria
36
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 6.0: Understand the engineers roles and responsibilities in the community
Week Specific Learning Outcome: Teachers Activities Resources
7
6.1 State the rationale for Greeks and Romans
regarding Engineers as “Overspecialized
Cranks
6.2 State the rationale for the English Speaking
societies (America, Britain etc) which is
believed to have suffered from a “non-
Commutative syndrome and could not explain
the solution to their problems in English
• Ask the students to list
action by Nigerian Public that
indicate that poor
understanding of the
engineering profession.
- do -
8
6.3 State the rationale for every Tom, Duke and
Harry in Nigeria believing they can do the
projects which are usually Meant for engineers
6.4 List the various categories of contractors
registered in Nigeria to do engineering work
6.5 State why engineers don’t strike like
medical doctors for better remuneration at work
37
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 7.0: Know all the Professional (Regulatory and Voluntary) in Engineering
Week Specific Learning Outcome: Teachers Activities Resources
9 - 10
7.1 Outline the social, moral and professional
responsibilities of the engineer in the society
7.2 Analyses proposals, target time and
strategies as these terms affects national
development plans in Nigeria
73 List the roles of the engineer in national
development and national defense.
7.4 List the working and professional
relationship of the engineer to the technologist,
the technician and the craftsman in the
execution of engineering contracts in Nigeria
7.5 State the ratios of engineers to technologist,
engineers to technician, Engineers to craftsmen
which are considered ideal for execution of
engineering jobs
7.6 Confirm the need for the engineer to head
engineering Establishments and lead
engineering projects.
• Ask the students to define
the jobs of craftsman,
technician, technologist and
engineers
- do -
General Objective 8.0: Know about the regulation and Control of Engineering Practice in Nigeria
Week Specific Learning Outcome: Teachers Activities Resources
11
8.1 List all the professional bodies in
Engineering in Nigeria
e.g. Council for the Regulation of Engineering
in Nigeria
(COREN) Nigerian Society of Engineers (NSE),
including all its Divisions and Institutes (e.g.
Mechanical, Chemical, Structural etc)
National Association of Technologist in
Engineering (NATE), Nigerian Society of
Engineering Technicians (NISET) and National
association of Engineering Craftsmen (NAEC)
• Ask the students to name
the activities of professional
bodies. especially in
engineering
• Hardbook of
registered
professional bodies.
• Chalkboard, Lecture
note
38
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 8.0: Know about the regulation and Control of Engineering Practice in Nigeria
Week Specific Learning Outcome: Teachers Activities Resources
12
8.2 Explain the aims and objectives of each
body listed in 8.1 above
8.3 State the requirement for registration by the
regulatory body, COREN
8.4 State the requirements for corporate,
honorary graduate and student membership of
each society or association listed in 8.1 above
General Objective 9.0: Comprehend the concept “Transfer of Technology“
Week Specific Learning Outcome: Teachers Activities Resources
13
9.1 List the codes and Fundamental Ethical
principles and guiding the practice of
engineering
9.2 Outline the criteria for accreditation of
engineering
programmes of tertiary institutions
9.3 State the need for and purpose of the
Engineering Relations Monitoring (ERM)
programme of COREN e.g., elimination of
Quacks in engineering practices, etc
9.4 Outline the responsibilities of ERM
Inspectors and their role in creating jobs for
Nigerian Engineering Personnel
9.5 State the importance of COREN’s
Supervised Industrial Training Scheme In
Engineering (SITSIE) programme of the
Production of skilled and competent engineers
• Ask the students to outline
the used for controlling the
activities of professionals in
engineering.
- do -
39
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: ENGINEER IN SOCIETY Course Code: MEC 311 Contact Hours: 2
hours/wk
Course Specification: Theoretical Content
General Objective 10.0: Comprehend the concept “Transfer of Technology”
Week Specific Learning Outcome: Teachers Activities Resources
14 - 15
10.1 Explain the Technology transfer concept
from the perspectives of the less advanced
countries and those of the advanced countries
10.2 Evaluate the advantages and
disadvantage of transfer of technology
10.3 State the problems and prospects of
technology transfer to Nigeria
10.4 Suggest possible alternatives to
technology transfer to Nigeria
10.5 Formulate a feasible plan for providing
Nigeria with
indigenous comprehensive know-how in
machine
plant/equipment design and manufacture by the
year 2010
• Ask the students to explain
how they believe technology
can be transferred
• Relevant text books,
• Chalkboard, Chalk,
• Lecture note
40
Entrepreneurship Development I
PROGRAMME: HIGER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: ENTREPRENEURSHIP DEVELOPMENT I Course Code: SDV 210 Contact Hours:
3 Hours/WK
Course Specification: Theoretical Content
General Objective 1.0: Comprehend Private and state control of enterprise Week
Specific Learning Outcome: Teacher Activities Resources
1 - 5
1.1 Identify types of enterprises, sole proprietor,
limited liability, co-operative societies, public
corporation, partnership
1.2 Explain the objective of a business
organisation
1.3 Explain the business environment (e.g.
political, economics e.t.c.)
1.4 Examine private enterprises
1.5 Evaluate the public enterprise
1.6 Appraise the effect of private control of
business
1.7 Analyse the implications of state control of
enterprises
NOTE:- Treatment of 1.1
should include the structure,
functions, Advantages and
disadvantages of each type of
business Organisation
• Ask the students to identify types
of enterprises, sole proprietor,
limited liability, co-operative
societies, public corporation,
partnership
• Ask the students to explain the
objective of a business organization
• Ask the students to explain the
business environment (e.g. political,
economicse.t.c)
• Ask the students to examine
private enterprises
• Ask the students to evaluate the
public enterprise
• Ask the students to appraise the
effect of private control of business
• Ask the students to analyse the
implications of state control of
enterprises
• Chalk
• Blackboard
41
PROGRAMME: HIGER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: ENTREPRENEURSHIP DEVELOPMENT I Course Code: SDV 210 Contact Hours:
3 Hours/WK
Course Specification: Theoretical Content
General Objective: 2.0 Understand the methods of management
Week Specific Learning Outcome: Teachers Activities Resources
6 - 10
2.1 Define management
2.2 Explain the functions of management
planning, organizing, Controlling, staffing,
directing
2.3 Explain the Purpose of managing money,
men, material and machines
2.4 Examine the concept of authority and
responsibility
2.5 Appraise management by objectives
2.6 Analyse the roles of the chief Executive and
Board in policy Formulation and
implementation.
2.7 Explain motivation
2.8 Explain the concepts of theory X and Y
2.9 Evaluate the management control
2.10 Examine problems of leadership in
organization
• Ask the students to define
management
• Ask the students to explain the
function of management planning,
organizing, controlling, staffing, and
directing.
• Ask the students to explain the
purpose of managing money, men,
material and business
• Ask the students to examine the
concept of authority and
responsibility
• Ask the students to appraise
management by objective
• Ask the students to analyse the
roles of the Chief Executive and
Board in policy formulation and
implementation
Ask the students to explain
motivation
• Ask the students to explain the
concepts X and Y
• Ask the students to evaluate the
management control
• Ask the students to examine
problems of leadership in
organization
• Chalk
• Blackboard
42
PROGRAMME: HIGER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: ENTREPRENEURSHIP DEVELOPMENT I Course Code: SDV 210 Contact Hours:
3 Hours/WK
Course Specification: Theoretical Content
General Objective 3.0: Know elements of marketing
Week Specific Learning Outcome: Teachers Activities Resources
11 - 15
1 Define “marketing” and “market”
3.2 State the marketing mix-product, price,
place, promotion
3.3 Explain product differentiation
3.4 Explain the market segmentation
3.5 Differentiates the industrial market from the
consumer market
3.6 Define a Product
3.7 Identify the stages of product life cycle-
introductory, growth, maturity, decline
3.8 State the features of each stage in (3.7)
above
3.9 Describe the different ways a company can
develop a new product-e.g. improving the
existing products, seeking new products from
existing source inventing a new product
• Ask the students to define
“Marketing “ and Market
• Ask the students to state the
marketing mix-product, price, place,
and promotion.
• Ask the students to explain
product differentiation
• Ask the students to explain market
segmentation
• Ask the students to differentiate
industrial market from the consumer
market
• Ask the students to define a
product
• Ask the students to identify the
stages of product lifecycle-
introductory, growth, maturity,
decline
• Ask the students to states the
features of each stage in (3.7)
above
• Chalk
• Blackboard
43
Engineering Design
Course: ENGINEERING DESIGN Course Code: MEC 312 Contact Hours: 3
Hrs/WK
Course Specification: Theoretical Content
General Objective 1.0: Know the sequence that lead to a workable design Week
Specific Learning Outcome: Teachers Activities Resources
1
1.1 Establish the need for a design
1.2 Describe the steps that make
up the sequence leading to a
workable designi.e. definition of a
problem, gathering of information,
concept of solutions evaluations of
solutions, modifications decision on
the best solution, communication of
the design
1.3 Describe phases involved in a
typical design project
1.4 Describe possibility solutions to
the design problem
• Ask students the need for a design
• Ask students the rudiments of a workable
design
• Ask students the list of the steps to take
in sequence to lead to a workable design
• Ask students to list and illustrate different
design specifications
• Ask students to list and describe the
phases involved in a typical design project
• Ask the students the principals of a good
design.
• Ask students the use of ergonomic and
anthropometic data in possible solutions to
the design problems.
• Ask students to present Design ideas
graphically
Recommended
textbooks,
Chalkboard, Chalk,
Lecture note.
44
Course: ENGINEERING DESIGN Course Code: MEC 312 Contact Hours: 3
Hrs/WK
Course Specification: Theoretical Content
General Objective 2.0: Know the factors that influence the selection of materials and manufacturing
processes in a particular design
Week Specific Learning Outcome: Teachers Activities Resources
2
2.1 Specify the physical and
mechanical properties of materials
relevant to the design
2.2 Outline the steps in the
selection of an appropriate material
2.3 Classify manufacturing
processes into eight categories i.e.
casting, deformation, machining,
joining, heat treatment and surface
treatment assembly
• Ask students to specify the physical and
mechanical properties of materials
relevant to a design
• Ask students to analyse material
requirements for a design
• Ask students to identify and screen
alternative materials for a design
• Ask students to evaluate the materials for
design
• Ask students to select materials in terms
of performance, cost, fabricability, and
availability
• Ask students to develop the design data
for critical application
• Ask students to describe casting
• Ask students to describe deformation
machining
• Ask students to describe joining
• Ask students to describe heat treatment
• Ask students to describe assembly
• Ask students to design taking into
consideration above attributes.
3
2.1 Select the most appropriate
manufacturing process considering
cost factors as materials utilization
factor, effect of method of materials
properties and subsequent
performance of the part in service
2.2 Carry out simple project on
selection of material and
manufacturing process for a real
life problem
• Ask the students to select materials
considering the following factors as it
affect the most appropriate manufacturing
process chosen
• costs (b)effect of method of material
properties.
• Ask students to relate these to
performance of the part in service
• Ask students to carry out simple project
on selection of material and manufacturing
process for a real life problem
45
Course: ENGINEERING DESIGN Course Code: MEC 312 Contact Hours: 3
Hrs/WK
Course Specification: Theoretical Content
General Objective 3.0: Understand the process in estimating cost of design
Week Specific Learning Outcome: Teachers Activities Resources
4
3.1 Identify the three basic product
costs as it relates to Design for
economic manufacture
3.2 Breakdown a product cost into
the various cost stages that exist in
an organization
3.3 Compare projected production
costs with the expected income
from a realistic selling price using a
breakdown chart
• Ask students to identify and describe
material costs
• Ask students to identify and describe
labour costs
• Ask students to identify and describe
overhead costs
• Ask students to relate these to a real life
problem
• Ask students to breakdown a product
cost into various cost stages for real life
organizations
• Ask students to compare projected
production costs with the expected income
for a realistic selling price using a break-
even chart for real life organizations
5
3.4 Describe some methods by
which thought design may reduce
the overall product costi.e.
economic choice of production
technique, material and design
form, avoiding material wastage,
consideration for size and product,
efficient use of standard
components and bought-out items
designing to aid packaging
3.5 Carry out exercises in cost
estimation
• Ask the students to apply thought design
to aid packaging for several different
situations
• Ask students to carry out cost estimate
for several designs
46
Course: ENGINEERING DESIGN Course Code: MEC 312 Contact Hours: 3
Hrs/WK
Course Specification: Theoretical Content
General Objective 4.0: Know how to analyse the alternative solution concepts
Week Specific Learning Outcome: Teachers Activities Resources
6 - 9
4.1 List four factors that are used to
analyse alternative solutionsi.e.
technical, economic human, legal
and environmental factors
4.2 State criteria for evaluating a
given design
4.3 Explain the need for and
purpose of considering each one of
the factors in 4.1 above
4.4 Explain the role of models in
engineering design
4.5 Classify test models into
quantitative and qualitative (i.e.
mathematical equations)
• Ask the students to analyse alternative
solutions to a design taking into
consideration the following factors: (a)
technical (b) economic (c) human (d) legal
and environmental
• Ask the students to list and describe the
criteria for evaluating a given design
• Ask the students to explain the need for
and purpose of each of the following in
consideration of alternative solution to a
design (a) technical (b) economic (c)
human (d) legal (e) environmental
• Ask the students to apply the following
models to an engineering design process
• Sales models (b) layout models
• (c) Aesthetic/ergonomic models (d) test
models
• Ask students to develop mathematical
equations depicting quantitative and
qualitative test models in an engineering
design process
47
Course: ENGINEERING DESIGN Course Code: MEC 312 Contact Hours: 3 Hrs/WK
Course Specification: Theoretical Content
General Objective 4.0: Know how to analyse the alternative solution concepts
Week Specific Learning Outcome: Teachers Activities Resources
10 -
11
4.6 Test and evaluate against
specification for a design
4.7 Test designs against factor of
safety
• Ask students to test and evaluate against specification for a design • Ask students to test design against factor of safety. • Ask students to present design ideas graphically • Ask the students to design taking into consideration attributes of casting deformation machining, joining, heat treatment, surface treatment and assembly. • Ask the students to carry out a simple project on selection of material and manufacturing process for a real life problem • Ask the students to design taking into consideration materials costs, labor cost and overhead costs. • Ask the students to apply thought design to aid packaging for different situations • Ask the students to carry out cost estimation for different designs
12 -
15
• Ask the students to analyse alternative solutions to a design taking into consideration the following factors: • Technical (b) economic (c) human (d) legal and environmental • Ask the students to evaluate a given design • Ask the students to apply the following models to an engineering design process:
(a) Sales models (b) Layout models (c) Aesthetic/ergonomic models (d) test models
• Ask students to test and evaluate a design against specifications • Ask students to test designs against factors of safety
48
Technical Report Writing II
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING TECHNOLOGY
Course: TECHNICAL REPORT
WRITING II Course Code: Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 1.0: Know the procedure for writing project reports Week
Specific Learning Outcome: Teachers Activities Resources
1 - 7
1.1 Explain the characteristics
of a project report, viz - parts,
format, style
1.2 Select a suitable topic for
a project report
1.3 Explain methods of
gathering data from primary,
secondary and tertiary
sources
1.4 Use reference materials
for gathering data
1.5 Use appropriate citation
and documentation styles,e.g
APA, MLA, etc
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to explain the
characteristics of a project, viz - parts,
formate, style, and select a suitable topic
for a project report
• Ask the students to explain methods of
gathering data from primary, secondary
and tertiary sources and also use
reference materials for gathering data
• Recommended textbook,
chalkboard, chalk, lecture
notes, etc.
8 - 15
1.6 Explain the procedure for
writing a project report
1.7 Write an outline of a
project report using
appropriate numbering,
ranking and phrasing.
1.8 Write a project report
• Ask the students to use appropriate
citation and documentation stylese.g APA,
MLA, etc
• Ask the students to explain the
procedure for writing a project report and
write an outline of a project report using
appropriate numbering, ranking and
phrasing
• Ask the students to write a project report
• Assess the students
49
Business Management
PROGRAMME: NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: BUSINESS MANAGEMENT CODE: MEC 321
CONTACT
HOURS:2
HRS/WK
General Objective 1.0: Company Structures Week
Specific Learning Outcome Teachers Activities Resource
1
1.1 Relationship between internal need and
external links in developing structure
1.2 Levels of authority
1.3 Supply chain relationship
• Ask students to produce the
organizational structure of a small
local company and compare it to
the polytechnic
• Assess.
• Chalk,
Chalkboard,
• Lecture note
General Objective: 2.0: Marketing
Week Specific Learning Outcome: Teachers Activities Resources
2-3
2.1 Role of marketing - match capability to
customer need
2.2 Product mix - product, place, price,
promotion, people, process and physical
evidence. Attribute analysis and customer
perceived value
2.3 Product life cycles.
2.4 Distribution channels
• Ask students to identify an
imported product and its local
competition. Prepare and attribute
analysis to show gap analysis.
• Assess.
General Objective: 3.0 Market Research
Week Specific Learning Outcome: Teachers Activities Resources
4-6
3.1 Forcasting
3.2 Sampling plan - brief, target, question,
analysis
• Ask student to determine future
demand for a produce and
product and produce a customer
perception questionnaire.
• Assess
General Objective: 4.0 Market strategy
Week Specific Learning Outcome: Teachers Activities Resources
7-10
4.1 Supply position and customer preference
4.2 Ansoffs Matrix - market
penetration/development, product development,
diversification.
4.3 Strategy - segmentation and co-operation
• Ask student to analyse local
company for skills, capacity and
competence and develop a
market strategy
• Assess
50
PROGRAMME: NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: BUSINESS MANAGEMENT CODE: MEC 321
CONTACT
HOURS:2
HRS/WK
General Objective: 5.0 Investment Appraisal
Week Specific Learning Outcome: Teachers Activities Resources
11-12
5.1 Payback period
5.1 Annual rate of return
5.2 Discounted Cash-Flow
5.3 Time & risks
• Ask student to compare a
project’s costs & income under at
least two methods and comment
on risks involved.
• Assess
General Objective: 6.0 Variance Analysis
Week Specific Learning Outcome: Teachers Activities Resources
13-14
6.1 Marginal costing - contribution analysis and
breakeven analysis
6.2 Standard/estimated costs
6.3 Analysis of actual: expected
• Ask student to analyse local
company
• Demand
General Objective: 7.0 Contracts
Week Specific Learning Outcome: Teachers Activities Resources
15
7.1 Law of contract
7.2 Terms
7.3 Remedies
7.4 Liability - Torts and strict liability
51
Operations Management
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANAGEMENT
(OPTION)
COURSE: OPERATIONS MANAGEMENT COURSE CODE: MEM 414
CONTACT
HOURS:
3HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 1.0 Competitive Profile Week
Specific Learning Outcome Teachers Activities Resource
1
1.1 Market qualifying criteria: Time, quality,
Delivery, Price, Flexibility, Design features,
Pre/post sales relationship
1.2 Order winning/Losing criteria, Gaining
competitive advantage Customer & Supplier
dependence
• Ask students to produce a profile of
a customer’s needs to determine
Order Winning Criteria and produce
plan to give competitive advantage.
• Assess
• Chalk,
Chalkboard,
lecture note etc.
General Objective 2.0: Capacity Planning
Week Specific Learning Outcome: Teachers Activities Resources
2
2.1 Need for capacity plan along time
horizons
2.2 Calculating capacity - ideal, actual
achievable and maximum
2.3 Methods of adjusting capacity to match
demand
• Ask students to prepare capacity
profile and set against a demand
pattern to determine efficient match.
• Assess
- do -
General Objective 3.0: Material Management
Week Specific Learning Outcome: Teachers Activities Resources
4
3.1 Inventory management systems - EBQ,
Periodic replacement, Part-period balancing
2.1 MRP Systems - Bills of material
(common & unique parts), Master
production planning, exploding,
amalgamating and off-setting to produce
time phased order raising. Reports available
• Ask student to determine best
system to meet variable demand
pattern.
• Ask student to operate a simple,
multi-product MRP System against a
variable demand
• Assess
- do -
52
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANAGEMENT
(OPTION)
COURSE: OPERATIONS MANAGEMENT COURSE CODE: MEM 414
CONTACT
HOURS:
3HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 4.0: Scheduling
Week Specific Learning Outcome: Teachers Activities Resources
5
4.1 Simple one/two machine scheduling
4.2 Capacity Requirement Planning - load
profiles & utilizing warehousing
4.3 Bottleneck scheduling
• Ask students to develop load
profile of simple Master production
Plan & re-schedule to meet
customer requirement.
• Ask students to detail schedule
multi-machines against demand
• Assess.
- do -
General Objective 5.0: Layout Planning
Week Specific Learning Outcome: Teachers Activities Resources
5.1 Types of layout
5.2 Systematic Layout Planning (SLP)
5.3 Cellular Layout - Production Flow
Analysis (PFA)
• Ask students to carry out a SLP
exercise.
• Ask students to determine match of
machine to cell using PFA. Assess
- do -
General Objective 6.0: Just-in-time (JIT)
Week Specific Learning Outcome: Teachers Activities Resources
6
6.1 Principles of JIF - Work-in-progress
reduction, management-by-sight, Multi-
skilling zero defects, preventative
maintenance.
6.2 Kanban system
6.3 Set-up Reduction
• Ask students to rearrange
manufacturing system to incorporate
JIT principles.
• Assess
- do -
General Objective 7.0: Lean & Agile Manufacturing
Week Specific Learning Outcome: Teachers Activities Resources
7
7.1 Lean Manufacturing
7.2 Time compression
7.3 Agile Manufacturing
• Ask students to produce report on
local manufacturer to show how to
move towards lean or agile
manufacturing
• Assess
- do -
53
Quality Assurance
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: QUALITY ASSURANCE
Course Specification: Theoretical COURSE CODE: MEC 427 CONTACT HOURS:
3HR/WK
General Objective 1.0 Need for Quality Week
Specific Learning Outcome Teachers Activities Resource
1
1.1 Customer need - conformity
& reliability
1.3 Internal need - cost & time
compression
1.4 Concurrent engineering
• Ask student to develop a customer quality
profile for a product
• Assess
• Chalk, Chalkboard,
• Lecture note
General Objective 2.0: Capacity
Week Specific Learning Outcome: Teachers Activities Resources
2-3
2.1 Variability
2.2 Capability index - CP & CPK
2.3 Using & reducing indices
• Ask students to carry out an exercise in
capability analysis
• Assess
• Range of
measuring
instruments
General Objective 3.0 Statistical Process Control
Week Specific Learning Outcome: Teachers Activities Resources
4-7
3.1 Sampling
2.2 Variables - producing mean
and range charts
2.3 Attributes - producing number
and percentage defective charts.
• Ask students to produce and analyse
mean and range charts
• Assess
• Range of
measuring
instruments
General Objective 4.0: Problem Solving
Week Specific Learning Outcome: Teachers Activities Resources
8-9
4.1 Pereto analysis
4.1 Fishbone diagrams and
brainstorming
4.2 Correlation & measles charts.
• Ask students to carry out a Pereto analysis
of a poor quality product and determine
probable causes.
• Assess
- do -
General Objective 5.0 Certification
Week Specific Learning Outcome: Teachers Activities Resources
10-11
5.1 ISO 9000
5.2 Vendor assessment
5.3 CE Certification
• Ask students to examine a local
manufacturer under either ISO 9000 or
vendor assessment scheme.
• Assess
- do -
54
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: QUALITY ASSURANCE
Course Specification: Theoretical COURSE CODE: MEC 427 CONTACT HOURS:
3HR/WK
General Objective 6.0 Value Engineering
Week Specific Learning Outcome: Teachers Activities Resources
12-13
6.1 Functional analysis
6.2 Cost analysis
6.3 Comparison matrix & idea
development
• Ask students to carry out a value analysis
of a locally produced product
• Assess
- do -
General Objective 7.0: Improving Reliability
Week Specific Learning Outcome: Teachers Activities Resources
14-15
7.1 Simple reliability concepts
7.2 Fault Tree Analysis
7.3 Failure mode analysis -
FMEA & FMECA
• Ask students to develop a FTA or FMEA
analysis of a locally produced product.
• Assess
- do -
55
Transport Management
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: (PLANT ENGINEERING
OPTION)
COURSE: TRANSPORT MANAGEMENT COURSE CODE: MEP 422 CONTACT
HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 1.0: Road Transport Legislation Week
Specific Learning Outcome Teachers Activities Resources.
1-3
1.1 Legislation regarding vehicle
classification
1.2 HGV testing and other legislative
requirements
1.3 Carriage of toxic and dangerous
materials
1.4 Ancillary handling equipment
• Ask students to produce a matrix of
a transport company’s legal test
requirements
• Assess
General Objective 2.0: Workshop equipment
Week Specific Learning Outcome: Teachers Activities Resources
4-6
2.1 Workshop layout
2.2 Basic workshop equipment
2.3 Basic fuel dispensing equipment
2.4 Ancillary power needs
• Ask students to compare a street-
side car mechanic with a properly
equipped workshop
• Assess
General Objective 3.0: Warehouse Operations
Week Specific Learning Outcome: Teachers Activities Resources
7-10
3.1 Location of warehouses
3.2 Layout of warehouses
3.3 Material handling equipment: Fork lift,
trucks, hoists and cranes
3.4 Pallet handling & storage systems
3.5 Bulk handling
3.6 Loading and Stowing of cargo
• Ask student to design a
warehouse, including layout and
storage system.
• Assess
General Objective 4.0: Transport Service Operations
Week Specific Learning Outcome: Teachers Activities Resources
11-13
4.1 Fuel storage and issue
4.2 Servicing
4.3 Accident & other repairs
4.4 Parts section
• Ask student to design part of
required procedures
• Assess
56
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: (PLANT ENGINEERING
OPTION)
COURSE: TRANSPORT MANAGEMENT COURSE CODE: MEP 422 CONTACT
HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 5.0: Transport Management
Week Specific Learning Outcome: Teachers Activities Resources
14-15
5.1 Determining transport and storage
needs
5.2 Workshop administration: Vehicle
receipt, Workshop instructions, Cost
calculations and invoicing procedure.
• Ask student to cost out a repair
operation.
• Assess.
57
Maintenance Management
PROPROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT
ENGINEERING (OPTION)
COURSE: MAINTENANCE MANAGEMENT COURSE CODE: MEP 423 CONTACT
HOURS: (2,0,2)
General Objective 1.0: Types of Maintenance. Week
Specific Learning Outcome Teachers Activities Resource
1-2
1.1 Need: Efficiency, life, legal (Health
& Safety & Environmental
1.2 Type: Planned, preventive,
predicative, scheduled, correctives,
breakdown, replacement.
1.1 Monitoring
• Ask students to examine a range of
plant and produce a schedule for simple
maintenance tasks and examinations.
• Assess.
General Objective 2.0: Maintenance causes: Identification and reduction
Week Specific Learning Outcome: Teachers Activities Resources
3-6
a. Wear and Tear
b. Fatigue and other
stresses
c. Corrosion
d. Operational
damage
e. Operational neglect
and misuse
f. Inappropriate
design or selection,
especially of
maintainability
• Ask students to examine a range of
plant and produce a fault tree analysis
showing causes of deterioration
• Assess
General Objective 3.0: Predicting faults
Week Specific Learning Outcome: Teachers Activities Resources
7-10
3.1 Identifying faults
3.2 Predicting remaining life
3.3 Manufactures’ data
• Ask students to examine a range of
common faults and produce a means of
identifying these faults commencing or
happening
• Assess
58
PROPROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT
ENGINEERING (OPTION)
COURSE: MAINTENANCE MANAGEMENT COURSE CODE: MEP 423 CONTACT
HOURS: (2,0,2)
General Objective 4.0: Maintenance procedures
Week Specific Learning Outcome: Teachers Activities Resources
11-13
4.1 Preparing procedures
4.2 Preparing detailed instructions
4.3 Data collection and analysis
4.4 Plant maintenance schedule,
including regulation compliance
4.5 Staff scheduling
• Ask students to develop some
procedures and instructions including
operation of simple maintenance task,
and develop a suitable history record
sheet.
• Assess
PC with
spreadsheet and
data base
General Objective 5.0: Maintenance Strategy
Week Specific Learning Outcome: Teachers Activities Resources
14-15
5.1 Effectiveness measures,
availability, cost and hazard
prevention
5.1 Training - operator and
serviceman
5.2 Evaluating maintenance plans
5.3 Spare parts requirements
• Ask students to justify a planned
maintenance schedule,
• Assess
• PC with
spreadsheet
59
COMPUTER AND ELECTRICAL COURSES CAD/CAM
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: CAD/CAM COURSE CODE: MEC 316 CONTACT HOURS:
4HRS/WK
General Objective 1.0: Know 3D Component Drawing Week
Specific Learning Outcome Teachers Activities Resource
1-4
1.1 Use geometric manipulation
functions such as mirror,
1.2 Explain drawing attributes for
CAD/CAM with specific reference
to profile data and parts listing.
• Ask students to produce a 3D
component
• Assess
• PC with 3D CAD
package
General Objective 2.0: Produce a 3D Surface
Week Specific Learning Outcome: Teachers Activities Resources
5-8
2.1 Use of axis to produce suitable
geometry
2.2 Produce a variety of geometric
shapes from datum in 3D space.
• Ask students to produce 3D surfaces
for visualization and subsequent
machining
• Assess
• PC with 3D CAD
package
General Objective 3.0: Data Transfer
Week Specific Learning Outcome: Teachers Activities Resources
9-10
3.1 Structure CAD data with
reference to datum and direction
3.2 Transfer data in DYF an IGES
• Ask students to produce a DXF file
from CAD and then use this DXF file
to produce geometry in CAM software
• Assess
• PC with 3D CAD & CAM
package
General Objective 4.0: Cutter Paths
Week Specific Learning Outcome: Teachers Activities Resources
11-13
4.1 Generate simulated tool cutting
paths
4.2 Consider cut direction, work
holding, accuracy and finish
4.3 Use of canned and repetitive
cycle sub-routines.
• Ask students to develop tool paths
for a variety of profiles and optimize
time.
• Assess
• PC with CAM package
60
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: CAD/CAM COURSE CODE: MEC 316 CONTACT HOURS:
4HRS/WK
General Objective 5.0: General Machine tool program/tape
Week Specific Learning Outcome: Teachers Activities Resources
14-15
5.1 Generate machine program
5.2 Use manual data input to enter
offsets and vary cutting conditions
5.3 Prove tape
• Ask students to produce machine
program, transfer to machine and
produce component to requirements
• Assess.
• PC with CAM and post -
Processor package CNC
Machine tool PC
61
CNC: Programming & Robotics
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
COURSE: PROGRAMMING & ROBOTICS COURSE CODE: MEC 416 CONTACT HOURS:
3HRS/WK
General Objective 1.0: Manual Part Programming Week
Specific Learning Outcome Teachers Activities Resource
1-5
1.1 Elements & structure- tooling
information, parameter settings,
datum’s and axes, positional control
& sequencing
1.2 ISO standards, machine codes
for machine auxiliary functions and
movement, sequencing.
1.3 Techniques: macro routines and
sub routines, offsets
• Ask students to produce manually
written part programs and then to input
into CNC machine tool and prove out
• Assess
• CNC Machine tool
General Objective 2.0: Computer Assisted Part Programming
Week Specific Learning Outcome: Teachers Activities Resources
6 - 9
2.1 Functions: Profile definition,
graphics geometry manipulation,
tooling & machine sequences, cutter
path simulation
2.2 Database: Profiles, attributes,
material cutting data, tool data
2.3 Macro routines: continuous
operations, auto-tooling standard
components.
• Ask students to develop tool paths for
a variety of profiles and optimize time,
then to produce machine program,
transfer to machine and prove program.
• Assess
• PC with 3D CAM
and post-processor
package, CNC
machine
General Objective 3.0: Industrial Robots
Week Specific Learning Outcome: Teachers Activities Resources
10 - 12
3.1 Manipulator elements: drive
systems, sensors, brakes and
counter balances
3.2 Control elements
3.3 Intelligence: Proximity, range,
position force
3.4 Sources of error
• Ask students to examine various
products and determine suitable robot
specification to accurately position in an
assembly operation.
• Asses
• Robot
62
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
COURSE: PROGRAMMING & ROBOTICS COURSE CODE: MEC 416 CONTACT HOURS:
3HRS/WK
General Objective 4.0: Programming Robots
Week Specific Learning Outcome: Teachers Activities Resources
13 - 15
4.1 Programming methods: Task
programming, manual data input,
teach, explicit and goal directed
programming
4.2 Facilities: Loops, shifts, external
communication, canned cycles, off-
sets, macro and sub routines
4.1 Industrial tasks
4.2 Proving programme
4.3 Safety
• Ask students to develop robot paths
for a variety of operations, then to
produce manual programs
• Before programming robot to carry out
a simple task and prove program
• Assess
• Robot
63
Computer Programming
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
1
Define what is meant by a computer.
Know the history of computer
development (briefly)
State the uses of computers and
understand the impact of the
PC on computer technology.
Differentiate between hardware and
software
Understand the input-process-output
algorithm (hardware)
a. Central processor
b. Input mechanisms
c. Output
mechanisms
• Define what is meant by a Computer?
• Teach the history of Computers
developments. (Briefly)
• Teach the uses of computers and the
impact of PC on the society: home, office,
banks etc.
• Maximum of 4
students to 1
computer
• Maximum of 4
computers to a
printer except when
a Network is in use.
• 1 Ream of A4
papers to 10
students.
• Ink cartridges per
printer per
semester.
2
Know how data is stored
a. RAM
b. ROM
c. Fixed discs
d. Removable discs
Understand the concept of an
operating system
a. PC-DOS/MS-DOS
b. Windows
c. Linux
d. Unix
• Explain the need for data storage.
Dismantle a computer system and show
the students the RAM card, the Hard Disk
and the Processors.
• Explain the concept of an operating
system.
64
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
3
Access computers correctly through
Windows operating system.
a. Open/Close a
window
b. Program Manager
c. Button bars/scroll
bars/menu bars
d. Moving from one
window to another
• Discuss the advantage of the 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.
-Do-
a. Understand file
management and
how to manage files
b. Creating a file and
folder
c. Manipulating files
(moving, copying,
saving, deleting)
d. Print manager
• Explain the process of creating a file,
manipulating the file and use of the print
manager.
-Do-
4
Understand the concept of a software
package
a. MS Office
b. Lotus SmartSuite
c. MS Encarta
• Load MS Office with the students and
explain the various packages that make
up MS Office. Load MS Encarta and
discuss its use with the students.
-Do-
65
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
5-6
Demonstrate ability in the competent
use of a word-processing package
such as MS Word (or equivalent
standard)
a. Entering text
b. Formatting text
(emboldening, font
size, italicising)
c. Creating and
Saving text files
d. Editing and
moving text
e. Importing objects
f. Spelling and
Grammar Checking
g. Creating and
manipulating tables,
text boxes, equations
h. Printing
• Demonstrate the installation of MS
Words.
• Identify the different features of the
software.
• Ask students to type a short document
and save it.
• Ask students to edit a document and
carry out a spelling check.
• Demonstrate the use of tables.
66
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
7-8
Demonstrate ability in the competent
use of a graphics package such as
Corel Draw (or equivalent standard)
a. Drawing tools
b. Text as graphics
c. Creating and
saving image files
d. Editing and
moving images
e. Importing and
exporting graphics
f. Windows
‘Clipboard’ facility
g. Creating and
manipulating images
(re-sizing etc)
h. Image file
standard (JPEG,
PCX, GIF etc)
i. Printing
• Load Corel Draw.
• Explain features of the soft wares.
• Demonstrate the creating and saving of
images.
• Edit the images saved.
• Export the graphics to other packages
• Demonstrate the manipulation (re-sizing)
of images.
67
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
9-11
Demonstrate ability in the competent
use of a spreadsheet package such
as MS Excel (or equivalent
standard).
a. Setting up the
worksheet
b. Entering data
c. Formatting data
(decimal places,
alpha-numeric)
d. Creating and
saving worksheets
e. Creating a formula
in cells
f. Importing objects
g. Exporting the
worksheet
h. Creating and
manipulating
graphical
representations of
data
i. Printing
• Load MS Excel.
• Explain features of the software.
• Create a worksheet and edit it.
• Demonstrate how to format a workshop.
68
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
12-13
Demonstrate ability in the competent
use of a database package such as
MS Access (or equivalent standard)
a. Drawing tools
b. Text as graphics
c. Creating & saving
image files
d. Editing & moving
images
e. Importing &
exporting graphics
f. Windows
‘Clipboard’ facility
g. Creating &
manipulating images
(re-sizing etc)
h. Image file
standards (JPEG,
PCX, GIF etc)
i. Printing
• Load MS Access.
• Explain the features and working of the
software.
• Use students record as example and
enter the records in the structure query
modify and produce typical report.
• Show how to index and sort files in
alphabetical order
69
PROGRAMME: INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Course: COMPUTER PROGRAMMING Course Code: ICT 101 Contact Hours:
4hrs/wk
Course Objectives 1.0: To give the students the skill needed to appreciate the use of computers and the use
of specialist software Packages in a competent manner, within their own engineering specialty. The learning
Methodology should be student centered, with the student using various available packages in order to be
competent when using them. The use of student workbooks or guided learning materials is recommended.
Key Objectives: The outcome from the learning process should be that the student would be able to do the
following.
Week Specific Learning Outcome Teachers Activities Resource
14-15
Use the Internet to retrieve
information.
a. World Wide Web
(WWW)
b. Download
information
c. Paste retrieved
information into an
appropriate
application
d. Use e-mail to send
and receive
messages.
e. National and
international e-mail
f. E-mail attachments
(sending & receiving)
• Show students how to look on to the
Internet.
• Write and send an email.
• Surf the net.
70
Electrical Power And Machines
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 1.0: Understand the principles of electrical machines and electro-mechanical
energy conversion Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 State the principles of
induction and alignment as
applied electrical machines
1.2 Explain with the aid of
sketches how the principles in
1.1 are applied to electrical
machines
1.3 State the motor energy
conversion principles
1.4 Derive the general energy
balance equation applicable to
all situations
1.5 Represent by suitable
block diagrams the energy
balance equations
1.6 Derive induced voltage and
the electrical input in singly
excited systems
1.7 Derive and expression for
energy in the magnetic field of
a singly excited system
1.8 Derive the energy balance
equation
1.9 Develop the dynamic
equation of a singly excited
electro-mechanical system
1.10 Solve problems involving
1.4 to 1.9
• The teacher to illustrate with good
examples and make notes where
necessary
• Ask the students to:
• state the principles of induction,
interaction and alignment as applied to
electrical machines
• Carryout the activities in 1.2 to 1.5
• Assess the students
• Ask the students to:
• carryout the activities in 1.6 to 1.10
• determine experimentally the conversion
of energy in singly excited system
• Assess the students
• Recommended
textbooks, chalkboard,
chalk lecturer notes etc
• Recommended
equipment for
experiment
71
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 2.0: Understand the performance of various types of AC machines
Week Specific Learning Outcome: Teachers Activities Resources
2.1 Describe the construction of single-phase and three-phase transformers 2.2 Explain the working principles of the transformer 2.3 Explain the phasor diagram for a transformer on no-load, on-bad conditions 2.4 Explain the equivalent circuit of a transformer 2.5 Describe the construction of a synchronous machine 2.6 Sketch the flux and emf waves in synchronous machines 2.7 Explain armature reaction and leakage fluxes and reactances 2.8 Explain synchronous reactance and synchronous impedance 2.9 Sketch the equivalent circuit of synchronous machine 2.10 Sketch phasor diagrams for a synchronous machine operating as a motor or a generator 2.11 Explain open-circuit and shot circuit characteristics of a synchronous machine 2.12 Explain steady-state operating characteristics of a synchronous machine 2.13 Describe the construction of an induction machine 2.14 Explain the principle of operation of an induction machine 2.15 Define synchronous speed, rotor speed and slip 2.16 Explain the equivalent circuit for an induction machine 2.17 Explain the torque/slip characteristics of an induction machine 2.18 Explain the various methods of cooling electric machine
• Ask the students to:
• describe the construction of single-phase
and three-phase transformers
• carryout the activities of 2.2 to 2.7
• determine experimentally the copper and
iron losses in transformer
• connect three single-phase transformers
for three phase operation
• Assess the student
• Ask the student to:
• explain synchronous reactance and
synchronous impedance
• carryout the activities in 2.11 to 2.18
• determine experimentally the open-circuit
and shot circuit characteristics of a
synchronous machines
• determine experimentally the
synchronous speed, rotor speed and slip of
an induction motor
• explain the torque/slip characteristics of
an induction machine, and the various
methods of cooling electric machine
• determine experimentally the torque/slip
characteristics of an induction motor
• Assess the students
• Recommended
equipment for
experiment
72
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 3.0: Understand the principles of operation of various types of electric power
plants
Week Specific Learning Outcome: Teachers Activities Resources
3.1 State the various sources of energy 3.2 Explain the essential principles of hydro and steam power station design 3.3 Explain the principles of operation of:
i. steam power plant ii. hydro power plant iii. gas turbine plant iv. nuclear power plant v. wind power plant vi. solar power plant
3.4 Draw the flow diagram of a thermal power plant 3.5 Explain the factors which influence the choice of site for a steam generating station 3.6 State the advantages and disadvantages of the gas turbine over the steam turbine plant 3.7 List the operational features of a diesel engine generator 3.8 State the various type of water turbines in use 3.9 Draw a schematic diagram for the electricity supply to auxiliaries of a steam power station
• Ask the students to:
• state various sources of energy, and
explain the principles of operations of all
the power plants as indicated in 3.3
• draw the flow diagram of a thermal power
plant and explain the factors which
influence the choice of site for a steam
generating station
• Assess the students
• Ask the students to:
• do the activities in 3.6 to 3.8 and draw a
good schematic diagram for the electricity
supply to auxiliaries of a steam power
station
• select a water turbine for state conditions
• Assess the students
73
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 4.0: Understand the basic principles involved in electricity supply
Week Specific Learning Outcome: Teachers Activities Resources
10-11
4.1 Sketch a single line
diagram of a typical power
system
4.2 Differentiate between
transmission and distribution
4.3 Compare radial and inter-
connected power transmission
systems
4.4 State typical conductor
sizes and their power limits
4.5 Explain the mechanism of
power transfer
4.6 Explain reactive power and
power factor
4.7 Explain various types of
power system faults
Ask the students to sketch a single line
diagram of a typical power system, and
also carryout the activities in 4.2 to 4.7
Assess the student
Ask the students to:
calculate symmetrical 3-phase fault MVA
at various points of simple systems,
explain methods of power factor
improvement and solve problems on power
factor improvement
demonstrate practically P.F improvement
of an electrical system using(i) capacitor
banks(ii) synchronous machine
Assess the students
12
4.8 Calculate symmetrical 3-
phase fault MVA at various
points of simple systems
4.9 Explain method of power
factor improvement
4.10 Solve problems on power
factor improvement
74
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective: 5.0 understand the principles of system protection and earthing
Week Specific Learning Outcome: Teachers Activities Resources
5.1 State the requirements of a
protective schemes
5.2 List components of
protective schemes
5.3 Explain the various
methods of protection of
systems, (overcurrent,
distance, differential relaying)
5.4 Explain methods of
protecting transmission lines,
generators, transformers and
busbars
5.5 State the purpose of
earthing
5.6 State the various types of
practical earth electrodes
5.7 Explain with the aid of
sketch, various methods of
system earthing
5.8 Explain equipment earth
5.9 Explain bonding of
equipment and cables
5.10 Describe a method of
measuring earth electrode
resistance and earth loop
impedance
5.11 Explain protective
multiple earthing
5.12 Describe a method of
substation earthing.
• Ask the students to:
• state the requirements, list components
of protective schemes and explain the
various methods of protection of systems
• explain the methods of protecting
transmission lines, generators,
transformers and busbars, state the
purpose of earthing and explain with the
aid of sketch, various methods of system
earthing
• state the various types of practical earth
electrodes
• explain equipment earth, bonding of
equipment and cables and also describe a
method of measuring earth electrode
resistance and earth loop impedance
• explain protective multiple earthing, and
describe a method of substation earthing
• determine experimentally earth
resistance of an electrical system at
various locations
• Assess the students
75
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 6.0: Understand motor selection and speed control
Week Specific Learning Outcome: Teachers Activities Resources
15
6.1 List various types of
electric machine enclosures
6.2 Explain the rating of
electric machines
6.3 Explain the procedure for
selecting electric motor for an
application
6.4 Explain methods of speed
control of electric motors
6.5 Motor Selection and speed
control
• Ask the students to:
• list various types of electric machine
enclosures and explain the rating of
electric machines
• explain the procedure for selecting
electric motor for an application and
explain methods of speed control of
electric motors
• determine experimentally various speeds
of electric motors using appropriate speed
control
• Assess the students
76
MECHANICAL ENGINEERING COURSES Strength of Materials I
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Strength of Materials I Course Code: MEC 313 Contact Hours: 1-1-0
Course Specification: Theoretical Content
General Objective 1.0: Understand the concept of stress, strain, Hook’s law, and elastic constant (E,
G, K) Week
Specific Learning Outcome Teachers Activities Resources
1.1 Define stress and strain
1.2 State Hook’s law
• Ask the student to define stress
and strain. Illustrate with example
and diagrams and make notes.
• Ask the student to state Hook’s law
General Objective 2.0: Understand the relationship between the elastic constants the concept of
strain energy and stresses in composite bars
Week Specific Learning Outcome: Teachers Activities Resources
1 - 3
2.1 Describe the relationship
between the elastic constant E, G,
and K
2.2 Explain the concept of strain
energy
2.3 Evaluate stress in composite
bars
• Ask the students to determine the
relationship between the elastic
constant E, G, and K
• Ask the students to explain the
concept of strain energy.
• Ask the student to evaluate
stresses in composite bars
General Objective 3.0: Understand the concept of compatibility equation, the concept of stress-strain
relationship in 2-dimensions
Week Specific Learning Outcome: Teachers Activities Resources
3.1 Explain the compatibility
equation
3.2 Define stress and strain
relationship in 2- dimensions
• Ask the student to explain
compatibility equation
77
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 4.0: Understand the type of stresses and strains developed in thick walled
pressure vessels and cylinder
Week Specific Learning Outcome: Teachers Activities Resources
4 - 5
4.1 Evaluate principal stresses
strain and planes
4.2 Find principal stresses using
the mohr’s circles.
• Ask the students to define the
stress and strain relationship in two
dimensions.
• Ask the students to evaluate
principal stresses, strains and planes
General Objective 5.0: Understand the construction of shearing force and bending moment diagrams
and the computation of shearing force and bending Moment
Week Specific Learning Outcome: Teachers Activities Resources
6
5.1 Derive the types of stress in
pressurized cylinder shells
5.2 Compare Hoop and
longitudinal stresses
• Ask the students to derive the
types of stresses in pressurized
cylindrical shells
General Objective 6.0: Understand the theory of bending
Week Specific Learning Outcome: Teachers Activities Resources
7 - 8
6.1 Derive the stress in thin
spherical shells
6.2 Analyze the dimensional
changes caused by internal
pressure
Ask the student to compare hoop
and longitudinal stresses
• Ask the students to derive the
stress in thin spherical shells
• Ask the student to analyze the
dimensional changes caused by
internal pressure
General Objectives 7.0: Understand the theory of torsion
Week Specific Learning Outcome: Teachers Activities Resources
8
7.1 Distinguish between Thick and
thin cylinders
7.2 Illustrate stress variations over
the cross-section of the cylinder
• Ask the students to distinguish
between thick and thin cylinder.
Illustrate with diagrams and make
notes.
Recommended textbooks,
chalk, chalkboard, lecture
notes.
9 - 10
• Ask the student to illustrate
between variations over the cross
section of the cylinder
78
PROGRAMME: HND IN MECHANICAL ENGINEERING TECHNOLOGY
Course: ELECTRICAL POWER AND
MACHINES Course Code: EEE442 Contact Hours 2HRS/WK
Course Specification: Theoretical Content
General Objective 8.0: Understand the use of portable strain meter and universal cantilever
apparatus.
Week Specific Learning Outcome: Teachers Activities Resources
11 - 12
8.1 Describe the longitudinal, radial
and circumferential stresses and
strains for a thick cylinder
8.2 Explain the relationship
between stress and strain values in
thin cylinders with those of thick
cylinder
• Ask the student to determine the
longitudinal, radial and
circumferential stresses and strains
for a thick cylinder
• Ask the student to compare stress
and strain values in thin and thick
cylinder
General Objective 9.0: Understand the use of thin cylinder apparatus of thick cylinder apparatus
Week Specific Learning Outcome: Teachers Activities Resources
13 - 15
9.1 Construct shearing force and
bending moment diagrams
9.2 Solve problems on bending
stresses
9.3 Calculate polar moment of area
9.4 Relate Shear strain to the
angle of twist
9.5 Derive the torsion equation
9.6 Calculate torsional strain
energy
9.7 Carryout revisions
• Ask the student to construct
shearing force and bending
moments diagrams
• Ask the student to solve problems
on bending stresses.
• Ask the student to calculate polar
moment of area
• Ask the student to relate shear
strain to the angle of twist
• Ask the students to derive the
equation
• Ask the student to calculate
torsional strain energy
• Ask the student to ask questions
on all areas of difficulties.
79
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Strength of Materials I Course Code: MEC 313 Contact Hours: 1-0-1
Course Specification: Practical Content
General Objective: Demonstrate skills in the use of portable strain meter, cantilever, thin thick
cylinder apparatus Week
Specific Learning Outcome Teachers Activities Resources
1-5
1.0 Perform an experiment to
demonstrate strain with
- Extensometer
- Electrical
Resistance strain
Gauges
- Simple strain
gauges.
• Demonstrate activities in 1.0 to
6.0 for the students to learn and
ask them to carry out all the
activities.
• Assess the students
• Extensometer
• Electrical Resistance strain
gauges
• Tensile/compression Testing
machine (140 tones) etc.
6- 9
2.0 Carry out the following test
- Tensile test
- Compression
test
- Hardness test
- Impact test
10 3.0 Perform experiment to
demonstrate universal cantilever.
11 4.0 Carryout experiment to test for
strength of Beams
12
5.0 Carry out experiment to test
for strength of Thin and thick
cylinder.
13 - 15 6.0 Test for torsional stress/strain
of cylindrical bar.
80
Instrumentation and Control
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 1.0: Understand the general characteristics of measuring instruments and
measurements. Week
Specific Learning Outcome: Teachers Activities Resources
1
1.1 Classify instruments into typesi.e. indicating, recording and controlling instruments. 1.2 Explain the factors affecting instrument selection e.g. accuracy, precision, resolution sensitivity, and range, reliability, cost, static and dynamic response, environment and type of output. 1.3 Classify the sources of errors in measurement systems into manufacturing errors, design error, operating errors, environmental errors and application errors.1.4 Define and explain the importance of calibration. 1.5 Explain the importance of basic components of an instrument system such as sensing elements, amplifying elements, signal modifiers or converters display
• Ask students to explain
factors for the choice of
measuring and measuring
instruments.
• Ask students to explain how
to ascertain accuracy of
measurement reading from
instruments.
• Ask students to explain error
types, in random and
systematic.
• Ask students to explain the
need for calibration.
Recommended
textbooks, lecture notes,
chalk, chalk board,
Duster, etc.
2
1.6 Give examples of sensing elements controlling used in mechanical engineering (together with their principle of operation and area of application e.g. string gauge. 1.7 Give example of a simple electrical, hydraulic and mechanical amplifying elements etc. (together with their principle of operation and area of application 1.8 Give examples of signal converters (e.g. give example of signal converters bridge circuit, or changer amplifier etc (together with their principle of operation, use and area of application.
• Ask the students to describe
with sketches the components
parts of instrument system and
t heir proper function
• Ask student to explain signal
conditioning and transformers.
• Illustrate with good diagrams
and make notes.
• Illustrate with good diagrams
and make notes.
• Assess.
81
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 1.0: Understand the general characteristics of measuring instruments and
measurements. Week
Specific Learning Outcome: Teachers Activities Resources
3
1.9 Explain how static performance
parameter of measuring systems such as
sensitivity, accuracy, precision, hysteresis,
dead band etc can be determined.
1.10 Explain how parameters associated
with dynamic performance of measuring
systems can be determined e.g. step
response, and frequency responses.
1.11 Find the step responses to a first order
system.
1.12 Find the step response of a second
order system.
1.13 Find the frequency response of a
second order system.
• Ask students to explain
accuracy and precision and
their effect in measurement.
• Ask students to demonstrate
their understanding of
response to step and impulse
signal input
• Ask students to sketch
response diagram to step and
impulse signal input.
• Assess.
82
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 2.0: Understand the measurement of various parameters e.g. displacement stress,
speed, time, temperature etc.
Week Specific Learning Outcome: Teachers Activities Resources
4
2.1 Classify displacement - measuring
devices into electrical and mechanical types
giving examples.
2.2 Explain the construction and principle of
operation of dial indicator
2.3 Explain with the aid of an illustration the
principle of operation of a ´float’ as a simple
displacement-measuring device.
2.4 Explain the principle of operation of the
linear variable displacement transducer
(L.V.D.T)
2.5 Explain the operation of potentiometer
as a displacement-measuring device.
2.6 Describe the measurement of force by
(i) gravity balance method. (ii) Fluid-
pressure method (iii) deflection of elastic
element method (iv) piezoelectric element.
• Ask students to explain how
to determine what parameters
to measure.
• Ask students to explain the
use of indicator in
measurement system
• Ask students to explain the
translation of effects from
sensors to visual read out
• Ask students to sketch the
circuit for force measurement
in 2.6.
• Ask student to make any of
the force measuring devices.
• Ask students to explain the
use of various physical
relationships as sensors for
manufacturing effects.
• Ask students to explain how
to measure time dependent
variables.
• Ask students to explain the
output from counter devices.
• Ask student to sketch the
essential features of a counter
83
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 2.0: Understand the measurement of various parameters e.g. displacement stress,
speed, time, temperature etc.
Week Specific Learning Outcome: Teachers Activities Resources
5
2.7 Describe various methods of measuring
torque
2.8 Describe method of measuring strain of
elastic elements.
2.9 Explain strain measurement using (i).
Mechanical gauge. (ii) optical strain gauge
and (iii) electrical strain gauge.
2.10 Explain stress measurements using (i)
photo elastic models (ii) photo elastic
coatings.
2.11 Describe the method of time
measurement using (i) measuring
oscillators (ii) industrial timing method using
stop-washer or stop-clocks.
2.12 Describe the operation of counting
devices such as (i)mechanical counters (ii)
Electronic counters.
2.13 Explain the principle of signal of
frequencies by measurement using the (i)
cathode ray oscilloscope (ii) Digital
methods.
2.14 Describe method of angular-velocity
measurements using (i) mechanical
tachometers (ii) The drag-cut tachometers
(iii) the electro magnetic pulse technique
(iv) the photo-electronic technique (v) the
stroboscope.
2.15 Describe temperature measurement
using non-electrical methods involving (i)
expansion of liquids (ii) expansion of vapors
and gases (iii) expansion of solids.
• Ask student to construct and
calibrate any of the devices in
2.15
• Ask students to explain the
use of physical properties of
sensors for measurement.
• Assess.
84
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 2.0: Understand the measurement of various parameters e.g. displacement stress,
speed, time, temperature etc.
Week Specific Learning Outcome: Teachers Activities Resources
6
2.16 Describe temperature measurement
using electrical methods involving (i) self-
generating transducers i.e. (ii) variable
control-parameter transducers i.e. variable
resistance transducers resistance
thermometers.
• Illustrate with good diagrams,
make notes and prepare
assignments for the students.
• Assess the notes.
7
2.17 Describe temperature measurement
using radiation method involving the use of
(i) optical pyrometers (ii) infrared
pyrometers.
2.18 Explain liquid-level measurement
using the following method (i) direct level
measuring devices, (ii) mercury manometer
(iii) buoyancy method (float method), (iv)
electrical methods (e.g. capacitance and
photoelectric method), (v) Optical methods.
8
2.19 Explain the operation of the following
flow measurement devices (i) orifice (ii)
venturi meter (iii) pitot tube (iv) static
pressure drop etc.
General Objective 3.0: Understand the principle of potentiometer and bridge circuits
Week Specific Learning Outcome: Teachers Activities Resources
9
3.1 Explain the basic laws (ohms and kirchoff’s laws) for simple network. 3.2 Illustrate how a potentiometer can be used as (i) voltage divider (ii) for voltage balancing. 3.3 Explain the principles of D.c. wheat-stone bridge 3.4 Explain the principles of A.c. Bridge for resistance, capacitance and inductance measurements.
• Ask students to explain the
kirchoff’s law and use it to
draw block diagrams of
Resistor, Capacitor -
Inductance (R C I) circuit.
• Ask students to explain the
principle of thed.c. Wheat
stone bridge anda.c. bridge.
85
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 4.0: Understand the concept of automatic control system
Week Specific Learning Outcome: Teachers Activities Resources
10
4.1 Explain the general significance of
control system
4.2 State examples of areas of application
4.3 Classify control system into types (open
loop and closed loop).
4.4 Describe continuous and sequential
systems (with examples) as sub-divisions of
open loop control system
4.5 Describe continuous and off-on systems
(with examples as sub-divisions of closed
loop control system.
4.6 Explain the terms associated with a
basic closed-loop control system.
4.7 State advantages and disadvantages of
a closed-loop system.
• Ask students to explain why
control systems are better than
manual control in particular
applications.
• Ask students to differentiate
between open and closed loop
control system.
• Ask students to give
examples of continuous and
sequential systems.
• Ask students to explain and
give examples of off-on and
continuous systems as closed
loop.
• Ask students to explain
references input, controlled
variable, feed back elements
etc of a control system.
86
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 5.0: Know the various control systems
Week Specific Learning Outcome: Teachers Activities Resources
11-12
5.1 Classify control system into branches of
applications (i.e. speed control, position
control, process control, path control etc.)
5.2 Illustrate with simple diagram(s) an
example of the types of control systems
listed in 5.1.
5.3 Explain the general principle of
determination of system time response (i.e.
using step and ramp input signals.)
5.4 Find response for first order system
5.5 Find reponse for second order system.
5.6 Describe parameters of the response of
a second order system (e.g. overshoot, rise
time etc.).
• Ask students to classify
control system based on
application
• Ask students to explain with
diagrams some of the systems
in 5.1
• Ask students to find the
reverse transform of laplace
transform functions of a closed
system using step function and
ramp function as inputs.
• Ask students to determine
time response of first and
second order systems.
• Ask students to explain by
illustration the parameters of
the response of a second
order system.
87
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1hr/wk
(1-0-2)
Course Specification: Theoretical Content:
General Objective 6.0: Know ordinary linear system terms.
Week Specific Learning Outcome: Teachers Activities Resources
13-15
6.1 Explain dynamic equations and
transforms then into algebraic equations.
6.2 Explain transfer functions and block
diagrams
6.3 Explain oscillations, stability and
transient response
6.4 Explain mathematical stability criteria for
continuous time and discrete-time systems.
6.5 Explain Myquits diagrams and the Bode
plot.
6.6 Determine phase margin and gain
margin in 6.3.
• Ask students to transform
dynamic equations into
algebraic equations.
• Ask students to write and
draw transfer functional block
diagrams of simple closed loop
control system.
• Ask students to explain the
method of stability and apply
them to a simple closed loop
control system.
• Ask students to plot the
Myquits diagram and the Bode
plot for simple systems.
• Ask students to determine
the Laplace transform of a
simple system and determine
the phase margin and gain
margin.
88
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1-0-2
Course Specification: Practical Content
General Objective: Demonstrate skills in the measurement of Force and pressure Week
Specific Learning Outcome Teachers Activities Resources
1-2
1.1 Measure force using the following
methods:- (i) granty (ii) Fluid-pressure (iii)
deflection (iv) Piezo electric train transducer.
1.2 Measure Pressure using Piezometer and
manometers.
• Demonstrate activities 1.1
and 1.2 for the students to
learn and ask them to perform
the activities.
• Assess the students.
• Practical guide
• Granty apparatus
• Fluid -pressure
apparatus
• Deflection apparatus
• Piezo electric train
transducer
• Piezometer
• Manometer
General Objective 2.0: Demonstrate skills in the measurements of strain, and time
Week Specific Learning Outcome: Teachers Activities Resources
3-5
2.1 Measure strain using the following:-
a) Mechanical gauges
b) Optical strain-gauges, and
c) Bridge amplifiers.
2.2 Measure time using the following:
a) electronic timers
b) stribiscopes
d) Function generators and
e) Stop watches
• Demonstrate activities 2.1
and 2.2 for the students to
learn and allow them to
practise all the activities.
• Assess the students.
• Mechanical gauges
• Optical strain gauges
• Bridge amplifiers
• Electronic timers
• Stroboscopes
• Function generators
• Stop watches.
General Objective 3.0: Demonstrate skills in the measurement of frequency and angular velocity
Week Specific Learning Outcome: Teachers Activities Resources
3.1 Measure frequency signals using cathode
ray, and oscilloscopes.
3.2 Measure angular - velocity using hand-
held tachometers.
• Demonstrate activities in 3.1
and 3.2 for the students to
learn and ask them to carry
out the activities.
• Cathod ray,
oscilloscopes
• Tachometers
89
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: INSTRUMENTATION AND CONTROL Course Code: MEC 314 Contact Hours: 1-0-2
Course Specification: Practical Content
General Objective 4.0: Demonstrate skills in measurement of temperature, liquid level and fluid
Week Specific Learning Outcome: Teachers Activities Resources
9 - 10
4.1 Measure temperature using the following
instruments:
a) radiation and optical
pyrometers
b) vapor pressure
thermometers
c) platinium resistance
thermometer
d) thermocouples constant
copper - constantan. Pt - pt
Rd. 4.2 Measure liquid level
with the following methods -
Direct, manometer, buoyancy,
electrical and optical.
4.3 Measure fluid flow with the following
lartices - orifice, venturimeter, pitot tube and
static pressure drop.
• Demonstrate activities in 4.1
for the students to learn and
ask them to carry out the
activities.
• Assess the students.
• Radiation and optical
pyrometers
• Vapour pressure
thermometer
• Platinium resistance
thermometer
• Thermocouples
constant copper -
constantan.
General Objective 5.0: Demonstrate skills in the measurement of voltage, resistance, capacitance
and inductance
Week Specific Learning Outcome: Teachers Activities Resources
11 - 13
5.1 Demonstrate how a potentiometer can be
used as a voltage divider and voltage
balancing.
5.2 Use d.c. wheet stone bridge to measure
resistance.
5.3 Use a.c. bridge to measure resistance,
capacitance and inductance.
• Demonstrate activities 5.1 to
5.3 for the students to learn
and allow them to practise the
activities till they become
competent.
• Assess the students
• Potentiometer
• Wheatstone bridge
• a.c. bridges
General Objective 6.0: Demonstrate Skills in the design and construction of a simple control system
Week Specific Learning Outcome: Teachers Activities Resources
6.1 Design and Construct a variable control
system to operate a simple constant speed
water turbine from a tank.
• Demonstrate activity 6.1 for
the students to learn and ask
them to perform the activity.
• Manual
• Design materials,
etc.
90
Mechanics of Machines
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: MECHANICS OF MACHINES Course Code: MEC 315 Contact Hours: 2-0-2
Course Specification: Theoretical Content
General Objective 1.0: Understand the basic concepts of links and plane mechanism Week
Specific Learning Outcome Teachers Activities Resources
1 - 2
1.1 Define such basic terms with machine,
link, mechanism, kinematics pairs,
inversion
1.2 Describe the fundamentals of simple
plane mechanism e.g. sliderr crank,
Oldham coupling
1.3 Differentiate between the types of
kinematics constants
1.4 Solve problems involving the above
topics
• Introduce students to free
body diagrams for velocity
analysis.
• Ask students to name links
mechanisms etc that they know
• Calculate the velocity and
acceleration of up to 4 - link
mechanism
• Determine graphically the
velocity and acceleration of
simple mechanism
• Use instantaneous centers
velocity diagrams and
acceleration diagrams to find
the velocity and acceleration of
simple links
• Ask student to define velocity
and acceleration graphically in
an example
• Ask students to explain
instantaneous centers.
Illustrate with diagrams and
make notes.
• Assess.
Recommended
textbooks, lecture notes,
chalk board, chalk,
duster, etc.
91
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: MECHANICS OF MACHINES Course Code: MEC 315 Contact Hours: 2-0-2
Course Specification: Theoretical Content
General Objective 2.0: Understand the application of friction, its effects, application and reduction
Week Specific Learning Outcome: Teachers Activities Resources
3-5
2.1 Define friction
2.2 Define and state the factors which
influence 2.1
2.3 Explain the difference between static,
kinetic, sliding, rolling and fluid friction.
2.4 Analyse the kinetics of a body on a
rough incline plane.
2.5 Calculate the friction on square and
vee thread.
2.6 State the advantages and
disadvantages of friction
2.7 Enumerate different types of clutches
2.8 Define the formula for the frictional
torque in flat clutches conical clutches,
and collars assuming uniform pressure
and rate of wear.
2.9 Explain fluid friction.
2.10 Differentiate the different types of
anti-friction bearing.
2.11 Describe the application of journal
bearings.
2.12 Sketch the pressure distribution in a
jornal bearing
2.13 List the common lubricants and their
properties
2.14 List the common solid lubricants and
their properties.
2.15 Explain the effect of temperature on
the viscousity of lubricants.
2.16 Explain the quantitative aspect of thin
and thick film of their applications.
• Ask students to explain
different clutches from
diagrams
• Ask students to explain the
formula for the frictional torque
desired for the different clutch
types.
• Ask students to explain how
bearings work in a machine.
• Ask the students to name the
application of the types of
bearings
• Ask students to explain how
lubrications work.
• Ask students to explain why
different lubricants have
different application
• Recapitulate on the forces on
a body on an machine
Recommended
textbooks, lecture notes,
chalk board, chalk,
duster, etc.
92
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: MECHANICS OF MACHINES Course Code: MEC 315 Contact Hours: 2-0-2
Course Specification: Theoretical Content
General Objective 3.0: Know the concept of balancing of machines
Week Specific Learning Outcome: Teachers Activities Resources
6-7
3.1 Explain the importance of balancing of
machines
3.2 Differentiate between static and
dynamic balancing
3.3 Find the magnitude and position of
balancing mass for rotating bodies on the
same plane or different planes.
3.4 Explain the principle, and use of
typical dynamic balancing machine.
• Recapitulate on concept of
planes and axes.
• Ask students to explain what
they understand on balancing
of machines.
• Ask students to explain static
and dynamic balancing.
• Ask students to explain the
briefing sheet before starting.
• Solve problems related to
above topic.
• Assess the students.
General Objective 4.0: Understand the functions and application of flywheels
Week Specific Learning Outcome: Teachers Activities Resources
8-9
4.1 Define the different terms relating to
flywheels, such as, mass, moment of
inertia, torque, turning moment diagrams,
co-efficient of fluctuation of speed and
energy, maximum, minimum, and mean
speeds.
4.2 Distinguish between sim and disc
types of flywheels.
4.4 Determine the size of the flywheel
from the turning
moment diagram and fluctuation of speed.
4.4 Find the importance of turning
moments in reciproca-ting engines
4.5 Explain D’Alemberts Principle
4.6 Calculate inertia forces of turning
movement in reciproca-ting engines
4.7 Solve problems related to topics in 4.7
and 4.8 above.
• Ask students to explain their
understanding of flywheel.
• Ask students to explain the
need for a flywheel on an
engine
• Solve problems related to
above topic
• Ask students to explain
fluctuation of speed with load
on a working engine and how
the flywheel operates
• Ask students to explain
D’Alemberts principle
• Ask students to explain inertia
forces.
• Ask students to explain the
fluctuation energy in a
reciprocating engine. Assess
93
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: MECHANICS OF MACHINES Course Code: MEC 315 Contact Hours: 2-0-2
Course Specification: Theoretical Content
General Objective 5.0: Understand the basic principles of free and forced vibration and vibration.
Week Specific Learning Outcome: Teachers Activities Resources
10-11
5.1 Discuss vibration, its effects and
applications.
5.2 Define the terms amplitude, cycle,
periods, frequency, phase angle, degrees
of freedom, damping ratio, log
development, and resonance.
5.3 Distinguish between longitudinal,
transverse and torsional vibrations
5.4 Derive equations of motion for an
undamped and damped spring-mass
system in free translation vibration-single
degree of freedom
5.5 Analyse the delay characteristics of
under-damped, over-damped, and
critically damped freely vibrating simple
S.D.C.F. system.
5.6 Discussed the basic concepts of
vibration transmissibility and isolation in a
S.D.C.F. system.
5.7 Solve problems related to above
topics.
5.8 Coefficient using universal vibration
apparatus.
5.9 Understand vibration in machines and
required damping.
• Ask students to explain their
understanding of vibration.
• Ask students to explain
situation when vibration is used
and when it is not wanted
• Sketch model of equivalent
spring-mass system for free
and damped vibration
• Ask students to develop the
model and free body diagram
for spring mass system.
• Ask students to explain the
defined terms. Periods
• Ask students to recapitulate
motion of a plane and about an
axis
• Ask students to explain the
equations of motion for
• Undamped spring-mass
• Damped spring-mass
• Ask students to Critical
damping
• Ask the student to sketch
examples of machine Damping
• Assess.
94
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
Course: MECHANICS OF MACHINES Course Code: MEC 315 Contact Hours: 2-0-2
Course Specification: Theoretical Content
General Objective 6.0: Understand the transmission of power by belts chain and gears
Week Specific Learning Outcome: Teachers Activities Resources
12-15
6.1 Differentiate between open and
crossed belt drives and calculate the
length of the belt used in each case
6.2 Explain the use of idler pulling
connecter, shaft pulley and stepped
pulleys
6.3 Derive an expression relating initial
tension to tension in the slack and tight
sides of a belt.
6.4 Derive the maximum tension ratio in a
flat belt and vee belts.
6.5 Derive expressions for power
transmitted belt drives.
6.6 State the condition of uniform motion
in toothed gearing system
6.7 Understand the classification of V-
belts by sizes and length
6.8 Define gear involment, addendum
dedendum, circular pitch, diametrical
Pitch, module, pressure angle.
6.9 State the advantages of gear drives
over belts, rope, and chain drives
6.10 Distinguish between simple and
compound gear train.
6.11 Define epicyclic gear train
6.12 State the advantages and
disadvantages of epicyclic gear train.
6.13 Calculate the velocity ratio of
epicyclic gear trains
6.14 Sketch typical examples of coupling
6.15 Describe power transmission by
hydraulic means.
• Ask students to explain their understanding • of a transmission unit. • Ask the students to explain the various belt drive arrangements • Ask students to explain Center shaft • Pulleys and stepped pulleys • Ask the students to explain the expressions for tensions on • Slack side • Tight sides • Ask students to explain one expression for power transmitted in belt drives. • Ask students to explain how gears transmit motion. • Ask students to explain the various gear terms. • Ask students to explain simple and compound gears • Solve problems relating to above 6.7 • Ask Students to explain velocity ratios for simple and compound gear • Ask students to explain epicyclic gear trains. • Ask students to explain the advantages • And disadvantages of epicyclic gears trains. • Ask students to indicate known applications for simple, compound and epicyclic gears.• Ask students to explain the types and uses of coupling that are available • Ask students to explain the components of a hydraulic power transmission. • Ask students to recapitulate on the co-efficient of friction for belt drives • Assess.
95
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Mechanics of Machines Course Code: MEC 315 Contact Hours:
2hrs/wk
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 Conduct experiment to determine the co-
efficient of friction between thread and nut using
the screw jack apparatus.
1.2 Perform experiment on sliding block with
(i) No lubrication
(ii) Thin film lubrication
(iii) Rolling support
• Demonstrate activities 1.1
and 1.2 for the students to
learn and ask them to
carryout the experiment.
• Stress jack
apparatus
• Sliding block
• Rolling support,
etc.
2.0 Demonstrate skills in balancing of machines
6 - 8
2.1 Carry out primary and secondary balancing
2.2 Conduct experiment on static balancing of four
mass system relating to flywheels such as mass,
moment of inertia torque, turning moment
diagrams, co-efficient of fluctuation of speech and
energy, maximum, mean speed.
• Practise the activities.
• Assess the students.
• Balancing
wheels.
3.0 Understand the operation of flywheels.
9 - 11
3.1 Conduct experiment to determine moment of
inertia of a flywheel by falling wheel method
3.2 Carryout experiment on fluctuation of speed
with load on a working engine and how the flywheel
operates
• Demonstrate activities 3.1
and 3.2 for the students to
learn and ask them to carry
out the activities.
• Flywheel and its
accessories.
4.0 Comprehend Power transmission by belts, chain and gears
12 - 15
4.1 Conduct experiment to determine the
coefficient of friction for flat and vee-belts.
4.2 Conduct experiment to determine the velocity
ratio of epicycles gear trains
• Demonstrate activities 4.1
and 4.2 for the students to
learn and allow them to
practise, till they become
perfect.
• Assess the students.
• Belt drives, Belt,
• Gear trains.
96
Strength of Materials II
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective: 1.0 Understand forces in members of statically determinate and simple
intermediate Structure Week
Specific Learning Outcome: Teachers Activities Resources
1
1.1 State the conditions for
equilibrium of con-current and co-
planer forces
1.2 State the assumptions made in
the analysis of pinjointed structures.
1.3 Define statically determine
structure.
1.4 Define an indeterminate
structure.
1.5 Define a stable indeterminate
structure.
1.6 Distinguish between the young
modular of elasticity (E) Shear
modular of rigidity (G) and bulk
modulus (K)
• Ask students to write the conditions
for equilibrium in mathematical form.
• Recommended
textbooks, chalk board,
chalk, Duster, etc.
97
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective: 2.0 Analysis and solve problems in statically determinate structures
Week Specific Learning Outcome: Teachers Activities Resources
2
2.1 Determine forces in statically
determinate frame members by:
a. Analytical
method
b. Graphical
method
c. Method of section
2.2 Solve problem related to above
using the 3 methods
a. Modulus of
elasticity
b. Yield strength
c. Maximum tensile
strength
• Guide students through worked
examples
• Give assignment (home work) on
related problems.
• Ask students to perform the tensile
test.
2.4 Compute shearing force and
bending moment loaded beams
2.5 Relate the intensity of loading
and the bending moment
2.6 Calculate the second moment of
area for simple cases.
2.7 Use the parallel and
perpendicular axis theorems to
compute the second moment of
area I
2.8 Establish the bending equation
Ask the student to compute shearing
force and bending.
Ask the student to relate the intensity
of loading, the shearing force and the
bending moment.
Ask the student to calculate the
second moment of area for simple
cases
Ask the student to use the parallel
and perpendicular axis theorems to
compute the second moment of area
I
Ask the student to establish the
bending equation
98
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective: 3.0 Know the bending theory and its application by
Week Specific Learning Outcome: Teachers Activities Resources
3
3.1 State various types of beams as
differentiated in their
a. Supports -
b. Simple
c. Rigid
a. Loading -
b. Point
concentrated load
c. Uniformly
distributed load
3.2 Apply equilibrium laws to the
determination of beam supports
3.3 Apply simple bending theory to
the analysis of beams in flexure..
3.4 Determine longitudinal stress on
a beam due to bending.
• Ask students to name various
beams in commonly used machinery
• Guide students through related
worked examples.
• Grade and return students
homework, assignment and
laboratory work.
• Teaching aids such as
model beam and load
hangers, various loads
etc.
General Objective 4.0: Objective: Know the use of shearing force and bending moment diagrams
Week Specific Learning Outcome: Teachers Activities Resources
4
4.1 Derive the expression for
shearing stress at any point in a
beam section in flexure.
4.2 Calculate the shearing stress
distribution in a symmetric
homogenous beam section in
flexure.
4.3 Solve problems related to above
and draw shearing force and
bending moment diagrams,
• Ask students to
• Define in flexure
• Guide students through worked
examples
• Grade and return graded homework
assignments.
99
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective 5.0: Predict Structural Stability of a beam from deflection point of view
Week Specific Learning Outcome: Teachers Activities Resources
5
5.1 Know the double-integration
method of analyzing deflection in
beams
5.2 Solve problems using to the
double integration method to
analyse various types of beams
5.3 Sketch slope and deflection
curves
5.4 Derive Macaulay’s equation for
deflection caused by concentrated
and uniformly distributed loads
5.5 Determining the value and
position of maximum deflection
• Ask students to derive the deflection
equation for various standard beams
with simple loading
• Guide students through worked
examples
• Grade and return graded home work
and laboratory reports
• Assess
General Objective 6.0: Know the 3-moment equation as applied to continuous beam.
Week Specific Learning Outcome: Teachers Activities Resources
6
6.1 Distinguish amongst continuous
beams.
6.2 Derive the 3-moment equation
6.3 Use the 3-moment equation to
determine reaction at simple
supports of continuous beams
6.4 Use the 3-moment equation to
determine reaction at supports of
continuous beams
• Ask students to sketch various
beams and name them.
• Ask students to derive the 3-
moment equation.
• Give related home
• Work assignment.
• Grade and return graded homework,
assignment and laboratory.
General Objective 7.0: Know Cast Gliano’s theorem and its application on to problems of deflection
of curved bars.
Week Specific Learning Outcome: Teachers Activities Resources
7
7.1 Calculate strain energy due to
bending.
7.2 Prove Castighanno’s theorem.
7.3 Apply Castiphano’s theorem.
7.4 Solve problems related to
above.
• Ask students to derive Castiphano’s
theorem.
• Guide students through worked
examples
100
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective 8.0: Know Castipliano’s theorem and its application to problem of deflection of
curve bars
Week Specific Learning Outcome: Teachers Activities Resources
8
8.1 Calculate strain energy due to
twisting
8.2 Apply theorem to 8.1
8.3 Solve problems related to 8.3
above
• Guide students through worked
examples
• Grade and return graded
assignments and lab reports
General Objective 9.0: Know factors which affect load carrying capacity to columns
Week Specific Learning Outcome: Teachers Activities Resources
9
9.1 Define columns
9.2 Explain the effect of shape,
length and restraints on load
carrying capacity of columns. Give
mathematical relationships
9.3 Calculate safe load on columns
loaded axially.
9.4 Differentiate between crushing
load and buckling load on columns.
9.5 Solve problems relating to
above topics.
9.6 Understand slenderness ratio of
columns/struts
• Guide students through worked
examples on related problems.
• Give assignment\homework.
• Grade and return graded
assignment and lab reports.
General Objective 10.0: Know factors, which affect eccentrically loaded columns.
Week Specific Learning Outcome: Teachers Activities Resources
10
10.1 Calculate site load on columns
loaded eccentrically.
10.2 Derive the cosine equation for
eccentrically loaded columns.
10.3 Solve problems related to
above.
• Ask students to differentiate
between safe axial load and safe
eccentric load.
• Guide students through worked
examples
• Give home work assignment for
students
• Grade and return graded
assignment to students.
101
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective 11.0: Know the analysis of springs for different engineering applications.
Week Specific Learning Outcome: Teachers Activities Resources
11
11.1 Describe a close-coiled helical
spring.
11.2 Derive an expression for
maximum shear stress in a close-
coiled helical spring under axial load
11.3 Calculate the axial deflection of
a close-coiled helical spring.
• Ask students to draw and label the
critical dimensions of a helical spring
• Guide students through worked
examples.
• Grade and return graded
assignment and lab reports.
General Objective 12.0: Know the analysis of springs for different engineering applications
Week Specific Learning Outcome: Teachers Activities Resources
12
12.1 Derive the expression for the
angular spring under axial load
12.2 Discuss the following failure
modes in engineering materials.
a. Shock/impact
b. Fatigue
c. Creep
• Ask students to write term paper on
various modes of failure of
engineering materials
• Solve problems related to 11.1 to
12.2
General Objective 13.0: Know the analysis of laminated (leaf) springs
Week Specific Learning Outcome: Teachers Activities Resources
13
13.1 Derive an expression for the
stress in a laminated spring.
13.2 Determine the proof load in a
laminated spring.
13.3 Determine the maximum
deflection for 13.2
13.4 Calculate the strain energy
stored in a laminated spring.
13.5 Solve problems related to
laminated spring.
• Ask students to differentiate
between leaf and coiled spring.
• Give assignments related to
laminated springs.
• Grade and return graded
assignment and lab reports.
• Assess
102
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: STRENGTH OF MATERIALS II Course Code MEC 322 Contact Hours 2Hrs/WK
Course Specification: Theoretical Content
General Objective 14.0: Know theorems applicable to material failure in complex stress situations.
Week Specific Learning Outcome: Teachers Activities Resources
14
14.1 Understand maximum strain
theory of St. Venant
14.2 Understand maximum
principal/stress theorem of Rankine
14.3 Understand maximum shear
stress theory of J.J. Guest
• Ask students to state
i. Maximum strain
theory of St. Venant
ii. Maximum Principal
stress theory of
Rankine
iii. Maximum shear
stress theory of
Guest
• Apply 14.1, 14.2 & 14.3 to solve
related problems
• Take students through a worked
example in each of the theorems.
• Class room
• White board
• Projection
General Objective 15.0: Know theorems applicable to modes of failure of materials
Week Specific Learning Outcome: Teachers Activities Resources
15
15.1 Understand Von Mises total
distortion energy theorem.
15.2 Apply Von Mises total
distortion energy theorem to predict
stability or otherwise in a combined
stress system.
15.3 Solve problems related to 15.2
• Ask students to state Von Mises
total distortion energy theorem.
• Take students through worked
examples on the application of the
theorem of 15.1
• Give assignments related to above.
• Classroom
• White board
• Projection
• Slides
103
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Strength of Materials II Course Code: MEC 322 Contact Hours: 2-0-2
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 Identify frame structures in models
and in life-cranes, trusses, etc in
laboratory.
1.2 Perform laboratory experiment on the
beam rake to confirm that summation of
vertical forces in body in equilibrium must
be equal to zero.
1.3 Determine experimentally various
strength and properties of materials.
• Demonstrate activities 1.1
to 1.3 for the students to
learn and ask them to carry
out the activities.
• Assess the students
• Models of trusses
• Beam rake apparatus.
• Tensile test equipment with
digital read-out of load and
deformation measurement.
2.0 Demonstrate skills on determination of torsion and stress
Week Specific Learning Outcome: Teachers Activities Resources
6 - 9
2.1 Perform experiment on Torsion of
shaft and determine modulus of rigidity.
2.2 Determine longitudinal test on a
beam due to bending.
2.3 Perform fatique test on some
materials specimen
(a) Copper,
(b) Aluminium
(c) Steel
• Demonstrate activities 2.1
to 2.3 for the students to
learn and ask them to carry
out the activities.
• Assess students.
• Torsion testing
• Fatique testing material for
varying loads on specimen.
104
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Strength of Materials II Course Code: MEC 322 Contact Hours: 2-0-2
Course Specification: Practical Content
3.0 Predict Structural stability of a beam from deflection point of view
Week Specific Learning Outcome: Teachers Activities Resources
10 - 12
3.1 Perform the following laboratory
experiment using the beam apparatus
(i) Verify the principle of
superposition
(ii) Verify the relationship
between deflection and
load span, second
moment of area and
modules of elasticity.
3.2 Perform experiment on the
continuous beam apparatus to determine
reactions at supports.
3.3 Perform Hardness test on specified
materials.
3.4 Perform laboratory experiment on
creep of lead specimens.
3.5 Perform laboratory experiment to
determine the fracture load using the
Impact Testing Machine.
• Demonstrate activities 3.1
to 3.5 for the students to
learn and ask them to carry
out the activities.
• Assess the students
• Beam apparatus
• Continours Beam apparatus
comprising beams of various
material, supports,
lead/extension meters
• Hardness testers preferably
with digital read-out.
• Lapping machine for
preparation of specimen
surface
• Table monitor lathe
• Creep apparatus
• Consumable test
specimens.
4.0 Demonstrate factors that affect eccentrically loaded columns
Week Specific Learning Outcome: Teachers Activities Resources
13
4.1 Perform experiment using the stout
testing rig to determine creeping loads for
metallic structures when
(a) Both ends are fixed
(b) Both ends are free
(c) One end free and one
end fixed
• Demonstrate activity 4.1
for the students to learn
and practice
• Assess the students
• Strut test rig.
105
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Strength of Materials II Course Code: MEC 322 Contact Hours: 2-0-2
Course Specification: Practical Content
5.0 Demonstrate skills in the analysis of springs for engineering applications
Week Specific Learning Outcome: Teachers Activities Resources
14 - 15
5.1 Perform laboratory experiment to
determine various spring properties.
5.2 Perform laboratory experiment using
the spring apparatus to determine the
modulus of spring/
5.3 Perform laboratory experiment using
the leaf spring testing machine to study
the behaviour of semi-elliptic leaf spring
subjected to load.
• Demonstrate activities 5.1
to 5.3 for the students to
learn and ask than to
perform all the activities.
• Torsion and compression
springs of various sizes.
• Various heights.
• Dead height tester.
• Creep demonstration rig
• Lead spring apparatus.
• Model lead springs for
demonstration.
106
Fluid Mechanics
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: FLUID MECHANICS Course code: MEC 323 Contact Hours:
4hrs/Wk
Specific Learning Outcome: Teachers Activities Resources
Week General Objective: 1.0 Understand the working principles and the use of different types of fluid flow
measuring devices
1
1.1 Explain the need for fluid flow
measurement (Review)
1.2 Explain stagnation point,
stagnation pressure and dynamic
pressure in a fluid
1.3 Define the coefficients of
velocity contraction and discharge
• Ask students to list some flow measurements
device and explain their uses
• Ask students to explain lift and drag forces on
an Acvofol section and their effects
• Develop an expression related to the
coefficients of the orifice
• Ask students to develop an expression related
to the coefficients of the orifice and solve
problems related to it. Assess.
General Objective: 2.0: Understand the working principles and use of different types of fluid flow
measuring devices
Week Specific Learning Outcome: Teachers Activities Resources
2
2.1 Describe a flow nozzle
venturimeter with the aid of a
sketch.
2.2 Derive expressions for the
actual and ideal discharges through
a venturimeter, nozzle.
2.3 Obtain the expression for the
actual and ideal discharges through
an orifice meter, venturi and
nozzles.
• Ask students sketch energy distribution
diagrams for flow through nozzles and
venturimeter
107
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: FLUID MECHANICS Course code: MEC 323 Contact Hours:
4hrs/Wk
General Objective 3.0: Understand the working principles and use of different types of fluid flow
measuring devices
Week Specific Learning Outcome: Teachers Activities Resources
3
3.1 Describe a flow nozzle.
3.2 Obtain an expression for the
actual and ideal discharges through
a flow nozzle.
3.3 Define a notch.
3.4 Describe rectangular and V-
notches.
3.5 Describe a weir and determine
its coefficient of discharge
• Ask students to obtain an expression for the
actual and ideal discharges through a flow
nozzle.
• Ask students to define a notch
• Ask students to describe rectangular and V-
notches.
• Ask students to describe a weir and determine
its coefficient of discharge.
General Objective 4.0: Understand working principles and use of different types of fluid flow
measuring devices
Week Specific Learning Outcome: Teachers Activities Resources
4
4.1 Explain the use of notches and
determine their
coefficient of discharge.
4.2 Describe a suppressed weir
• Ask students to explain the use of notches and
• Develop expressions for actual and ideal
discharge through notches and weirs with first
and second approximations.
General Objective 5.0: Know the different types of flow in pipes and the parameters governing them
Week Specific Learning Outcome: Teachers Activities Resources
5
5.1 Derive an expression for the
head lost due to friction.
5.2 Explain the graph of Vs/Re for
pipe flows
5.3 Solve problems related to 2.1-
2.6 above
• Ask students to derive an expression for the
head lost due to friction.
• Ask students to explain the graph of Vs/Re for
pipe flows.
• Ask students to solve problems related to 2.1 -
2.6 above.
General Objective 6.0: Understand Channel Flow
Week Specific Learning Outcome: Teachers Activities Resources
6
6.1 Define an open channel flow 6.2 Identify the instances where open channel flow exists. 6.3 Explain the terms, ‘wetted perimeter’ (p) and ‘hydraulic mean depth (m)
• Ask students to define an open channel flow
• Ask students to identify instances where open
channel flow exists.
• Ask students to explain the terms ‘wetted
perimeter (p) and ‘hydraulic mean depth’ (m)
108
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: FLUID MECHANICS Course code: MEC 323 Contact Hours:
4hrs/Wk
General Objective 7.0: Understand the principles in Channel Flow
Week Specific Learning Outcome: Teachers Activities Resources
7
7.1 Develop Chazi formula for a
rectangular open channel
7.2 State the formula for flow in
channels
7.3 Determine the head lost due to
friction in an open channel flow
• Ask students to develop chazi formula for a
rectangular open channel
• Ask students to state the formula for flow in
channels
• Ask students to determine the head lost due to
friction in an open channel flow.
General Objective 8.0: Understand the different types of flow in open channel and the parameters
governing them.
Week Specific Learning Outcome: Teachers Activities Resources
8
8.1 Derive the expression for the
friction factor
8.2 Solve simple problems related
to 3.7 above.
8.3 Determine the Reynolds
number in a pipe flow
8.4 Calculate the friction loss along
pipes.
• Ask students to derive the expression for the
friction factor
• Ask students to solve simple problems related
to 3.7 above.
• Ask students to determine the Reynolds
number in a pipe flow
• Ask students to calculate the friction loss along
pipes.
General Objective 9.0: Know the working principles of positive displacement and roto-dynamic
machines and their relative uses.
Week Specific Learning Outcome: Teachers Activities Resources
9
9.1 Classify hydraulic machines as
positive displacement and rotor-
dynamic machines.
9.2 Give at least 3 examples for
each type of machines in 4.1 above
9.3 Describe the main parts of
positive displacement and
rotordynamic machines
9.4 Explain the working principles
of positive displacement and rotor-
dynamic machines
• Ask students to classify hydraulic machines as
positive displacement and rotor-dynamic
machines
• Ask students to give at least 3 examples for
each type of machines in 4.1 above.
• Ask students to describe the main parts of
positive displacement and rotordynamic
machines
• Ask students to explain the working principles
of positive displacement and rotor dynamic
machines.
109
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: FLUID MECHANICS Course code: MEC 323 Contact Hours:
4hrs/Wk
General Objectives: Understand the principles in reciprocating Pumps
Week Specific Learning Outcome: Teachers Activities Resources
10
10.1 Identify the merits and
demerits of each type of machines.
10.2 Draw the essential parts of a
reciprocating pump and explain its
working principles.
10.3 Draw the PV diagram for a
reciprocating pump for a complete
working cycle.
10.4 Derive an expression for the
discharge from reciprocating pump.
• Ask students to identify the merits and
demerits of each type of machines
• Ask students to draw the essential parts of a
reciprocating pump and explain its working
principles.
• Ask students to draw PV diagram for a
reciprocating pump for a complete working
cycle.
• Ask students to derive an expression for the
discharge form of a reciprocating pump
General Objective 11.0: Know the working principles of positive displacement and rotordynamic
machines and their relative uses.
Week Specific Learning Outcome: Teachers Activities Resources
11
11.1 Distinguish between single
acting double acting simple cylinder
and multi-cylinder pumps
11.2 Define the terms coefficient of
discharge and percentage slip.
11.3 Draw the essential parts of a
centrifugal pump and explain its
working principles
• Ask students to distinguish between single
acting double acting single cylinder and multi-
cylinder pumps
• Ask students to define coefficient of discharge
and percentage of slip
• Ask students to draw the essential parts of a
centrifugal pump and explain its working
principle.
110
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: FLUID MECHANICS Course code: MEC 323 Contact Hours:
4hrs/Wk
General Objective 12.0: Know the working principles of Pumps
Week Specific Learning Outcome: Teachers Activities Resources
12
12.1 Discuss the various types of
centrifugal pumps.
12.2 Draw the velocity triangles for
the inlet and outlet sides of the
impeller
12.3 Explain the terms absolute
velocity and relative velocity.
12.4 Develop an expression for the
work pump power
12.5 Explain the working principles
of impulse and reaction turbines
12.6 Describe the pelton wheel and
explain its working principles
12.7 Draw the velocity triangles
and derive and expression for the
power of pelton wheel
• Ask students to discuss the various types of
centrifugal pumps
• Ask students to draw the velocity triangles for
the inlet and outlet sides of the impeller
• Ask the students to explain the terms absolute
velocity and relative velocity.
• Ask students to develop an expression for
pump power.
• Ask the students to explain the working
principles of impulse and reaction turbines
• Ask students to describe the Pelton wheel and
explain its working principle
• Ask students to draw velocity triangles and
derive for the power of pelton wheel
General Objective 13.0: Know the working principles of positive displacement and rotordynamic
machines and their relative uses.
Week Specific Learning Outcome: Teachers Activities Resources
13
13.1 Draw the velocity triangles and derive an expression for the power developed by a reaction wheel 13.2 Define unit speed, unit discharge unit power and specific speed for hydraulic machines. 13.3 Solve problems related to 14.3 above. 13.4 Explain the following phenomena in fluid flow 13.5 Press surge, water hammer, cavitation 13.6 Explain the effects of problems of and their prevention
• Ask student to draw the velocity triangles and
also derive an expression for the power
developed by a reaction wheel.
• Ask students to define unit speed, unit
discharge unit power and specific speed for
hydraulic machines Develop expressions related
to the terms in 4.2 above
• Ask students to develop expression related to
the terms in 4,21 above
• Ask students to solve problems related to 4.21
above.
• Ask students to describe a surge tank
111
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: FLUID MECHANICS Course code: MEC 323 Contact Hours:
4hrs/Wk
General Objective 14.0: Know the working principles of positive displacement and rotor dynamic
machines and their relative uses.
Week Specific Learning Outcome: Teachers Activities Resources
14
14.1 Conduct load tests on
reciprocating pump and analyse
the results.
14.2 Conduct load tests on
centrifugal pump and analyse the
results.
14.4 Conduct load test on pelton
wheel
14.5 Conduct load test on a Francis
wheel
• Ask students to conduct load tests on
reciprocating pump and analyse the results.
• Ask student conduct load test on pelton wheel.
• Ask students to conduct load test on a Francis
wheel.
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: FLUID MECHANICS Course Code: MEC 323 Contact Hours: 2-0-2
Course Specification: Practical Content
General Objective 1.0 Understand the working Principles and use of different types of fluid flow Week
Specific Learning Outcome Teachers Activities Resources
1 - 3
1.1 Determine the coefficient of
orifice and venturimeter
experimentally and solve problems
related to them.
1.2 Carry out experiments to
measure fluid flow using rectangular
and v-notches.
• Ask the student to obtain actual and
ideal discharges through an orifice
meter, vanturi and nozzles
experimentally.
• Solve problems of practical use in the
fluid flow measuring devices by using
first and second approximation.
• Orifice meter
• Venturi meter
• Flow nozzles
• V-Nortches
(rectangular & V-
notche)
2.0 Know the working Principles of Pumps
4-6
2.1 Conduct load tests on
reciprocating Pump and analyse the
results.
2.2 Conduct load tests on centrifugal
Pump and analyse the results.
• Ask the students to compare the
result. In terms of unit speed, unit
discharge, unit Power and Specific
Speed.
• Reciprocuring
Pumps
• Centrifugal Pumps.
112
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: FLUID MECHANICS Course Code: MEC 323 Contact Hours: 2-0-2
Course Specification: Practical Content
General Objective 1.0 Understand the working Principles and use of different types of fluid flow Week
Specific Learning Outcome Teachers Activities Resources
3.0 Know the working Principles of Rotar dynamic machines and their relative use
7-14
3.1 Carryout load test on Pelton and
Francis Wheels and analyse the
results.
• Ask the students to draw the velocity
triangles and also drive an expression
for the Power developed by the Wheels.
• Model of reaction
wheel.
113
Metal Forming and Heat Treatment
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METAL FORMING AND HEAT
TREATMENT Course code: mem321
CONTACT HOURS:
6HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 1.0: Definition and classification of heat treatment
Week Specific Learning Outcome: Teachers Activities Resources
1
1.1 Define heat treatment
1.2 Understand the TT and its application
to heat Treatment.
1.3 Classify Heat treatment into (i) those
involving bulk solid-state changes in
materials (ii) those involving surface
changes in material.
1.4 Explain the engineering situations
where each of 1.3 above is used.
• Ask the students to prepare TT
courses for given compositions
• Ask the students to list conditions
or situation where heat treatment is
required
• Ask students to classify annealing,
carbonizing martenpering etc into
heat treatment types in 1.3.
• TT wall charts for
some metals.
General Objective 2.0: Heat treatment processes involving bulk solid-state changes.
Week Specific Learning Outcome: Teachers Activities Resources
1 - 2
2.1 Use phase diagram to understand solid - state changes in material 2.2 Use the TT diagram for steel to describe (i) annealing and its applications (ii) full annealing and its applications (iii) sub- critical annealing (iv) isothermal annealing (v) stress-relief annealing (vi) homogenizing annealing (vii) austempering and martempering) 2.3 Explain the effect of the various heat treatments in 2.3 on the structure and properties of steels 2.4 Explain the term hardenability 2.5 Describe quenching and tempering treatments. 2.6 Describe the Joining- End- Quench Test 2.7 Explain the term limiting ruling section 2.8 Describe different types of quenching media 2.9 Use TT curved to select suitable quenching media
• Ask students to describe solid-
state changes irons-carbon
diagram.
• Ask students to use TT diagram to
describe annealing full annealing
sub-critical annealing and
isothermal annealing
• Ask students to carry out specific
heat treatments e.g. relief anneal or
case hardening on some carbon
steels
• Ask students to explain the
concept of hardernability
• Ask students to explain the
concept of hardenability
• Ask students to explain quenching
and tempering treatments
• Ask students to select quenching
media with the aid of TT curves.
• Iron-carbon
diagram
• TT diagrams
• Heat treatment
• Furnace
• low or medium
carbon steel, pieces
bars or rods.
• Joining End-
Quenching test
apparatus.
Water
Oil
Ash.
114
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METAL FORMING AND HEAT
TREATMENT Course code: mem321
CONTACT HOURS:
6HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 3.0: Heat treatment involving surface changes
Week Specific Learning Outcome: Teachers Activities Resources
3
3.1 Classify and describe localized thermal
treatments (i) flame hardening (ii) induction
hardening (iii) laser hardening (iv) electron
beam hardening.
3.2 Describe the following thermo
chemical treatments(i) carburizing (ii)
carbonitriading (iii) austenitic
nitrocarburising (iv) nitriding (v) ferritic
nitrocarburising.
3.3 Explain how the treatments in 3.2 can
be carried out in the following media: solid,
liquid, gas, vacuum and plasma arc glow
discharge pointing out their advantages
and disadvantages.
• Ask students to describe flame
hardening induction hardening
laster hardening and electron beam
hardening.
• Ask students to describe
carburising, carbonitriading nitriding
and nitrocarburization.
• Ask students to explain the roles
of solid liquid plasma arc on heat
treatments.
General Objective 4.0: Selection of heat treatment furnaces
Week Specific Learning Outcome: Teachers Activities Resources
4
4.1 List and describe fuels for healing
furnaces
4.2 State the advantages and
disadvantages of various fuels listed in 4.1
4.3 Describe types of heat treatment
furnaces (i) batch and continuous, direct
and indirect (iii) forced air
4.4 circulation (iv) liquid bath (v) fluidised
beds (vi) vacuum
4.5 State the advantages and
disadvantages of each furnace listed in 4.3
• Ask students list type of fuels used
in heating furnaces
• Ask students to list out the
advantages and disadvantages of
fuel listed 4.1
• Ask students to explain the
differences between various heat
treatment furnaces
• Ask students to describe the
heating methods in a number of
heat treatment furnaces.
• Electric muffle
furnace.
115
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METAL FORMING AND HEAT
TREATMENT Course code: mem321
CONTACT HOURS:
6HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 5.0: Heat treatment of non-ferrous metals
Week Specific Learning Outcome: Teachers Activities Resources
5
5.1 Explain the structural and property
changes of aluminum alloys to heat
treatment.
5.2 List the engineering applications of
heat-treated aluminum alloys.
5.3 Explain the structural and property
changes of copper alloys due to heat
treatment
5.4 List the engineering properties of heat-
treated copper alloys.
• Ask students to list structural and
property changes that heat
treatment confers on aluminum
alloys
• Ask students to list structural and
property changes that heat
treatment confer on copper alloys.
• Ask students to list engineering
properties of heat-treated copper
alloys.
• Aluminum silicon
alloy bars
• Aluminum copper
alloys bar
• High purity
aluminum bars
• Copper tin alloys
• Copper zinc
alloys.
General Objective: 6.0 Deformation of Metals
Week Specific Learning Outcome: Teachers Activities Resources
6
6.1 Distinguish between not and cold
working processes.
6.2 Explain hot and cold working
processes
6.3 Describe the mechanism of plastic
deformation using the slip theory.
6.4 Explain the effect of 6.2 on the
structure and mechanical properties of
materials.
• Ask students to explain what is
meant by hot working processes
• Ask students to explain when how
working is done and when cold
working is done.
• Ask students to explain in
mechanism of plastic deformation.
• Ask students to explain the
mechanism of plastic deformation
• Ask students to identify the plastic
deformation zone in the stress-
strain-of a ductile metal.
• Ask students to compare structure
and mechanical properties of cold
worked and hot worked materials.
• Rolling mill
• Forging machine,
heating furnace,
ferrous and non
116
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METAL FORMING AND HEAT
TREATMENT Course code: mem321
CONTACT HOURS:
6HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 7.0: Hot working processes
Week Specific Learning Outcome: Teachers Activities Resources
7
7.1 List various hot working processes
7.2 Describe the following hot working
processes (a) rolling of plate or sheet (b)
forging and drop forging (c) extrusion of
solid and hollow sections
7.3 Explain the applications of processes
in 7.2
• Ask students to distinguish
between rolling forging and
extrusion
• Ask students to list the products to
list the products of rolling, forging
and extrusion
• Ask students to compare the
mechanical properties conferred on
worked sample. By forging, rolling
and extrusion
• ferrous bar
General Objective 8.0: Cold working processes
Week Specific Learning Outcome: Teachers Activities Resources
8
8.1 Describe the various cold working
processes (a) drawing of wire and tubes
(b) rolling of plate, sheet or strip (c)
spinning and flow turning (d) heading (e)
coining and embossing
8.2 Explain the stages in drawing a typical
component (Cup)
8.3 State the products for which each of
the processes in 8.1 are suitable.
8.4 Describe the annealing of cold worked
materials
8.5 State the structural changes which
occur during annealing of a cold worked
material
8.6 Explain the phenomenon of grain
growth during re-crystalli- zalion
8.7 Compare advantages and
disadvantages of hot working and cold
working
• Ask students to explain what is meant by cold working • Ask students to describe wire and tube drawing, plate sheet and strip rolling spinning and coining. • Ask students to state the mechanics of deformation in rolling wire and tube drawing and coining • Ask students to describe the set-up for deep drawing • Ask students to explain the deformation processes in deep drawing. • Ask students to describe the structural changes that occur when cold worked material is annealed • Ask students to explain recovery crystallization and grain growth • Ask students to list the merits and demerits of hot and cold working.
• Draw bench,
rolling mill
• Heat treatment
furnace
117
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METAL FORMING AND HEAT
TREATMENT Course code: mem321
CONTACT HOURS:
6HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 9.0: Reasons for the control of variables in heat treatment
Week Specific Learning Outcome: Teachers Activities Resources
9 - 11
9.1 Explain the process variable in heat
treatment (a) heating rate (b) mode of heat
transfer (c) soaking temperature and time
(d) cooling rate (e) furnace atmosphere
9.2 Classify controlled atmosphere
applications into protective and chemically
active.
9.3 Describe the physic chemical
principles of controlled atmospheres with
respect to (a) oxidation control (b)
carburisation or decarburisation control (c)
nitrogen potential control
9.4 Describe atmosphere generation from
(a) exothermic source (b) stripped
exothermic source (c) endothermic from
propane and from natural gas.
• Ask students to explain the terms
heating rate, mode of heat transfer,
soaking temperature soaking time,
cooling rate and furnace
temperature as used in heat
treatment
• Ask students to explain the
differences between a controlled
atmosphere that is protective and a
controlled atmosphere that is
chemically active.
• Ask students to explain the
processes of oxidation
carbonization and nitrogen-potential
control.
• Ask students to discuss the
various methods of atmosphere
generation from propane and
natural gas.
General Objective 10.0: Origin and control of heat treatment defects.
Week Specific Learning Outcome: Teachers Activities Resources
12
10.1 Explain the origin of the following
defects (a) distortion and warpage (b)
cracking (c) surface scale and/or
contamination (d) grain growth, (e)
Blistering (f) insufficient hardness or soft
spots.
10.2 State the defects in 10.1.
10.3 Explain the control of the defects in
10.1
• Ask students to list defects that
many occur during and after heat
treatment.
• Ask students to identify the defects
and explain their origin.
118
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METAL FORMING AND HEAT
TREATMENT Course code: mem321
CONTACT HOURS:
6HRS/WK
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 11.0: Powder metallurgy
Week Specific Learning Outcome: Teachers Activities Resources
13 - 15
11.1 Describe the different methods of
metal powder preparation
11.2 Describe the different methods of
achieving powder specifications e.g.
chemistry particle size and shape.
11.3 Describe the process of powder
compaction
11.4 Explain the effect of binders on the
ease of handing of green compacts.
11.5 Describe isostatic pressing.
11.6 Explain the effect of binders on the
ease of handling of green compact.
11.7 Describe the sintering process.
11.8 Explain the phenomenon of surface
energy reductions during sintering.
11.9 Describe the processes that lead to
the reduction of surface energy
11.10 List the advantages of powder
metallurgy
11.11 List the limitations of powder
metallurgy
• Ask students to list the various
methods of metal powder
production
• Ask students to explain the
sintering process.
• Ask students to explain how
reduction of surface energy will
occur during the sintering process.
• Ask students to list reasons why
components are made by powder
metallurgy
• Various metal
powder samples
e.g. reduced iron.
Atomized
magnesium etc.
119
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: METAL FORMING & HEAT
TREATMENT Course Code: MEM 321 Contact Hours: 2-0-4
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 Select appropriate heat
treatments for a range of steels in
application.
1.2 Carry out Specific heat treatments
e.g. relief anneal or case hardening,
quenching and tempering on some
carbon steel.
• Demonstrate activities 1.1 to
1.2 for the students to learn and
ask them to perform the
activities.
• Steel Materials
2.0 Demonstrate skills in furnaces selection and heat treatment of non-ferrous metals
6 - 10
2.1 Identify different furnaces used on
heat treatment and demonstrate its
use.
2.2 Carryout treatment processes in
selected non-ferrous metal materials.
• Demonstrate activities 2.1 to
2.2 for the students to learn and
allow them to practice
• Electric muffle furnace
3.0 Demonstrate skills in hot and cold working processes, and identify heat treatment defects
11
3.1 Identify and demonstrate the
procedure in hot and cold working
processes.
3.2 Identify the defects of heat
treatment and its origin.
• Demonstrate activities 3.1 to
3.2 for the students to learn and
ask to carryout the activities.
• Assess the students.
4.0 Demonstrate Skills in Powder Metallurgy processes
12-15
4.1 Identify and demonstrate the
methods of metal powder preparation.
4.2 Demonstrate the process of
powder compaction.
4.3 Demonstrate the sintering
process.
• Demonstrate activities 4.1 to
4.3 for the students to learn and
ask them to perform all the
activities.
• Various metal powder
samples. E.g. reduced iron,
Atomized magnesium, etc.
120
Joining and Fabrication Process
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION
PROCESS MEC 322
CONTACT HOURS:
2HRS/WK
COURSE SPECIFICATION: Theoretical Content
General Objective 1.0: METAL JOINING PROCESSES
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
1
1.1 Define weldability of metals.
1.2 Describe soldering, brazing and
welding
1.3 State the applications of the
processes in 1.2.
1.4 State the factors that affect the
strengths of joints produced by the
processes in 1.2.
1.5 Describe adhesive bonding
1.6 List bonding materials
1.7 State the application of adhesive
bonding materials in 1.6
1.8 List different rivet types
1.9 Describe riveting
1.10 Determine the number of rivets
required for a given joint
• Ask the students to state the metals
and thickness that can be brazed,
soldered or welded.
• Ask the students to identify objects
with adhesive bonding in the
classroom
• That the students identify situating
when riveting is preferred to welding
• Select for different rivet sizes, the
size of matching drill bit.
• Recommended text
books
• Lecture notes
• Chalkboard
• Chalk.
• Drilling machine,
drill bits, rivet guns,
rivets.
121
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION
PROCESS MEC 322
CONTACT HOURS:
2HRS/WK
COURSE SPECIFICATION: Theoretical Content
General Objective 2.0: Electric Arc Welding
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
2
2.1 Describe correctly the
characteristics of AC welding
transformer, rectifiers and the D.C
welding generators
2.2 Explain the functions of a
rectifiers straight and reverse polarity
2.3 Differentiate between A.C and
D.C. welding machines.
2.4 Compare the advantages and
disadvantages of machine types in 2-
3
2.5 Correctly state the materials used
for electrode coating and their
functions.
2.6 Solve problems associated with
welding in various positions and how
to counter them.
2.7 Correctly list the various weld
joints and how to prepare them.
2.8 Describe the procedure for multi-
run welds.
• Ask the students to prepare safety
precautions for connecting welding
machines
• Ask the students to document the
procedures for operating a welding
machine
• The following issues most be
highlighted
• Storage conditions for electrodes.
• Welding machine,
electrodes
122
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION
PROCESS MEC 322
CONTACT HOURS:
2HRS/WK
COURSE SPECIFICATION: Theoretical Content
General Objective 3.0: Equipment for Gas welding and cutting
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
3
3.1 Describe the operations of (a)
welding regulator (b) welding
blowpipe (c) cutting blowpipe.
3.2 Describe the procedure for
lighting the welding torch and closing.
3.3 State the applications of different
types of flames
3.4 State different cutting nozzles
3.5 State welding nozzles (sizes) for
various material thicknesses.
• Ensure that the students: Learn how to maintain nozzles they should prepare exploded views of the nozzle. • Are conversant with the oxygen and acetylene valves. • Master the configuration of the acetylene generator. • Expose the students to the practices and problems of cutting various thickness of metal. • They should note that think-sheets tend to distort when flame-cut. • Ascertain the maximum thickness that can be gas welded.
• Oxy-acetylene sets -
5
• Flash gas lighter
• Steel rule
• Try-squart.
• MIG and MAG
welding set
• TIG welding set.
General Objective 4.0: Special welding Processes
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
4
4.1 State the types of gases used for shielded gas arc welding their areas of application and their effect on welds. 4.2 Describe the principles of operation of a submerged arc welding4.3 State the equipment and filler materials used in 4.4.
• Ask the students to state situations
and materials that requires sub
merged arc welding
General Objective 5.0: Welding, non - ferrous metals, cast iron and stainless Steel
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
5
5.1 Explain the problems involves in welding copper and its alloys 5.2 Describe the problems involved in welding aluminum and its alloys 5.3 State the procedure for fusion welding of cast iron and stainless steel. 5.4 Describe other methods of welding cast iron other than fusion welding
• Students should establish the proper procedures of wedding various non-terms metals. They should observe common practices in local workshops and compare with established technology • Students should establish the best methods of cutting stainless steel sheets.
123
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION
PROCESS MEC 322
CONTACT HOURS:
2HRS/WK
COURSE SPECIFICATION: Theoretical Content
General Objective 6.0: Weld Defects
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
6
6.1 Know the various types of weld
defects and their causes.
6.2 Describe the following types of
weld defects (i) distortion (ii) lack of
penetration (iii) slag inclusion (iv)
undercutting cracks (v) lack of fusion
blow holes
6.3 Explain the nature and causes of
distortion
6.4 Explain and list methods of
eliminating distortion and cracking by
means of the skip and step back
methods, pre and post heating
peening welding from free to fixed
zone etc
6.5 Describe correct weld profiles and
dimensions
6.6 Explain the reasons for dressing
welds.
6.7 Explain the concept of stress
relief in weld merits.
General Objective 7.0: Weld symbols and specifications
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
7
7.1 Identify various weld symbols and
interpret them.
7.2 Specify welds in drawings
7.3 Design and determine suitable
weld joints.
• Students should be given standard
drawing of varies weldments to
interpret them in terms of welding
requirements.
• Make students prepare welding
procedures for different designs.
124
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION
PROCESS MEC 322
CONTACT HOURS:
2HRS/WK
COURSE SPECIFICATION: Theoretical Content
General Objective 8.0: Machines used in fabrication
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
8.1 Explain shearing 8.2 Explain the working principles and uses of the following cutting machines (a) guillotine (b) nibbling machine (c) cropping machine (d) shearing machine (e) sawing machine 8.3 State the advantages and limitations of the machines in 8.2
• Ask the students to state the correct
machine to use for a given purpose.
• Profile cutting
machine
• Bending other
• Spinning machine
• Foot operated.
9.1 Explain bending action
9.2 Explain the working principle of
form machines (a) fly - press (b)
hydraulic press (c) press brake (d)
folding machines (e) rolling machine
(f) bending rolls
9.3 Describe the various operations
carries out on the above machine (a)
bending (b) edge curving (c)
straightening (d) bottoming folding (f)
rolling of sheet and plate materials
9.4 State the advantage and
limitations of the machines in 9.2.
• Ask the students to study the load
transfer mechanisms of the various
machines.
• Assign the students to state the
correct machines to use for a specific
application
• Ask the student to explain a flow
process and productions specifications
for carrying out any of the operator.
General Objective 10.0: Stiffening of metal sheets and plates
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
10.1 Explain stiffening in fabrication.
10.2 State reasons for stiffening
10.3 Describe the following methods
of stiffen sheet metal (a) wired edge
(b) folded edge (c) swaging
10.4 Describe the following methods
of stiffening plates and structural
members (a) web stiffening (b)
troughring (c) channeling (d) ribbing
• Let the students identify various
components around them that have
been stifferred
• Students should prepare a step-by-
step procedure of stiffening by wire
edge, folded edge and swaging.
125
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION
PROCESS MEC 322
CONTACT HOURS:
2HRS/WK
COURSE SPECIFICATION: Theoretical Content
General Objective 11.0: Marking out
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
11.1 Explain the importance of
marking out profiles in fabrication.
11.2 Describe the concept of material
economy in marking out profiles from
sheet metal or plates.
11.3 Correctly set out the procedure
for mark - out profiles of (i) cone (ii)
frustum of a curve (iii) rectangular
vessel (iv) rectangular vessel with
folded edge.
• The students should carry out
exercises on cardboard on variousl
problem connected with marking out.
• Basic marking out
tools.
General Objective 12.0: Intersections
WEEK SPECIFIC LEARNING OUTCOME TEACHERS ACTIVITIES RESOURCES
12.1 Explain the concept of
intersections of hollow vessels or
solids.
12.2 Mark out the intersection profiles
of (i) two cylinders at right angles (ii)
one cylinder at angle of 60o to the
other.
• Students should use card board to
mark out intersection profits.
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION PROCESS Course Code: MEC 322 Contact Hours: 2-0-4
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1.1 Identify situation where riveting is preferred to welding 1.2 Select for different rivet sizes, the size of matching drill bit. 1.3 Carryout riveting operation.
126
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: JOINING AND FABRICATION PROCESS Course Code: MEC 322 Contact Hours: 2-0-4
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
2.0 Demonstrate skills in welding operations
1-7
2.1 Identify joints to be welded 2.2 Carry out joint preparation 2.3 Select welding nozzles sizes for various material thickness 2.4 Identify and demonstrate the procedures for welding various ferrous and non-ferrous metals. 2.5 Identify weld defects and ways of remedying them.
• Demonstrate activities 2.1 to 2.5
for the students to learn and ask
them to carryout the activities.
• Assess the students.
• Oxy-acetylene
sets (5)
• Flash gas lighter
• Steel rule try-
square.
• MIG and MAG
welding set
• TIG welding set.
3.0 Demonstrate skills in fabrication using metal sheets and plates
8 - 15
3.1 Identify and demonstrate the operations of the machines used in shearing and bending operations such as)
- guillotine, nibbling machine, cropping, shearing and sawing machines. - Fly- press, hydraulic press, press brake, folding, rolling and bending machines.
3.2 Demonstrate a step by step procedure of stiffening by wise edge, folded edge and swaging. 3.3 Demonstrate the procedure for mark out profiles of
(i) Cone (ii) Frustum (iii) Rectangular vessel (iv) Rectangular vessel with folded edge.
3.4 Demonstrate the mark out of intersection profiles of
(i) two cylinders at right angles (ii) one cylinder at angle of 60’ to the other.
• Demonstrate activities 3.1 to 3.4
for the students to learn and ask
them to perform all the activities.
• Assess the students.
• Profile cutting
machine
• Bending other
• Spinning
machine
• Foot operated
guilostine roller.
• Basic marking
out tools.
127
Foundry Technology and Practice
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective 1.0: Know the range of materials for pattern making their relative cost and
properties Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 List materials for pattern making
1.2 List the properties required of pattern
materials
1.3 State pattern materials an the basis of
overall economic advantage and optimum
performance
• Ask students to identify common pattern materials • Ask students to list properties required of pattern materials • Ask students to company various pattern materials in terms of properties economic advantage and performance
• Recommended text
books, lecture notes
• Chalk
• Chalkboard
General Objective 2.0: Know common methods of pattern making
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 Describes the preparation of pattern from solid materials 2.2 Describe by means of diagrams the following pattern construction: thin frames segmental and lagged patterns 2.3 Describe the various methods of determine the position of lighting and supporting joints 2.4 Describe the methods of joining pattern materials by adhesives, soldering, brazing metal fastening and welding.
• Ask students to identify tools
and mechanics for wood
working
• Ask students to describe by
diagram thin frames segmental
and lagged patterns
• Ask students to describe how
supporting joints are
positioned.
• Various pattern
materials pattern
making tools and
machines
General Objective 3.0: Know the application and the different types of patterns
Week Specific Learning Outcome Teachers Activities Resources
3
3.1 State the application of the types of pattern equipment 3.2 Describe the different types of patterns: rose patterns split patterns, skeleton patterns cope and drag patterns, match plates in hard wood and metal 3.3 State the application of various patterns in 3.2
• Ask students to state (1) types of pattern equipment (2) their applications • Ask students to describe the various types of patterns • Ask students to identify their advantages and disadvantages
128
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective 4.0: Know the properties of silica sand and other refractory materials
Week Specific Learning Outcome Teachers Activities Resources
4
4.5 Explain the effects of heat upon
refractoriness and expansion characteristics
of silica sand
4.6 State the advantages of using: Zirconite,
chromite and other refractory materials in
preference to silica sand for mould and core
production
• Ask students to say what
they understand by
refractoriness
• Ask students to describe the
effects of heat on silica sand.
• Ask students to give the
advantages of zirconite,
chromite etc over silica sand.
General Objective 5.0: Understand the effects of day and other additives to moulding sand
Week Specific Learning Outcome Teachers Activities Resources
5
5.1 Explain the influence of the following
types of day on the moulding properties of
day banded sand: Montmorillonite,
bentonite, kaodinite, hydromica, polymineral
clays, in naturally banded sands
5.2 State the effects of heat on day bonded
sands as in 5.1
5.3 Illustrate the effects of dead burnt clay
bond on mould materials.
5.4 State and explain the reasons for adding
coal, pitch, oil, flour, dextrin and starch to
day banded moulding sands.
• Ask students to explain the
influence of day type binders
on properties of moulding sand
• Ask students to give reasons
for the use of additives in day
banded moulding sands.
129
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective 6.0: Know mould and core making operations
Week Specific Learning Outcome Teachers Activities Resources
6
6.1 Explain the following: (a) bedding in (b)
parting down (c) mould reinforcement.
6.2 Describe the following: (a) ramming
boards (b) odd sides (c) floor boards (d)
sloping pieces
6.3 Describe snap flasks slip flasks and
special moulding boxes
6.4 Describes the following (i) position of
joint (ii) construction of pattern (iii) loose
pieces (iv) core prints (v) core covers (vi)
cone prints (vii) stopping off pieces (viii)
template (ix) part-patterns.
6.5 Describe methods of pattern and
moulding box alignment
6.6 Explain the use of single and double
sited pattern plate (in metal and other
materials) and stripping plates.
6.7 Describe the following moulding
machines: jolting machines, sand slinger,
squeezes, jolt-squeeze machines, roll-over
machines, pattern draw machines silicate
and chemical hardening dispensing
machine.
• Ask students to explain how
bedding in, parting down and
re-inforcement in moulding is
done
• Ask students to: (1) identify
ramming boards odd sides
floor boards etc. (2) explain
their uses
• Ask students to: (1) identify
snap flasks, slip flask, etc(ii)
explain how they are used
• Ask students to describe
methods of pattern and
moulding box alignment.
• Ask students to: (1) identify
single and double-sided
pattern plates, etc. (2) state
their uses.
• Ask students to (1) identify
the moulding machines (2)
Operate them
• Moulding machine
flask
130
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective 7.0: Know the criteria in the use of cupola and electric arc furnaces
Week Specific Learning Outcome Teachers Activities Resources
7
7.1 Review principle types of melting
furnaces
7.2 Explain factors including causes that
influence the choice of melting furnaces
7.3 Describe with diagrams the methods of
heating and controlling the blast in a hot
blast cupola
7.4 State the functions of the electrodes in
an arc furnace.
7.5 Explain the necessity for water cooling
in arc furnaces
• Ask students to describe the operation of the common foundry melting units] • Ask students to produce a diagram of the cupola • Ask students to explain the necessity of oxygen enrichment of the blast. • Ask students to produce a diagram of the lay out • Ask students to distinguish between consumable and non-consumable electrodes • Ask students to describe the chemistry behind arc creation.
General Objective 8.0: Understand the structure and properties of cast iron
Week Specific Learning Outcome Teachers Activities Resources
8
8.1 Draw and describe the iron carbon
equilibrium diagram
8.2 Classify cast iron.
8.3 Describe the structure of white cast iron
illustrating the main features
8.4 Describe the structure of Grey cast iron
illustrating the main features
8.5 Explain the reasons for the structural
difference between white and grey cast
irons by reference to phase diagram.
8.6 Discuss the properties and give
examples of uses of each category of cast
iron.
• Ask students to: (1) Draw the iron carbon equilibrium diagram (2) annotate it completely. • Ask students to distinguish between white and grey cast iron • Ask students to say what they understand by malleable cast iron. • Ask students to explain how grey and white cast irons are produced. • Ask students to compare the properties • Ask students to: (I) Compare their properties(ii) state their use
131
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective 9.0: Know the factors affecting the characteristics of steels
Week Specific Learning Outcome Teachers Activities Resources
9
9.1 State the effects of composition on
casting temperature of plain carbon and low
alloy steels
9.2 Describe how costing temperatures of
steels affect the properties of mould and
their materials
9.3 Describe the running and feeding
system necessary for plain carbon and low
alloy steels.
• Ask students to explain the
effect of temperature on mould
and core materials.
• Ask students to describe the
basic elements of the gating
system.
• Ask students to explain the
use of riser, position in the
mould, etc.
• Ask students to”:(i) list the
basic heat treatment
procedures and(ii) describe
them
General Objective 10.0: Understand the principles of casting non-ferrous alloys
Week Specific Learning Outcome Teachers Activities Resources
10
10.1 State the common effects of gas
content in aluminum alloys
• ask students to: (I) list the
common gas defects and(ii)
state methods of controlling
them
General Objective 11.0: Understand fettling
Week Specific Learning Outcome Teachers Activities Resources
11
11.1 Describe the methods for removing
surplus metal from casting.
11.2 Isolate waste from re-cycle materials.
• Ask students to (I) list the
common finishing fettling tools
and machines(ii) state their
uses.
132
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective 12.0: Understand modern methods of production
Week Specific Learning Outcome Teachers Activities Resources
12
12.1 Explain universal or rotary table moulding machines. 12.2 Describe conveyor type automatic moulding lines to produce small or medium size castings. 12.3 Draw and explain metal pattern plates and master pattern plates 12.4 Explain slip flask moulding and the use of automatic flask-less moulding machines of a high productive capacity. 12.5 Describe automatic lines which make flask less moulds with a vertically extending parting
• Ask students to: (I) Describe
the machining(ii) explain how
they work
• Ask students to explain the
necessity for automation.
• Ask the students to describe
slip flask moulding
• Ask students to list the
advantages of flaskless
moulding over flask moulding
General Objective 13.0: Understand machine core making
Week Specific Learning Outcome Teachers Activities Resources
13
13.1 Explain the goal of using core making
machines
13.2 Describe core jarring machines
13.3 Sketch and describes core blowers.
• Ask students to explain the importance of core making machines • Ask students to sketch and describe core blower and are jarring machines
General Objective 14.0: Understand special production processes and their economic considerations
Week Specific Learning Outcome Teachers Activities Resources
14
14.1 Describe centrifugal casting
14.2 Describe investment casting (lost-wax
process)
14.3 Describe die casting
14.4 Describe shell moulding
14.5 Describe CONCAST
14.6 Explain economic considerations of the
various processes.
• Ask students to (I) describe centrifugal casting(ii) state the advantages and disadvantages • Ask students to: (I) describe investment.(ii) state its advantages and disadvantages. • Ask students to explain when special casting processes and selected over hand moulding procedures
133
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: FOUNDRY TECHNOLOGY &
PRACTICE CODE: MEM 323
CONTACT HRS 4 PER
WEEK
Course Specification: Theoretical Content
General Objective: 15.0 Determine the clay content of a clay-banded moulding sand.
Week Specific Learning Outcome Teachers Activities Resources
15.1 Explain castings using sand moulds
containing varying amounts of additives.
15.2 Explain moulds using different
moulding technique
15.3 Explain cores using core boxes.
15.4 Calculate necessary alloy additions to
adjust the composition of non ferrous metals
and then melt and carry out alloying.
15.5 Design patterns for sand moulding.
• Ask students to explain clay
content of clay - banded
moulding sand.
• Ask students to explain the
design pattern for a given
component drawing.
• Clay bonded moulding
sand,
• Standard jar
• Melting furnace,
patterns Additives.
• Core sand
• Core boxes.
• Pattern material shrink
rate.
• Pattern making tools.
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: FOUNDRY TECHNOLOGY & PRACTICE Course Code: MEM 323 Contact Hours:
1-1-2
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1-5
1.1 Select pattern materials on the basis of overall
economic advantage and optimum performance.
1.2 Carryout the production of pattern from solid
materials.
1.3 Demonstrate the effects of dead burnt clay on
mould materials.
1.4 Identify and operate the following moulding
machines - jolting machine, sand slinger,
squeezes, jolt-squeeze machines, roll-over
machines, pattern draws machines, silicate and
chemical hardening dispensing machine.
• Demonstrate activities 1.1 to
1.4 for the students to learn
and ask to carryout all the
activities.
• Assess the students
• Various pattern
materials.
• Pattern working
tools and
machines.
• Moulding
machine flask.
134
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: FOUNDRY TECHNOLOGY & PRACTICE Course Code: MEM 323 Contact Hours:
1-1-2
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
2.0 Identify the furnaces used in foundry
6-7
2.1 Demonstrate the general layout of an arc
furnace including equipment and plant.
• Demonstrate for the students
to learn and ask them to
perform the activity.
3.0 Demonstrate skills in the determination of clay content of a clay-bond sand
3.1 Produce castings using sand moulds containing
varying amounts of additives.
3.2 Produce moulds using different moulding
techniques.
3.3 Produce cores using core boxes.
3.4 Calculate necessary alloy additions to adjust
the composition of non-ferrous metals and then
melt and carry out alloying.
3.5 Design patters for sand moulding.
• Demonstrate activities 3.1 to
3.5 for the students to learning
and ask them to carry out the
activities.
• Clay bond
moulding
• Standard jar
• Melting furnace,
pattern
• Additives
• Core sand
• Core boxes
• Pattern material
shrink rate.
• Pattern making
tools.
135
Metrology
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective: 1.0 Know the fundamentals of measurement Week
Specific Learning Outcome: Teachers Activities Resources
1
1.1 Describe workshop standards of length
1.2 List the sub-divisions of standard of length
1.3 Discuss the sub-divisions in 1.1
• Ask students to explain the
fundamentals of measurement
and give the standards of
length
• Comparator, Limit
gauges, Steel rule,
Dynamometer,
• Thermometer,
Thermocouple
• Pyrometer, Chalk,
Chalkboard, Vernier
caliper,
• Beuch testing
centres
General Objective 2.0: Understand the types and sources of errors
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 Describe the types of errors commonly
found in engineering measurement
2.2 Identify sources of errors in measurement
such as equipment errors, operational
interference, installation.
2.3 Explain means of over-coming errors
mentioned in 2.1 above.
2.4 Describe (drunken thread).
• Ask students to explain
common sources of error and
how to over-come them
General Objective 3.0: Understand the constructional details of simple measuring instruments
Week Specific Learning Outcome Teachers Activities Resources
3
2.4 Explain the principles construction and
operation of the following (a) dynamometer
(b) bourdon tube manometers (c)
thermometer, pyrometer, thermocouple etc.
• Ask students to draw and
explain the details of simple
measuring instruments
• Ask students to explain with
aid of diagrams the operation
of dynamometer bourdon tube
manometer etc.
136
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective: 4.0 Understand the concept of quality, the importance and organization of quality
control
Week Specific Learning Outcome Teachers Activities Resources
4
4.1 Explain quality control and related terminologies: durability, reliability interchangeability 4.2 Explain the measurement/testing of the parameters in 1.1. 4.3 State the scope and objectives of quality control and explain the work of the quality control department in a firm. 4.4 List the stages of the production process and explain the influence of each on the overall quality of a product. 4.5 List the factors that affect the quality of a product 4.6 Explain the relationship between quality and cost (of a product)
• Ask students to:
• Explain quality control using
the right terms.
• Ask students to describe how
to quantify quality control
• Ask students to list the work
of the quality control
department
• Ask students to explain how
production process affects
quality and relate this to cost.
• Chalk, Chalkboard,
Lecture note
General Objective 5.0: Understand the control of quality through specification of dimensions of
machines elements and sub-assembly (at design stage)
Week Specific Learning Outcome Teachers Activities Resources
5 - 6
5.1 State importance of interchangeability of machine parts and elements with respect to the quality of a product. 5.2 State the necessity of imposition of tolerance on the size of elements. 5.3 Present graphically the position of tolerance in relation to “zero line” for various fundamental deviations. 5.4 State the meaning of “basic hole” and “basic shaft” and present their tolerance zones in graphical form. 5.5 Explain the notion of fit between two mating parts (shaft and hole) 5.6 Calculate the maximum and minimum clearance and interference for various fits.
• Ask students to explain specifications as it relate to dimensioning of machine elements and sub-assemblies. • Ask students to give appropriate tolerance on certain sizes of machine elements. • Ask students to explain ´basic hole’ and ´basic shaft’ and show their tolerances zones graphically • Ask students to draw and explain the notations for fit and show it on two mating parts (shaft and hole)
• Chalk
Chalk board
137
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective 5.0: Understand the control of quality through specification of dimensions of
machines elements and sub-assembly (at design stage)
Week Specific Learning Outcome Teachers Activities Resources
7
5.7 Distinguish between three types of fits
and give their examples in graphical form.
5.8 Explain the different between “Hole Basic”
and “Shaft basis” fits
5.9 Present graphically 2.8
5.10 Outline the main features of the ISO
system for limits and fits.
5.11 Explain why and on what principles that
vast number of possible ways to produce fits
(combination of all holes with each shaft) has
been constrained in practical standards to
some limited number of fits.
5.12 Explain when “Hole Basic” fits are
preferred to “Shaft Basic” fits and vice-versa.
5.13 Define the meaning of term
“Dimensional Chain”
5.14 Explain the linear difference between
constructional and technological dimensional
chains.
5.15 Perform calculations on tolerated
dimensions.
Calculate dimensional chains.
• Ask students to explain fits
and differentiate between Hole
basic and Shaft basic fits
graphically.
• Ask students to illustrate the
ISO system method for
describing limits and fits.
• Ask students to explain
standards of fits.
• Ask students to give
examples of when Hole basic
is preferred to Shaft basic and
vice-versa.
• Ask students to differentiate
between constructional and
technological dimensional
chains.
• Ask students to carry out
some calculations of
dimensional chains.
138
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective 6.0: Understand the control of quality at the production and planning stages.
Week Specific Learning Outcome Teachers Activities Resources
7
6.1 Distinguish between measurable
characteristics (variables) and non-
measurable (attributes) of a product.
6.2 Explain automatic inspection and
statistical method of control using charts
6.3 State the advantages and disadvantages
of the inspection methods in 3.1.
6.4 Select means of inspection measuring
instruments, gauging devices etc.
6.5 Explain the general theory of control
charts used in standards (e.g. BS 2564:
1969)
6.6 Construct control charts (graphs) for
sample average and sample range to monitor
process variation.
6.7 Construct fraction defective and number
defective control charts.
6.8 Interpret information derived from the
charts in 3.5 and 3.6
6.9 Explain the effect of the quality of
machine tools, cutting tools, jigs and fixtures
on the quality of the items produced
• Ask students to differentiate
between measurable and non-
measurable characteristics of a
product.
• Ask students to illustrate the
difference between inspection
and statistical methods of
control.
• Ask students to give
advantages and disadvantages
of inspection method.
• Ask students to explain
control charts using BS 2564:
1969 and ISO Ask students to
construct control charts for
monitoring process variation.
• Ask students to construct
fraction detective and number
defective control charts and
interpret the information.
• Ask students to explain effect
of quality of machine tools to
quality of products produced.
• Chalk
• Chalk board
139
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective 7.0: Know how to measure and identify the accuracy grade of a thread.
Week Specific Learning Outcome Teachers Activities Resources
8
7.1 List the type of thread gauges 7.2 Describe standards for thread gauges tolerances 7.3 Explain setting and adjustable and indicating thread gauges of both external and internal type. 7.4 Perform a gauging test on a thread 7.5 Measure the core and outer diameter on a thread. 7.6 Measure pitch on a thread. 7.7 Compare the measured parameters of a thread with standard values. 7.8 Using ring, snap and plug thread gauges to carry out a gauging process on bolts and nuts.
• Ask students to list types of gauges and describe standards used in thread gauge tolerance. • Ask students to carryout a gauging test on a thread and also measure the core outer diameter and pitch of the thread. • Ask students to compare the result from above to standard values. • Ask students to carryout gauging process on bolt and nuts using ring, snap and plug thread gauges.
• Chalk • Chalk board • Pitch measuring machine • Thread micrometer • Standard Ring gauges, • Bolts and Nuts.
General Objective 8.0: Know the principles and applications of comparators
Week Specific Learning Outcome Teachers Activities Resources
9
8.1 Differentiate comparative measurement from direct measurement 8.2 List the essential elements of a comparator. 8.3 Explain the functions of each element as stated in 5.2. 8.4 Explain the design and principle of operation of three of the comparators: mechanical, electrical, and pneumatic. 8.5 List the merits and demerits of the comparators listed in 5.4. 8.6 Describe method of obtaining magnifications in the comparators listed in 5.4. 8.7 Describe the method of setting up the comparators for gauging shafts and holes. 8.8 Describe practical application of the comparatives listed in 5.4
• Ask students to differentiate between comparative measurement from direct measurement and also list the essential elements of a comparator • Ask students to explain the design principles and operation of Mechanical, Electrical and Pneumatic Comparators. • Ask students to describe methods of magnification and give merits and demerits of the three comparators.
Chalk, chalkboard
140
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective 9.0: Understand the principles of angular measurement
Week Specific Learning Outcome Teachers Activities Resources
10
9.1 List four angular measuring instruments
9.2 Explain the working principles of the
angular measuring instrument listed in 6.1
9.3 State the precautions to be observed
when using the angular measuring instrument
listed in 6.1.
9.4 State the functions of a gear
9.5 Define the elements and standard
proportion of gears.
9.6 Name the possible errors and deviations
on a gear affecting it’s accuracy and fit.
9.7 Explain the use of standards for
specifying the tolerance and fits of gears.
9.8 Describe a double flank test on a gear
and interpret the obtained graph.
9.9 Describe the method of measuring the
error of involute form on a gear tooth and
interpret the graph
• Ask students to list the different types of angular measuring instruments and explain their working principles. • Ask students to explain the care that must be taken in using angular measuring instrument • Ask students to explain different types of errors and deviation in gear that could affect its accuracy. • Ask students to give standards for specifying the tolerance and fits of gears. • Ask students to obtain graphs from double flank test on a gear • Ask students to determine error of involute from gear tooth and interpret the graph.
General Objective 10.0: Understand the measurement of gears and identify their accuracy grade
Week Specific Learning Outcome Teachers Activities Resources
11
10.1 Describe the method of measuring the
error of a pressure line and interpret the
graph.
10.2 Describe the method of measuring the
base pitch on a gear.
10.3 Describe the method of measuring the
simple and cumulative errors of circular pitch
and draw the graph and interpret.
10.4 Use the values measured to designate
the accuracy grade for the gear.
• Ask students to measure
base pitch on a gear simple
and cumulative errors of
circular pitch and interpret the
graphs.
• Ask students to use values
obtained to determine the
accuracy grade of the gear.
Chalk, chalkboard
141
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: METROLOGY Course Code: MEM 411 Contact Hours:
3HRS/Week
Course Specification: Theoretical Content
General Objective 11.0: Understand the principles of simple interferometric measurement
Week Specific Learning Outcome Teachers Activities Resources
12
11.1 Explain the phenomenon of interferometry. 11.2 Explain the use of optical flat in measurement of small deviations in size, error of flatness and parallelism. 11.3 Describe the principles of design and operation of the NPL gauge interferometer and the diffractional method of slip gauge size evaluation. 11.4 Describe the principles of design and operational of the laser interferometer. 11.5 Describe other applications of laser interferometer like diffractional measurement and holography.
• Ask students to describe the phenomenon of interferometry • Ask students to explain the principles of operation of the NPL gauge interferometer and the fractional method of slip gauges. • Ask students to describe the working principle of laser interferometer and its applications.
General Objective 12.0: Know the purpose and types of alignment tests for common types of machine tools
Week Specific Learning Outcome Teachers Activities Resources
13 - 15
12.1 State the purpose of no-load running tests. 12.2 State the purpose of practical alignment tests. 12.3 List and state the uses of the following equipment used for alignment tests: precision level, dial test indicator, test mandrel, straight edge and square. 12.4 Sketch and describe the following alignment tests for common machine tools (a) coaxial alignment (between axes) (b) parallelism (c) squareness or perpendicularity (d) concentricity and end float of spindles. 12.5 State the effect of alignment error on the workplace 12.6 Compare the results of the test in 9.6 with standard values in alignment charts and machine tool brochure.
• Ask students to explain the purpose of no-load running test and practical alignment tests. • Ask students to list and explain the uses of equipment used for alignment tests. • Ask students to report on the practicals of 9.6 and 9.7.
142
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: METROLOGY Course Code: MEC 411 Contact Hours:
2hrs/Week
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 Perform a gauging test on a thread.
1.2 Measure the core and outer diameter on a
thread.
1.3 Measure pitch on a thread.
1.4 Compare the measured parameters of a
thread with standard values.
1.5 Using ring, snap and plug thread gauges to
carry out a gauging process on bolts and nuts
1.6 Gauge shaft and classify them into limited
tolerance groups using an electrical comparator.
1.7 Gauge holes and classify them into limited
tolerance groups using a pneumatic comparator.
1.8 Use sine bars, slip gauges and precision
rollers to carry out angular measurement of an
object
• Ask students to list types of
gauges and describe standards
used in thread gauge tolerance
• Ask students to carryout a
gauging test on a thread and also
measure the core outer diameter
and pitch of the thread.
• Ask students to compare the
result from above to standard
values.
• Ask students to carryout
gauging process on bolt and nuts
using ring, snap and plug thread
gauges.
• Chalk
• Chalk board
• Pitch
measuring
machine
• Thread
micrometer
• Standard Ring
gauges, Bolts
and Nuts
6 - 10
1.9 Use monochromatic light source, optical
flats, optical parallels, slip gauge set and
interferometric outfit to perform the following
experiments:(i) measure the error of flatness of
slip gauges, micrometer measuring faces and
other flat reflecting surfaces.(ii) Measure the
error of parallelism of micrometer measuring
faces(iii) measuring small deviation in size and
small dimensions(iv) calibrate the micrometric
head.
• Ask students to set up
comparators for gauging shafts
and holes.
• Ask students to perform gauging
operations with the three
comparators
• Ask students to explain the
standard proportion of gears.
• Ask students to measure
involute form, tooth line errors and
base pitch error of a gear.
• Ask students to prepare reports
on the experiments of 8.6
143
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: METROLOGY Course Code: MEC 411 Contact Hours:
2hrs/Week
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
11 - 15
1.10 Use the involute testing machine to carry
out the measurement of the involute form; tooth
line errors and base pitch error of a gear.
1.11 Conduct practical test on the common
machine tools, centre lathe, drilling machine,
milling machine and shaping machine
• Ask students to illustrate the
following
(a) Coaxial
alignment
(b) Parallelism
(c) Squareness.
• Concentricity and end float of
spindles
144
Testing and Failure of Materials
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: TESTING AND FAILURE OF
MATERIALS Course Code MEM 412
Contact Hours 4
HRS/WK
COURSE SPECIFICATION THEORETICAL CONTENT
General Objective: Understand the causes and types of corrosion Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 List the principal types of
corrosion
1.2 Explain the causes of corrosion
1.3 Describe chemical corrosion
1.4 Describe electrochemical
corrosion
• Ask student to list the principal types
of corrosion
• Ask the student to explain the causes
of corrosion
• Ask students to describe chemical
corrosion
• Ask student to describe
electrochemical corrosion
• Ask student to distinguish between
direct and electro-chemical corrosion.
Chalk, Chalkboard,
Lecture note
2
2.1 Distinguish between direct and
electro-chemical corrosion
2.2 Discuss the relationship between
microstructure and corrosion
resistance.
2.3 Describe the fitting corrosion
2.4 Describe the effect of stress on
corrosion
• Ask student to discuss the
relationship between microstructure
and corrosion resistance.
• Ask student to describe the fitting
corrosion.
• Ask student to describe the effect of
stress on corrosion.
• Ask student to explain stress
corrosion and cavitation corrosion.
• Ask student to describe the different
method of corrosion prevention.
- do-
3.1 Explain stress corrosion and
cavitation corrosion.
3.2 Explain the effect of design on
corrosion
3.3 Describe the different method of
corrosion prevention
145
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: TESTING AND FAILURE OF
MATERIALS Course Code MEM 412
Contact Hours 4
HRS/WK
COURSE SPECIFICATION THEORETICAL CONTENT
General Objective: Understand the causes and types of corrosion Week
Specific Learning Outcome Teachers Activities Resources
3- 4
4.1 Compare metallic and non-
metallic protection.
4.2 Compare the advantages and
disadvantages of different methods
of corrosion protection.
4.3 Demonstration electroplating and
galvanic protection
• Ask student to compare metallic and
non-metallic protection.
• Ask student to compare the
advantages and disadvantages of
methods of corrosion protection.
• Ask student to demonstrate
electroplating and galvanic
-do-
General Objective 5.0: Understand the concept of fatigue failure
Week Specific Learning Outcome Teachers Activities Resources
5
5.1 Describe what is meant by
fatigue failure
5.2 List sources of stress fluctuation
in engineering systems under service
conditions.
5.3 Describe the available types of
fatigue tests.
• Ask student to describe what is meant
by fatigue failure.
• Ask students to list sources of stress
fluctuation in engineering systems
under service conditions.
• Ask student to describe the available
types of fatigue stress.
-do-
General Objective 6.0: Understand how to interpret fatigue curves (5-m curves) and the factors
affecting endurance limit.
Week Specific Learning Outcome Teachers Activities Resources
6
6.1 Draw typical 5-m curves for
readings in fatigue tests for ferrous
and non-ferrous materials.
6.2 Explain what is meant by fatigue
and endurance limits.
6.3 List and describe the factors
affecting endurance or fatigue limit.
• Ask student to draw typical 5-m
curves for readings in fatigue tests for
ferrous and non-ferrous materials.
• Ask student to explain what is meant
by fatigue and endurance limit.
• Ask student to list and describe the
factors.
- do -
146
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: TESTING AND FAILURE OF
MATERIALS Course Code MEM 412
Contact Hours 4
HRS/WK
COURSE SPECIFICATION THEORETICAL CONTENT
7.0 Understand the Phenomenon of cumulative damage in fatigue
Week Specific Learning Outcome Teachers Activities Resources
7
7.1 Explain the phenomenon of
cumulative damage in fatigue.
7.2 Predict the fatigue life of
engineering. Component.
7.3 Describe creep failure.
• Ask student to explain the
phenomenon of cumulative damage in
fatigue.
• Ask student to predict the fatigue life
of an engineering component.
• Ask student to describe creep failure.
- do -
General Objective 8.0: Understand the mode of failure of engineering materials by creep.
Week Specific Learning Outcome Teachers Activities Resources
8
8.1 Describe the 3 stages in creep.
8.2 Describe a typical creep test.
8.3 Sketch and explain a typical
creep curve
8.4 Describe the stages leading to
rupture of various materials
• Ask student to describe the three
stages in creep.
• Ask student to describe a typical
creep test.
• Ask student to sketch and explain a
typical creep curve.
• Ask student to describe the stages
leading to rupture of various materials.
- do -
General Objective 9.0: Understand the Properties of creep-resisting alloys.
Week Specific Learning Outcome Teachers Activities Resources
9
9.1 List the characteristics of creep-
resisting alloys.
9.2 List alloys with good creep
resistance.
• Ask students to list the characteristics
of creep-resistance alloys
• Ask students to list alloys with good
creep resistance.
-Do-
147
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: TESTING AND FAILURE OF
MATERIALS Course Code MEM 412
Contact Hours 4
HRS/WK
COURSE SPECIFICATION THEORETICAL CONTENT
10.0 Understand the concept of Non-destructive Testing.
Week Specific Learning Outcome Teachers Activities Resources
10
10.1 Explain Non Destructive tests
(NDT)
10.2 Discuss the financial and
economic aspects of NDT methods.
10.3 Describe the methods of
carrying out the following NDT:
a. Visual inspection
b. Magnetic dust
method
c. Dye Penetrant
d. Eddy Current
e. Ultrasonic
f. Radiography
• Ask student to explain NDT.
• Ask student to discuss the financial
and economic aspect of NDT methods.
• Ask students to describe the methods
of carrying out the following NDT.
i. Visual inspection
ii. Magnetic dust
method
iii. Dye Penetrant
iv. Eddy current
v. Ultrasonic
vi. Radiography
General Objective 11.0: Understand the advantages and disadvantages of Non-Destructive Testing
(NDT)
Week Specific Learning Outcome Teachers Activities Resources
11
11.1 Describe the necessary
precessions required to obtain
maximum efficiency.
11.2 Explain the principles that
govern each of the tests mentioned
in 10.3
11.3 Discuss the limitation and
advantages of the test in 10.3 above.
• Ask student to describe the necessary
precisions required to obtain maximum
efficiency.
• Ask students to explain the principles
that govern each of the tests in 10.3
• Ask students to discuss the limitation
and advantages of the test in 10.3
148
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: TESTING AND FAILURE OF
MATERIALS Course Code MEM 412
Contact Hours 4
HRS/WK
COURSE SPECIFICATION THEORETICAL CONTENT
General Objective 12.0: Understand how to interpret the results of
Week Specific Learning Outcome Teachers Activities Resources
12
12.1 Describe Destructive tests such
as:
a. Izod - charpy test
b. Hardness test
c. Tensile tests etc
• Ask students to describe destructive
terms such as
• Izod - charpy test(ii) Hardness test(iii)
Tensile test
• Izod- charpy
equipment
compression and
Tensile
• Testing machine
13
13.1 Explain the effect of strain rate
on the tensile test results
13.2 Explain the effect of over
straining/reacted loading on metals.
• Ask the students to explain the effect
of strain rate on the tensile test results.
• Ask the students to explain the effect
of over straining/reacted loading on
metals.
General Objective 14.0: Understand how to determine the Proof-stress using stress-strain curve.
Week Specific Learning Outcome Teachers Activities Resources
14
14.1 Determine the proof stress
using stress strain curve.
14.5 Explain how impact test can
reveal the brittleness of materials.
• Ask students to determine the proof
stress using stress-strain curves.
• Ask student to explain how impact
test can reveal the brittleness of
materials.
• Ask student to ask question on areas
of difficulties.
- do -
149
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: TESTING AND FAILURE OF
MATERIALS COURSE CODE MEM 412 CONTACT HOURS
COURSE SPECIFICATION: PRACTICAL CONTENT
General Objective 1.0: Understand how to find the material strength and properties from tensile test
experiment
Week
Specific Learning Outcome Teachers’ Activities Resources
1
1.1 Carryout tensile tests on selected
materials
1.2 Determine from the tensile test
result on metals the tensile strength,
yield strength, limit of proportionality,
proof stress, Young’s modulus,
percentage elongation, percentage
reduction in area, poison’s ratio.
• Ask student to carryout tensile tests
on selected materials.
• Ask student to determine from the
tensile test result on metals, the
tensile strength, yield strength limit of
proportionality, proof stress, Young
modulus, percentage elongation,
percentage reduction in area, poison’s
ratio.
• Compression and
Tensile testing
machine.
• Compression and
tensile testing
machine
General Objective 2.0: Understand the effect of Corrosion on the Mechanical Properties of Materials
Week Specific Learning Outcome Teachers Activities Resources
2 - 3
2.1 Carryout experiment to
demonstrate electroplating and
galvanic protection
• Ask student to carryout experiment
to demonstrate electroplating and
galvanic protection.
• Ask student to subject a material to
corrosive environment and carryout
tensile and comprehensive test to
determine the effect of corrosion on
the mechanical properties of the
materials.
• Comprehension and
Tensile testing
machine.
4 - 5
3.0 Subject a material to corrosive
environment for a specific period and
carryout tensile test and
comprehension test to determine the
effect of corrosion on the mechanical
properties of the material.
150
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: TESTING AND FAILURE OF
MATERIALS COURSE CODE MEM 412 CONTACT HOURS
COURSE SPECIFICATION: PRACTICAL CONTENT
General Objective 4.0: Understand how to determine fatigue and creep properties of material.
Week Specific Learning Outcome Teachers Activities Resources
6
4.1 Carryout fatigue tests on different
tensile specimens and plot the various
5-m curves.
4.2 Analyse the results.
• Ask student to carryout fatigue tests on different tensile specimen and plot the various 5-m curves. • Ask the student to analyse the results above.
• Fatigue testing
machine
7 - 9
5.1 Carryout experiments to determine
creep curves for different materials
5.2 Demonstrate effect of temperature
on creep rate and plot creep strain -
time graphs for different temperature
for a metal.
• Ask the student to carryout
experimente to determine creep
curves for difference tensile.
• Ask student to demonstrate the
effect of temperature on creep rate
and plot creep strain - time graphs
• Creep measuring
apparatus
• Creep measuring
apparatus
General Objective 6.0: Understand how to determine the hardness properties of metals.
Week Specific Learning Outcome Teachers Activities Resources
10-12
6.4 Carryout torsion, charpy and Izod test on selected materials 6.5 Carryout destructive tests to determine mechanical properties such as
(i) Brinell Hardness numbers (ii) Vickers Pyramid Hardness numbers (iii) Rockwell hardness number for different test pieces
• Ask students to carryout torsion,
charpy and Izod tests on selected
materials.
• Ask student to carryout destructive
tests to determine properties of
hardness measured in Brinell, Vickers
and Rockwell for different test pieces.
• Izod - charpy
apparatus
• Universal hardness
testing machine
General Objective 7.0: Carryout destructive tests to determine mechanical properties such as:
Week Specific Learning Outcome Teachers Activities Resources
13
a. Brinell hardness numbers b. Vickers pyramid hardness numbers c. Rockwell hardness number or different test pieces.
151
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING
COURSE: TESTING AND FAILURE OF
MATERIALS COURSE CODE MEM 412 CONTACT HOURS
COURSE SPECIFICATION: PRACTICAL CONTENT
General Objective 8.0: Understand how to carryout radiographic experiment
Week Specific Learning Outcome Teachers Activities Resources
14 8.1 Demonstrate the effect of heat
treatment on Izod values
• Ask student to find the effect of heat
treatment on Izod values.
• Izod-charpy
equipment
15
9.0 Demonstrate the detection of
cracks on welds or castings by
radiographic means.
• Ask student to demonstrate the
detection of cracks on welds or
castings by radiographic means.
• Radiographic
equipment
152
Fluid Power Machines
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT (OPTION)
COURSE: FLUID POWER MACHINES Course Code: MEC 412 Contact Hours:
4HRS/WK L = 2 P = 2
Course Specification: Theoretical Content
General Objective: 1.0 Understand schematic Diagrams of Hydraulic & Pneumatic systems. Week
Specific Learning Outcome: Teachers Activities Resources
1 - 2
1.1 Draw and read different symbols
used in hydraulic and pneumatic circuits
(including general symbols, pumps,
motors, valves, filters etc)
1.2 Draw typical hydraulic and
pneumatic circuit diagrams for various
afflictions
1.3 Describe the working principles of a
typical hydraulic and pneumatic circuit.
1.4 Classify the various types of fluid
power machines e.g. tuabines, pumps,
compressors, fans.
1.5 Derive Euler equation for rotor
dynamic machines and describe the
components of these machines.
1.6 Determine force, power and
efficiency of hydraulic power machines.
1.7 Describe Pascal principle of
compatibility of power for presses and
lifters.
• Ask the student to draw and
symbols using hydraulics and
Pneumatic circuits.
• Illustrate activities 1.1 to 1.7
with diagrams and make notes
where necessary.
• Assess the students.
Recommended text
books, chalkboard, chalk,
lecture notes, etc.
153
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT (OPTION)
COURSE: FLUID POWER MACHINES Course Code: MEC 412 Contact Hours:
4HRS/WK L = 2 P = 2
Course Specification: Theoretical Content
General Objective 2.0: Know the characteristics and components of fluid power systems
Week Specific Learning Outcome Teachers Activities Resources
3 - 4
2.1 Draw the performance curve for (a) Service operation of fluid power system (b) Parallel operation of fluid power system
2.2 Explain the basic action of the following types of pumps (a) gear (b) sliding-vane (c) piston (d) screw. 2.3 Explain the action of the following types of actuators (a) single-acting actuators (b) double-acting actuators (c) compound activators. 2.4 Sketch the common types of pipe couplings and fittings. 2.5 State the needs for filtration and list types of filters. 2.6 Explain the following hydraulic properties
(a) viscosity (b) Lubricity (c) chemical stability (d) anti-foam.
2.7 Explain the advantages and dis-advantages of the following hydraulic fluids (a) water (b) mineral oil (c) glycol (d) phosphor base (e) emulsions
• Illustrate activities 2.1 to 2.6 with diagrams and make notes where necessary. • Assess the students.
• Chalk, chalk board, duster • Chalk, chalkboard, dusters.
5
2.8 Sketch and describe types of valves e.g. (a) directional control valves (b) pressure control (c) flow control valve. 2.9 Explain the operations of the types of valves in the categories in 2.8 2.10 Explain the principles of operation of directional control valves: 4 fist and 4 positions. 2.11 Sketch a reservoir detailing design features and fitment. 2.12 Sketch the layout of basic hydraulic circuit with two-three actuators and explain
• Illustrate activities 2.8 to 2.12 with diagrams and make notes.
• Different types of valves• Chalk, chalkboard, duster
154
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT (OPTION)
COURSE: FLUID POWER MACHINES Course Code: MEC 412 Contact Hours: 4HRS/WK L = 2 P = 2
Course Specification: Theoretical Content
General Objective 3.0: Understand the working principles and detailed construction of automatic gearboxes.
Week Specific Learning Outcome Teachers Activities Resources
6
3.1 Sketch the power flow and relative positions of clutches and brake bands for the following drives (a) low gear (b) intermediate gear (c) top gear (d) reverse gear (e) lock up (f) park. 3.2 Explain how gear selection is controlled hydraulically in (a) road speed (b) engine speed (c) the driver 3.3 Explain the need for the installation of an oil cooler
• Illustrate activities 3.1 to 3.3 with examples, diagrams and make notes.
General Objective 4.0: Know the operation, constructional details and performance characteristics of fluid coupling and torque converters.
Week Specific Learning Outcome Teachers Activities Resources
7 - 8
4.1 State the purpose, benefits and limitations of the use of fluid coupling. 4.2 Sketch the layout of a fluid coupline. 4.3 Describe the operation of the fluid coupling. 4.4 Interpret a performance characteristic graph for fluid coupling. 4.5 State the purpose, benefit and limitations of a torque converter. 4.6 Sketch and describe the construction of a simple two-member torque converter. 4.7 Describe the operation and the power flow of torque converter in 4.6 above. 4.8 Sketch and describe the operation of a multi-stage torque converter and show when the power flow is (a) at stall (b) through the driving range (c) on over-run4.9 State the meaning and significance of (a) torque ratio (b) converter efficiency (c) coupling point 4.10 Derive equations for the terms in 4.9 above. 4.11 Interpret converter efficiency and torque ratio graphs.
• Illustrate activities 4.1 to 4.11 with diagrams and make notes. • Asses the students.
• Various hoses and fittings/couplings. • Used/serviceable automatic gear box • Chalk, Chalkboard, duster
155
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT (OPTION)
COURSE: FLUID POWER MACHINES Course Code: MEC 412 Contact Hours:
4HRS/WK L = 2 P = 2
Course Specification: Theoretical Content
General Objective: 5.0 Know the arrangement and operation of valve body and the governing
systems used in automatic fluid Power system.
Week Specific Learning Outcome Teachers Activities Resources
9
5.1 Discuss the factors affecting the
design of the hydraulic valve control
systems
5.2 State the function of the basic types
of hydraulic control valve body.
• Illustrate activities 5.1 to 5.7
with diagrams and make notes.
• Chalk, chalkboard,
duster
10
5.3 Sketch and describe the basic and
expanded circuits for 5.1 above.
5.4 Sketch and describe a typical
automatic transmission valve control
circuit.
5.5 Select a valve control for a specific
operation
5.6 Calculate valve area by
simultaneous equation.
5.7 Solve several related problems
156
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT (OPTION)
COURSE: FLUID POWER MACHINES Course Code: MEC 412 Contact Hours:
4HRS/WK L = 2 P = 2
Course Specification: Theoretical Content
General Objective 6.0: Know the analysis and design of a hose coupling for commercial vehicle
applications
Week Specific Learning Outcome Teachers Activities Resources
11 - 13
6.1 Explain the application of hydraulic
hose couplings in road Vehicles e.g. (a)
passengers cars (b) commercial
passenger and goods vehicles.
6.2 Describe the fabrication processes
used for constructing the basic hose
couplings.
6.3 Explain the limitations of the
processes in 6.2 above.
6.4 Describe the basic design
calculation for predicting (a) the
deformation (b) stress response in hose
during(i) fabrication(ii) in service loading
conditions.
6.5 Use the methods of 6.4 above to
solve hose coupling problems.
6.6 Carry out a design of a hose
coupling for (a) vehicle brake systems
(b) clutch systems (c) coupling the truck
to the transfer brakes.
6.7 Differentiate 6.6 (a &b) and discuss
methods for reinforcing the coupling
hose.
6.8 Describe the effects of surge
pressures in components of 6.6 above
and calculate (a) excess pressure
produce (b) water hammer effects (c)
pressure waves (d) frequency of wave
oscillations (e) bulk modulus.
6.9 Explain methods to reduce defects
in 6.8 above.
6.10 Describe the failure modes of
hydraulic hose in use.
• Ask the students to explain the
application of hydraulic hose
couplings in road vehicles e.g.
(a) passengers cars (b)
commercial passenger and
goods vehicles.
• Ask the students to describe
......
• Ask the students to explain the
limitations of the processes in
6.2 above.
• Ask the students to describe
calculation for predicting (a) the
deformation (b) stress response
in hose during(i) fabrication(ii) in
service loading conditions.
• Ask the students to use the
method 6.4 to solve hose
coupling problems.
• Ask the students to differentiate
6.6 (a &b) and discuss methods
for reinforcing the coupling hose.
• Ask the students to explain
methods to reduce defects in 6.8
above.
• Ask the students to describe
the failure modes of hydraulic
hose in use.
• Chalk, chalkboard,
duster
157
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT (OPTION)
COURSE: FLUID POWER MACHINES Course Code: MEC 412 Contact Hours: 4HRS/WK L = 2 P = 2
Course Specification: Theoretical Content
General Objective 7.0: Know the layout and operating principles of fluid power systems for utility vehicle application
Week Specific Learning Outcome Teachers Activities Resources
14
7.1 Expand the hydraulic circuit in 1.2 to include (a) two valves in series (b) two valves in parallel 7.2 Use the circuits in 7.1 above for utility vehicle operations e.g. (a) for digger device system (b) for dump vehicle application 7.3 Describe the application of two or more directional valves connected in (a) series (b) parallel for application in utility vehicles
• Ask the students to expand the hydraulic circuit in 1.2 to include (a) two valves in series (b) two valves in parallel • Ask the students to use the circuits in 7.1 above for utility vehicle operations e.g. (a) for digger device system (b) for dump vehicle application • Ask the students to describe the application of two or more directional valves connected in (a) series (b) parallel for application in utility vehicles
• Chalk, chalkboard,
duster
General Objective: 8.0 Understand different types of boilers, their fuels and the steam distribution system.
Week Specific Learning Outcome Teachers Activities Resources
15
8.1 Describe the different types of boilers and characteristics of their fuels. 8.2 Describe with sketches the firing systems for solid, liquid and gaseous fuels. 8.3 Solve problems on boiler energy balance and draw the Sankay diagram. 8.4 Explain methods of boiler maintenance. 8.5 Analyze with sketches typical steam generation plant showing major components. 8.6 Describe with sketches the steam pipe layout and sizes.
• Ask the students to describe the different types of boilers and characteristics of their fuels. • Ask the students to describe with sketches the firing systems for solid, liquid and gaseous fuels. • Ask the students to carryout calculation on boiler energy balance and draw the Sankay diagram. • Ask the students to explain methods of boiler maintenance. • Ask the students to analyze with sketches typical steam generation plant showing major components. • Ask the students to describe with sketches the steam pipe layout and sizes.
158
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Fluid Power Machines Course Code: MEC 412 Contact Hours: 2-0-2
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1-2
1.1 Identify the following components of fluid power system. Its types and functions -
(a) Pumps (b) Turbines (c) Compressors (d) Fans (e) Actuators (f) Valves
1.2 Identify and sketch common types of pipe couplings and fittings. 1.3 Identify and sketch a simple two-member torque converter.
• Demonstrate activities 1.1 to 1.3 for
the students to learn and ask them to
perform the activities.
• Assess the students.
• Valves
• Pumps
• Compressors
• Fan actuators
• Pipe couplings and
fitting,
• Torque converter.
2.0 Analyse and design a hose coupling
Week Specific Learning Outcome Teachers Activities Resources
3-6
2.1 Carryout a design of a hose
coupling for
(a) Vehicle brake
systems
(b) Clutch systems
(c) Coupling the truck
to the transfer brakes.
2.2 Carryout experiment to determine
(a) hose cycles live
versus pressure levels
(b) Pressure versus
failure frequency
• Demonstrate activities 2.1 to 2.2 for
the students to learn and allow them
to practise.
• Assess the students.
• Design materials
• Recommended
apparatus.
3.0 Demonstrate Skills in energy audit
Week Specific Learning Outcome Teachers Activities Resources
7-14
3.1 Carryout a simple energy audit on a
typical plant
• Demonstrate activity 3.1 for the
students to learn and ask them to
carry out an exercise on energy audit.
• Assess the students
• Energy audit
materials.
159
Machine Element Design
PROGRAMME: HIGHER NATIONAL DIPLOMA MECHANICAL ENGINEERING MANUFACTURING
(OPTION)
COURSE: MACHINE ELEMENT DESIGN Course Code: MEM 413 Contact Hours: 6
HRS/WK
Course Specification: Theoretical
General Objective: The course is designed to give the students a working knowledge of the
approach to the design of machine elements Week
Specific Learning Outcome Teachers Activities Resources
1
1.0 Machine Elements in Mechanical
Design
1.1 Define machine elements
1.2 List source machine elements
1.3 Discuss the build up of machine
elements to form sub-assemblies
1.4 Discuss the build up of sub
assemblies to form a
machine
1.5 List and explain the criteria for
machine Elements design.
1.6 Discuss the interplay of function,
strength, materials, manufacturing
facility and lost in Machine element
design.
• Ask students to define machine
elements
• Ask students to get source of
machine elements.
• Ask students to discuss the build up
machine elements to form sub-
assemblies
• Ask the students to list the relevant
criteria for the design of specific
elements
• Illustrate with diagrams
• Machine sub-
assembly
• Different
• Machine
• Element
• Mechanism models
• models
• Recommended
textbooks
• Lecture notes
• Chalkboard
• Chalk
General Objective: 2.0 Principle of joint design
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 Classify types of joint into
permanent and non-permanent
2.2 Describe different types of rivets
2.3 Calculate the dimensions of riveted
joints
2.4 Design bolted joints that are
subjected to tensile load and or torque.
• Ask the students to prepare
• Detailed drawings of the riveted joint
to standard practice
• Ask the students to prepare detailed
drawing of the bolted joints to
standard practice.
• Ask the students to prepare a brief
on the different types of thread.
- do -
160
PROGRAMME: HIGHER NATIONAL DIPLOMA MECHANICAL ENGINEERING MANUFACTURING
(OPTION)
COURSE: MACHINE ELEMENT DESIGN Course Code: MEM 413 Contact Hours: 6
HRS/WK
Course Specification: Theoretical
General Objective: 3.0 Know Power transmission and Couplings design
Week Specific Learning Outcome Teachers Activities Resources
3
3.1 Explain the principles of operation
of different types of transmission-
friction, drive, cylindrical and conical,
belt drive, keys and coupling, etc.
3.2 List examples of the use of these
devices
3.3 Describe the stress on the different
types of couplings.
• Ask the students to draw and
dimension a key and belt drive.
• Assess the students.
- do -
General Objective: 4.0 V-belts and Chain drives design
Week Specific Learning Outcome Teachers Activities Resources
4
4.1 Describe v-belt and chain drives
4.2 Describe the V-belt drive in terms
of normal design parameters
4.3 State the standard dimensions of v-
belts rated A,B,C,Z,Y.
4.4 Classify chains and sprockets.
4.5 State the criteria for the design of
chain drives
4.6 Describe the following lubrication
(a) Methods of chain
drives
(b) Drip feed
lubrication
(c) Shallow belt
lubrication
(d) Disc or shinger
lubrication
4.7 Describe oil stream lubrication.
• Ask the students to draw a typical
arrangement of the elements of a belt
and a v-belt drive indicating typical
belt section and groove geometry.
• Ask the students to calculate the
design parameters of given v-belt
drive.
• Illustrate with diagrams and make
notes.
161
PROGRAMME: HIGHER NATIONAL DIPLOMA MECHANICAL ENGINEERING MANUFACTURING
(OPTION)
COURSE: MACHINE ELEMENT DESIGN Course Code: MEM 413 Contact Hours: 6
HRS/WK
Course Specification: Theoretical
General Objective: 5.0 Understand the types and design of clutches
Week Specific Learning Outcome Teachers Activities Resources
5
5.1 List types of clutches plate-type,
cone-type, slip-clutch, air-
actuated type etc
5.2 State the performance parameters
involved in the rating of clutches
5.3 Describe two basic methods used
to determine torque capacity required
of a clutch
5.4 Describe the application of clutches
in 5.1 above
• Ask the students to sketch different
types of clutches; shimmy there is
improvement parts.
• Ask the students to carry out
detailed calculations on a given clutch
General Objective 6.0: Know the types and design of Brakes
Week Specific Learning Outcome Teachers Activities Resources
6
6.1 List types of brake systems in use
e.g., friction type, plate type, cone type
etc.
6.2 State the performance parameters
involved in the design and rating of
brake systems
6.3 Describe the applications of each
type of brake system in 6.1 above
• Ask the students to sketch the brake
system enumerated
• As the student to carryout detailed
calculation on a given brake supplier
• In particular the should design brake
for a given body in motion
• Photographs and
drawing of brakes
162
PROGRAMME: HIGHER NATIONAL DIPLOMA MECHANICAL ENGINEERING MANUFACTURING
(OPTION)
COURSE: MACHINE ELEMENT DESIGN Course Code: MEM 413 Contact Hours: 6
HRS/WK
Course Specification: Theoretical
General Objective 7.0: Know the types and design of Gears
Week Specific Learning Outcome Teachers Activities Resources
7
7.1 List types of gear systems e.g. spur
- gear, level gear, worm gear etc
7.2 Describe gear troth features e.g.,
pitch, not Diameter etc.
7.3 State the calculations required to
completely determine the gear
characteristics
7.4 Represent on a diagram forces
along on gear teeth and perform stress
calculations
7.5 Analyse stresses in gear teeth and
perform stress calculation
• Ask the students to identify the gear
types listed
• Ask the students to draw gear
profiles including the kinematics
• Ask the student to calculate for a
given gear circular pitch, diametral
pitch addendum and dedendum
clearance, outer diameter, root
diameter, tooth
• Thinness, tooth in-depth
• Ask the students to draw the above
gear wheel.
• Ask the students to draw gear trains
such as double reduction gear train
and double reduction gear train with
adder
General Objective 8.0: Understand the working principles of Gear Trains
Week Specific Learning Outcome Teachers Activities Resources
8
8.1 Describe the working principle of
gear trains
8.2 Define velocity ratio Train valve
and derive
their expression for gear in week
• Ask the students to design a gear
box and prepare comprehensive
drawings for it
163
PROGRAMME: HIGHER NATIONAL DIPLOMA MECHANICAL ENGINEERING MANUFACTURING
(OPTION)
COURSE: MACHINE ELEMENT DESIGN Course Code: MEM 413 Contact Hours: 6
HRS/WK
Course Specification: Theoretical
General Objective: 9.0 Know the types, selection and design of Bearing
Week Specific Learning Outcome Teachers Activities Resources
9
9.1 Define bearings
9.2 List the various types of bearings
9.3 Classify bearing based on the
direction of forces acting on the shaft
9.4 Discuss the engineering situations
where different types of bearings are
used
9.5 Describe the essential features of
the bearings in 9.2 above
9.6 Explain the criteria for bearing
selection
• Ask students to define bearing
• Ask students to list various types of
bearing
• Ask students to classify bearing
based on the direction of shaft.
• Ask student to describe essential
features of the bearing in 9.2 above.
• Ask students & to explain the criteria
for bearing selection.
• Recommended
textbooks,
• Lecture notes
• Chalk and
chalkboard
• Duster.
General Objective 10.0: Understand Stress Concentration
Week Specific Learning Outcome Teachers Activities Resources
10
10.1 Describe the phenomenon of
stress concentration
10.2 Discuss engineering situations
where stress concentrations
occur e.g. stepped shaft, plate with a
hole, notch or coracle
on a surface, intersections of solid
profiles etc.
10.3 Define the term stress
concentration faction SCF.
10.4 Discuss the types of loading
• Ask the students to extent from
engineering data stress Concentration
factors for common components
164
PROGRAMME: HIGHER NATIONAL DIPLOMA MECHANICAL ENGINEERING MANUFACTURING
(OPTION)
COURSE: MACHINE ELEMENT DESIGN Course Code: MEM 413 Contact Hours: 6
HRS/WK
Course Specification: Theoretical
General Objective 11.0: Understand Design of shafts
Week Specific Learning Outcome Teachers Activities Resources
11 - 12
11.1 Describe the essential functions
performed by a shaft in a
machine
11.2 Describe the common mounting of
a shaft,
11.3 Describe the reduction of a
physical shelf system to a
mathematical model for analyse
11.4 Discuss the parameters and
criteria for the design of a shaft in
accordance with standard engineering
practice
• Ask the students to sketch the
physical features of various shafts in
location
• Ask the students to carry out basic
analysis of shafts
• Ask the students to design a shaft
for a given duly and prepare
appropriate engineering drawing s for
it
General Objective: 12.0 Know Properties Of Lubricants
Week Specific Learning Outcome Teachers Activities Resources
13 - 14
12.1 Define lubricants
12.2 State the types of lubricants
Commonly used in machines e.g. oil,
grease ol must solid lubricants.
12.3 Describe the characteristics of
lubricant in 12.2
12.3 Explain the criteria for selecting
lubricants e.g. operating conditions like
speed, load, lubricant properties,
surface quality
12.4 Describe, surface quality
lubrication mixed lubrication mixed
lubrication fluid film lubrication
12.5 Explain the application of
lubricants in machine tools e.g. spindle
oil hydraulic oil gear oil slide-way oil
• Ask the students to observe the
difference in density and viscosity of
various grades of oil
• Ask the students to select lubricants
for given situations
• Different types of
lubricants
165
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Machine Element Design Course Code: MEM 413 Contact Hours: 2-0-
4
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1-2
1.1 Identify permanent and non-permanent
joints
1.2 Carryout the design of bolted joints
that are subjected to tensile load and or
torque.
• Demonstrate activities 1.1 and 1.2
for the students to learn and ask
them to perform the activities.
• Riveted joints
• Welded joints
• Bolted joints
• Design materials,
etc.
2.0 Demonstrate skills in the design of couplings
Week Specific Learning Outcome Teachers Activities Resources
3
2.1 Identify different couplings
2.2 Identify criteria used in coupling design
2.3 Carryout design of couplings.
2.4 Analyse the stress on the different
types of coupling.
• Demonstrate activities 2.1 to 2.4
for the students to learn and ask
them to carryout the activities.
• Assess the students.
• Couplings
• Practical guide.
3.0 Demonstrate skills in Belts and chain design
Week Specific Learning Outcome Teachers Activities Resources
4
3.1 Identify V-belt and chain drives 3.2 Identify chains and sprockets 3.3 Identify the criteria for the design of belt and chain drives 3.4 Carryout the selection and design of belt and chain drives 3.5 Point out area of lubrication of belt and chain drives
• Demonstrate activities 3.1 to 3.5
for the students to learn and ask
them to carryout the activities.
• Belts
• Chains
• Sprockets
• Design materials
• Practical guide
4.0 Demonstrate Skills in the design of clutches
Week Specific Learning Outcome Teachers Activities Resources
5-6
4.1 Identify different types of clutches - Plate type - Cone type - Slip clutch - Air - a - chated
4.2 Identify and select the parameters in the rating and design of clutches. 4.3 Carryout the design of a clutch.
• Demonstrate activities 4.1 to 4.3
for the students to learn and ask
them to practise the activities.
• Clutches
• Design materials
• Practical guide
166
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: Machine Element Design Course Code: MEM 413 Contact Hours: 2-0-
4
Course Specification: Practical Content
5.0 Demonstrate Skills in the design of Brakes
Week Specific Learning Outcome Teachers Activities Resources
7
5.1 Identify the types and application of
brake items - friction, plate, cone types.
5.2 Identify and select the parameters in
the design and rating of brake systems.
5.3 Carryout the design of a complete
brake system
• Demonstrate activities 5.1 to 5.3
and for the students to learn and
ask to perform he activities.
• Assess the students
• Brake system
dismantled from a
vehicle
• Models
• Design materials
• Practical guide
6.0 Demonstrate skills in the design of Gears and Gear trains
Week Specific Learning Outcome Teachers Activities Resources
8-10
6.1 Identify different types of gears - spur,
Bavel, warm, etc
6.2 Identify and select the parameters
involved in the design of gears and gear
trains.
6.5 Analyse stresses in gear teeth and
perform stress calculation.
6.6 Carryout a design of gear box and
prepare its working drawing
• Demonstrate activities 6.1 to 6.4
for the students to learn and ask to
perform the activities.
• Assess the students.
• Spur, Bevel, worm
gears
• Different gear
trains models
• Practical guide
• Design materials.
7.0 Demonstrate skills in the design of bearings and shaft
Week Specific Learning Outcome Teachers Activities Resources
11-14
7.1 Identify different types of bearings and
shafts
7.2 Identify the criteria for selection and
design of bearings and shafts in
accordance with standard engineering
practice.
7.3 Carryout the design of bearings and
shafts and prepare its working drawings.
7.4 Select appropriate lubricants for
bearings and shaft.
• Demonstrate activities 7.1 to 7.4
for the students to learn and ask
them to carryout the activities.
• Assess the students.
• Models of bearings
and shaft
• Practical guide
• Design materials.
167
Engineering Materials and Application
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENIGNEERING - MANUFACTURING
(OPTION)
COURSE: ENGINEERING MATERIALS
AND APPLICATION COURSE CODE: MEM 415
CONTACT
HOURS: 2HRS/WK
Course specification: Theoretical Content
General Objective 1.0: Understand ferrous materials Week
Specific Learning Outcome Teachers Activities Resources
1-3
1.1 Explain the allotropic nature of
iron
1.2 Draw and explain the iron-carbon
phase diagram
1.3 Define steel
1.4 Classify plain carbon steels and
describe the mechanical properties
as a function of composition and
structure
1.5 State the uses and limitations of
plain carbon steel in engineering
applications
• Let the students explain the allotropic
nature of iron
• Ask the students to draw and explain the
iron-carbon phase diagram
• Ask the student s to define steel
• Ask the student to classify plain carbon
steels and describe the mechanical
properties as a function of composition
and structure
• Ask the students to state the uses and
limitations of plain carbon steel in
engineering applications.
• Chalk
• Chalkboard
• Recommended
textbooks
• Duster
4-7
1.6 Define alloy steel
1.7 Classify alloy steels
1.8 State typical alloying elements
and their effect on the
structure/property of steel
1.9 Classify alloying elements based
on the ability to
a. Stabilise carbides
b. graphite carbides
c. stabilise austenite
d. stabilise ferrite
• Ask the student to define alloy steel
• Ask the students to classify alloy steel
• Explain and ask the student s to state
typical alloying elements and their effect
on the structure and properties of steel.
• expose the student to classify plain
carbon steels and describe the
mechanical properties as a function of
composition and structure
• Ask the students to state the uses and
limitations of plain carbon steel in
engineering applications.
• Ask the students to classify alloying
elements based on the based on the
ability to stabilise carbide, austenite and
ferrite, and also graphite carbide.
- do -
168
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENIGNEERING - MANUFACTURING
(OPTION)
COURSE: ENGINEERING MATERIALS
AND APPLICATION COURSE CODE: MEM 415
CONTACT
HOURS: 2HRS/WK
Course specification: Theoretical Content
General Objective 1.0: Understand ferrous materials Week
Specific Learning Outcome Teachers Activities Resources
1.10 Use TTT-Curve to illustrate the
effects in 1.8
1.11 State various engineering
applications of the following alloy
steels (a) low alloy steels (b) high
alloy steels like stainless steel,
manganese steel, heat resisting
steel, tool steel
1.12 Define cast iron and draw iron
graphite equilibrium diagram Explain
the two forms of carbon in carbon in
cast iron and factors affecting their
states
1.13 Describe the following cast iron
varieties and their uses:
a. Malleable cast iron
b. Spheroidal
graphite cast iron
c. Flake graphite
cast iron
1.14 Define cast iron
1.15 Describe the following cast iron
varieties and their uses
a. Pearlitic iron
b. Nodular
c. Martensitic iron
d. Austenistic iron
• Ask the student to use TTT-Curve to
illustrate the effects in 1.8.
• Ask the students to state various
engineering applications of the following
alloy steels (a) how alloy steels
• high alloy steels like stainless, managing
steel,heat resisting steel, tool steel
• Ask the students to define cast iron and
draw - graphite equilibrium diagram
• Describe and ask the students to explain
the two forms of carbon in cast iron and
factors affecting their states
• Ask the students to describe the
following cast iron varieties and their
uses: malleable cast iron Spheroidal
graphite cast iron flake graphite cast iron
• Ask the students to define cast iron
• Ask the students to describe the
following cast iron varieties and their
uses:
Pearlitic iron
Martensitic iron
169
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENIGNEERING - MANUFACTURING (OPTION)
COURSE: ENGINEERING MATERIALS AND APPLICATION
COURSE CODE: MEM 415 CONTACT HOURS: 2HRS/WK
Course specification: Theoretical Content
General Objective 2.0: Know Non - ferrous metals
Week Specific Learning Outcome Teachers Activities Resources
7-8
2.1 List various grades of commercial copper(e.g. tough pitch copper, deoxidised copper and oxygen - free high conductivity copper) 2.2 State engineering application of the grades in 2.1 above 2.3 Define brass 2.4 Draw and explain the copper/Zinc equilibrium diagram 2.5 State the properties and engineering applications of brass
• Ask the students to list various grades of commercial copper (e.g. tough pitch copper, deoxidised copper and oxygen-free high conductivity copper) • Ask the students to state engineering application of the grades in 2.1 above • Ask the students to define brass • Ask the students to draw and explain the copper/Zinc equilibrium diagram • Ask the students to state the properties and engineering applications of brass
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING (OPTION)
Course: ENGINEERING MATERIALS AND APPLICATION
Course Code: MEM 415 Contact Hours: 1hrs/wk
Course Specification: Practical Content
General Objective 1.0 Identify ferrous materials Week
Specific Learning Outcome Teachers Activities Resources
1 - 8
1.1 Construct iron-carbon phase diagram 1.2 Identify alloying elements based on the ability to
(a) Stabilise carbides (b) Graphite carbides (c) Stabilize austerite (d) Stabilize ferrite
1.3 Use TTT-curve to illustrate the effects of alloying elements and their effect on the structure and property of steel. 1.4 Identify the following:
(a) low alloy steel (b) high alloy steel (c) cast iron (d) pearlitic iron (e) martenitic iron (f) austenistic iron
• Demonstrate activities 1.1 to 1.4 for the students to learn and ask them to carryout the activities. • Assess the students.
• Practical guide • Specimens of all the ferrous materials.
170
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: ENGINEERING MATERIALS AND
APPLICATION Course Code: MEM 415
Contact Hours:
1hrs/wk
Course Specification: Practical Content
2.0 Identify non-ferrous metal
Week Specific Learning Outcome Teachers Activities Resources
9 - 15
2.1 Construct copper-zinc phase diagram
2.2 Identify various grades of commercial
copper
- tough pitch copper
- doxided copper and
- oxygen free high
conductivity copper
2.3 Identify brass and its alloys
• Demonstrate activities 2.1 to 2.3
for the students to learn and ask
them to perform all the activities.
• Assess the students.
• Practical guide
• Specimens of the
non-ferrous metals.
171
Machine Tools Systems
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: MACHINE TOOLS SYSTEMS COURSE CODE: MEM 421 CONTACT
HOURS: 2HR/WK
Course Specification THEORETICAL CONTENT
General Objective: 1.0 Understand the principle of automatic control and its applications in machine
tools (and transfer lines) Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Explain the concept “automatic
control”
1.2 Distinguish between the degrees
of control (non-mathematics
treatment) of a machine tool in (a)
manual control (b) Semi-automatic
control (c) fully automatic control
1.3 State the factors to be considered
which justify the use of automatic
control
• Ask the students to explain the concept
“automatic control”
• Ask the students to distinguish between
the degrees of control (non-mathematics
treatment) of a machine tool in
i. Manual control
ii. Semi-automatic control
iii. Fully automatic control
Chalk
chalkboard
Recommended
textbooks.
2
1.4 State the principles of control
systems and give examples of their
application to the control of position
and speed
• Ask the students to state the factors to
be considered which justify the use of
automatic control
• Ask the students to state the principle of
control systems and give examples of
their application to the control of position
and speed
172
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: MACHINE TOOLS SYSTEMS COURSE CODE: MEM 421 CONTACT
HOURS: 2HR/WK
Course Specification THEORETICAL CONTENT
General Objective 2.0: Understand the application of various systems in the operation and control of
machine tools
Week Specific Learning Outcome Teachers Activities Resources
4 - 6
2.1 Describe the characteristic features of the following systems used in the operation and control of machine tools (a) hydraulic (b) pneumatic (c) mechanical (d) electronic 2.2 Distinguish between the following hydraulic systems: (a) hydrostatic (b) hydrodynamic 2.3 Explain the reasons for the use of the systems in 2.1 mentioning any limitations and giving typical examples of their application in machine tools (for the operation and control of machine tools)
• Explain and ask the students to describe the characteristic features of the following used in the operation and control of machine tools hydraulic (b) pneumatic (c) mechanical (d) electronic • Ask the students to distinguish between the following hydraulic systems (a) hydrostatic (b) hydrodynamic • Ask the students to explain the reasons for the use of the systems in 2.1 mentioning any limitations and giving typical examples of their application in machine tools (for the operation and control of machine tools) • Ask the students to produce typical line diagrams of hydraulic and pneumatic circuits
• Chalk
• chalkboard
General Objective 3.0: Understand the operation and control of numerically controlled machine tools
and their application to the Machining of typical components
Week Specific Learning Outcome Teachers Activities Resources
7
3.1 Describe a numerically controlled machine tools 3.2 Explain the operating principle of numerically controlled machine tools 3.3 Explain the binary numerical system and its application to tape coding 3.4 Explain monitoring systems (a) analogue (b)digital 3.5 Explain the operation of the following monitoring device-position transducers rotary type (b) optical gratings
• Ask the students to describe a
numerically controlled machine tools
• Ask the students to explain the operating
principle of numerically controlled
machine tools
• Ask the students to explain the binary
numerically system and its application to
tape coding
• Chalk
• chalkboard
173
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
COURSE: MACHINE TOOLS SYSTEMS COURSE CODE: MEM 421 CONTACT
HOURS: 2HR/WK
Course Specification THEORETICAL CONTENT
General Objective 3.0: Understand the operation and control of numerically controlled machine tools
and their application to the Machining of typical components
Week Specific Learning Outcome Teachers Activities Resources
8
3.6 State the principles and
applications of (a) point to point
positioning control (b) continues path
control
• Explain and ask students to repeat
explanation on monitoring systems
analogue (b) digital
• Ask students to explain the operation of
the following monitoring devices-position
transducers (a) rotary type (b) optical
gratings
• Ask the students to state the principles
and applications of (a) point to point
positioning
• Control Continues path control
9
3.7 Explain the influence of NC
machines on drawing office practice
3.8 Explain the importance of
ordinate planning and calculating in
component drawings
3.9 Justify the use of NC machine in
preference to conventional machines
3.10 Explain the operation of a
machining centre
• Ask the students to explain the influence
of NC machine son drawing office
practice
• Ask the students to explain the
importance of ordinate planning and
calculating in component drawing s
• Ask the students to justify the use of NC
machine in preference to conventional
machines
• Ask the students to explain the operation
of a machining centre
• Chalk
• chalkboard
174
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING (OPTION)
COURSE: MACHINE TOOLS SYSTEMS COURSE CODE: MEM 421 CONTACT HOURS: 2HR/WK
Course Specification THEORETICAL CONTENT
General Objective 4.0: Understand the application and operation of single spindle automatic lathe to the machining of typical components
Week Specific Learning Outcome Teachers Activities Resources
10
4.1 Define automatic 4.2 Explain the operating principles of the following automatic machines (a) indexing turret (b) sliding headstock 4.3 Specify the type of work suitable for the machines in 4.4 Describe typical tool used on the machine listed in 4.2 4.5 Prepare sequence of operations, including non-productive time, to produce a simple component on a turret type automatic lathe 4.3 Calculate cycle time for he production of a component from given data 4.7 Sketch the cam layout from given data
• Ask the students to define automatic • Ask the students to explain the operating principles of the following automatic machine (a) indexing turret sliding headstock • Ask the students to specify the type of work suitable for the machine in 4.2 • Ask the students to identify typical tools used on the machines listed in 4.2 • Ask the students to prepare sequences of operations, including non-productive time, to produce a simple component on a turret type automatic lathe • Ask the students to calculate cycle time for the production of a component from given data • Ask students to draw the cam layout form given data
• Chalk • chalkboard
General Objective 5.0: Understand the principle and application of transfer machining
Week Specific Learning Outcome Teachers Activities Resources
11-13
5.1 Define transfer machining 5.2 Describe the basic units of a transfer machine 5.3 State the advantages and limitations in the use of transfer machining 5.4 Explain the operation of the following transfer machining systems (a) in - line (b) rotary-type (c) drum (d) turret 5.5 Give examples of typical components that can be produced on the machine in 5.4
• Ask the students to define transfer machining • Ask the students to describe the basic units of a transfer machine • Ask the students to state the advantages and limitations in the use of transfer machining • Ask the students to explain the operation of the following transfer machining systems (a) in-line (b)rotary-type (c) drum (d) turret • Ask the student students to give examples of typical component that can be produced on the machines in 5.4
• Chalk • Chalkboard
175
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MACHINE TOOLS SYSTEMS Course Code: MEM 413 Contact Hours:
2-0-4
Course Specification: Practical Content
General Objective 1.0 Demonstrate skills in construction of control circuits Week
Specific Learning Outcome Teachers Activities Resources
1-5
1.1 Construct hydraulic and pneumatic circuits to
operate a semi-automatic and fully automatic cycles.
1.2 Produce typical line diagrams of hydraulic and
pneumatic circuits for the moving parts of a machine
tool and explain the purposes and functions of the
essential items in the circuit.
• Demonstrate activities 1.1 to
1.2 for the students to learn and
ask them to perform the
activities.
• Assess the students.
• Practical
guide
• Drawing
materials.
2.0 Demonstrate skills in the operation and control of NC machine tools
6-9
2.1 Prepare a point to point programme from a
simple component drawing (using CNC machine
languages) e.g. Heindemhani Plain language, etc.)
* Demonstrate activity 2.1 for
the students to learn and ask
them to practice.
3.0 Demonstrate Skills in the use of single spindle lathe to machine typical components
10-15
3.1 Identify the following automatic machine tool -
(a) indexing turret
(b) sliding headstock
3.2 Identify typical tool used on the automatic
machine tools.
3.3 Prepare sequence of operation, including none
productive time, to produce a simple component on
a turret type automatic lathe.
3.4 Draw the can layout from given data.
Demonstrate activities 3.1 to
3.4 for the students to learn and
ask them to carryout the
activities.
Assess the students
• Turret lathe
machine
• Cutting tools
• Practical
guide.
176
Steam Power Engineering
PROGRAMME: HND MECHANICAL EGINEERING (PLANT OPTION)
COURSE: STEAM POWER ENGINEERING CODE: MEP 426 CONTACT
2HRS/WK
Course Specification: Theoretical Content
General Objective 1.0: Understand water supply sources and treatment. Week
Specific Learning Outcome Teacher Activities Resource
1
1.1 State sources of water supply, public
water supply, wells, bore hole, ponds,
dams, rivers, rain etc.
1.2 State the means of getting water
supply to boilers.
1.3 Identify means of storing water before
and after treatment.
1.4 Explain with sketches the three
processes of water treatment for human
consumption and industrial use: filtration,
sterilisation and softening
• Ask the students to explain with
sketches the three processes of
water treatment for human
consumption and industrial use;
filtration, sterilization and softening
• Visit to water treatment plant. • INo. Steam Power Plant. • INo. Steam Boiler, INo. Burner • INo. Control value, INo. Relief value • Feed pump, Water Treatment outfit • Raw water pumps • Air Heats, Economics, Superheated • Steam Pipes with Lagging, Calorifiers • Steam Traps • De-aerators • Pressure • Reducing values • Separators.
General Objective 2.0: Understand boiler feed pumps.
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 State different types of boiler feed
pumps.
2.2 Explain with sketches the
constructional details, characteristics
operation and installation of:
a. Centrifugal
b. Rotary
c. Reciprocating and
d. Submersible pumps
• -Ask students to identify and
explain with sketches the
construction and details
characteristics of operation and
installation of (i) centrifugal (ii) rotary
(iii) reciprocating and (iv)
submersible pumps
• Recommended
textbooks
• Lecture notes
• Chalkboard
• Chalk
177
PROGRAMME: HND MECHANICAL EGINEERING (PLANT OPTION)
COURSE: STEAM POWER ENGINEERING CODE: MEP 426 CONTACT
2HRS/WK
Course Specification: Theoretical Content
General Objective 3.0: Know the different types of fuels used in boilers and furnace fires.
Week Specific Learning Outcome Teachers Activities Resources
3
3.1 Describe the different types of fuel
preparation for boiler firing.
3.2 Describe the different types of fuels
used in boiler
3.3 Explain the different methods of fuel
storage for boiler operations.
3.4 Describe with sketches the firing
systems for solid, liquid and gaseous
fuels.
3.5 State the means of regulation of
furnace temperature.
3.6 Carry out inspection and repair of
furnaces and burners on boilers.
3.7 Carry out texts to determine the
properties of boiler fuels.
• Ask the students to describe the
different types of fuel preparation for
boiler firing.
• Illustrate with diagrams and make
notes
• Recommended
textbooks
• Lecture notes
• Chalksboard
• Chalk
• duster
General Objective 4.0: Know different types of boilers for low and high-pressure generation of steam.
Week Specific Learning Outcome Teachers Activities Resources
4.1 Describe with sketches different types
of boilers for various uses.
4.2 Describe with sketches boiler
mountings, fittings, and accessories like
super heaters, economisers air heaters,
feed pumps, safety values and safety
values etc.
4.3 State the functions of boiler house
instruments.
4.4 Specify general inspection of boilers
4.5 Carry out calculation on boiler energy
balance and draw the Sankey diagram
4.6 Explain methods of boiler
maintenance
• Ask the students to:
• Describe with the aid of sketches a
condensate
• return of steam circuit.
• Describe with sketches different
types of boilers for various uses.
• Illustrate with diagrams and make
notes.
178
PROGRAMME: HND MECHANICAL EGINEERING (PLANT OPTION)
COURSE: STEAM POWER ENGINEERING CODE: MEP 426 CONTACT
2HRS/WK
Course Specification: Theoretical Content
General Objective: 5.0 Know and understand steam distribution in industrial and domestic circuits
Week Specific Learning Outcome Teachers Activities Resources
5.1 Describe with aid of sketches a
condensate return of steam circuit.
5.2 State the functions of heaters.
5.3 Describe with sketches the domestic
and industrial cabrifiers (non-storage and
storage).
5.4 Explain the operation of different
laundry machines, kitchen equipment,
and process heat.
5.5 Analyse with sketches, typical circuits
incorporating the following steam traps
separators air vent, pressure reducing
valves, radiators, provision for drainage
and de-acration.
5.6 State the use of low pressure exhaust
steam and control valve.
5.7 Describe with sketches the steam
pipe layout and sizes.
5.8 Explain with sketches various types
of pipe joint for steam circuit.
• Illustrate with diagrams activities
5.1 to 5.8 and make notes.
• Illustrate with good diagrams and
make notes.
• Assess the students.
• Recommended
text books
• Lecture notes
• Chalkboard
• Chalk
• Duster.
179
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: STEAM POWER ENGINEERING Course Code: MEM 426 Contact Hours:
1HR/WK
Course Specification: Practical Content
General Objective 1.0 Demonstrate skills in the maintenance of Boiler feed pumps. Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 Identify types of Boiler feed pumps 1.2 Master the operation and installation of -
(a) Centrifugal (b) Rotary (c) Reciprocating and (d) Submersible pumps
1.3 Carry out trouble shooting and maintenance of each of the pumps above.
5 Demonstrate activities 1.1 to 1.3 for the
students to learn and ask them to
perform all the activities.
6 Assess the students.
• Centrifugal
pumps
• Rotary pumps
• Reciprocating
pump
• Submersible
pumps
• Complex toolbox
2.0 Demonstrate skills in the maintenance of boilers and furnace fires
6 - 10
2.1 Identify the means of regulation of furnace temperature 2.2 Carryout inspection and repair of furnaces and burners on boilers 2.3 Carryout test to determine the properties of boiler fuels 2.4 Identify types of boilers for various uses 2.5 Identify the functions of boiler house instruments. 2.6 Carryout inspection and repairs of boilers.
• Demonstrate activities 2.1 to 2.6 for the
students to learn and ask them to
carryout the activities.
• Assess the students.
• Boilers and
accessories
• Furnaces and
accessories
• Complete
toolbox.
3.0 Demonstrate skills in distribution of steam in industrial and domestic circuits
11-15
3.1 Identify various methods of
expansion and anchorage for main
branch supply lines and pipe lagging.
3.2 Carryout exercises on steam pipe
layout with all the valves and trap
connections.
3.3 Visit industries to see the work of
steam circuits.
• Demonstrate activities 3.1 and 3.2 for
the students to learn, ask them to
perform the activities and conduct a visit
to industries to see the work of steam
circuits.
• Practical guide
• Steam pipe
layout.
180
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours:
1hr/wk
Course Specification: Theoretical Content
General Objective: 1.0 Understand the theory of metal cutting Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Name and describe three types of
chip formation.
1.2 List the factors responsible for the
three types of formation
1.3 Distinguish the merits and demerits
of the above
1.4 Explain orthozonal and oblique
cutting.
1.5 Analyse cutting action using
merchant theory
• Ask students to carry out experiment
involving Tool Dynamometer to measure
the actual speed, force etc.
• Tool
Dynamometer
General Objective: 2.0 Know the uses and Properties of cutting tools
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 Select single point and multi-tooth
cutting tool for use
2.2 Select types of cutting tool
(materials)e.g. H.S.S ceramic and
tungsten - carbide for specific
application
2.3 Describe the general properties
required of a cutting tool
2.4 Explain the geometry of single point
cutting tool using nomenclature
2.5 Explain the specification of various
types of cutting tools in TSO standard
system.
2.6 State the factors which affect tool
life
• Ask the students to select single point
and multi-tooth cutting tool for use
• Ask the students to Explain types of
cutting tool (materials)e.g. H.S.S ceramic
and tungsten - carbide for specific
application
• Ask the student to describe the general
properties required of a cutting tool
• Ask the students to explain the
geometry of single point cutting tool using
nomenclature
• Ask the students to explain the
specification of various types of cutting
tools in TSO standard system.
• Ask the students to state the factors
that affect tool life.
181
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours:
1hr/wk
Course Specification: Theoretical Content
General Objective: 3.0 Understand the operation and application of capstan and turret lathes
Week Specific Learning Outcome Teachers Activities Resources
3
3.1 Describe capstan and turret lathes
3.2 Compile:
a. block diagram of a
capstan lathe to show
the motions and
adjustments, the
arrangement of steps;
b. a schematic diagram
to show the power
transmission from the
input shaft to the work
and to the cutting tools
3.3 Explain the differences between a
capstan and turret lathe, and state the
applications of each.
3.4 Identify the purpose of the following
common tools boxes, dia heads, floating
reamers, knee holders, boring bars,
form tool holders etc.
3.5 List three types of chalcks and state
their uses.
3.6 State the uses of driving dog and
fish plate.
3.7 Define floor to floor time for
machining a component.
• Ask the students to describe capstan
and turret lathes
• Ask the students to compile
a. block diagram of a
capstan lathe to show
the motions and
adjustments, the
arrangement of steps;
b. schematic diagram to
show the power
transmission from the
input shaft to the work
and to the cutting tools
• Ask the students to explain the
differences between a capstan and turret
lathe, and state the applications of each.
• Ask the students to identify the purpose
of the following common tools boxes, dia
heads, floating reamers, knee holders,
boring bars, form tool holders etc.
182
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours:
1hr/wk
Course Specification: Theoretical Content
General Objective: 4.0 Understand the principles and applications of copy turning lathe
Week Specific Learning Outcome Teachers Activities Resources
5
4.1 Define copy turning and copy
turning lathe
4.2 Explain the operating principles of
copy turning lathe
4.3 Sketch and describe essential
feature of hydraulic coping slide
4.4 Justify the use of copy turning with
respect to other methods of machinery
e.g. on an automatic lathe
• Ask the students to define copy turning
and copy turning lathe
• Ask students to explain the operating
principles of copy turning lathe
• Ask the students to sketch and describe
essential feature of hydraulic coping slide
• Ask the students to justify the use of
copy turning with respect to other
methods of machinery e.g. on an
automatic lathe.
General Objective: 5.0 Know milling operations
Week Specific Learning Outcome Teachers Activities Resources
6
5.1 Describe milling operation
5.2 Explain types of milling e.g. up cut,
down cut, gang and straddle milling
5.3 Classify milling machines
5.4 Describe at least five types milling
machines (at least one from each group
of the classifications)
5.5 Explain the use of dividing head,
rotary table and types of indexing and
how to carry out indexing using dividing
head, on a universal milling machine
5.6 Explain in sequential order how a
universal milling machine and dividing
head can be used for (a) helical milling
(b) can milling
• Ask the to describe milling operation
• Ask the students to explain types of
millinge.g up cut, down cut, gang and
straddle milling
• Ask the students to classify milling
machines
• Ask the students to describe at least
five types milling machines (at least one
from each group of the classifications)
• Ask the students to explain the use of
dividing head, rotary table and types of
indexing and how to carry out indexing
using dividing head, on a universal
milling machine
• Ask the students to explain in
sequential order how a universal milling
machine and dividing head can be used
for (a) helical milling (b) can milling
183
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours:
1hr/wk
Course Specification: Theoretical Content
General Objective: 6.0 Understand the construction and application of planing machines and plans
millers
Week Specific Learning Outcome Teachers Activities Resources
7
6.1 Explain planing operation
6.2 Complete block diagrams of the
types and describe the essential
features of (a) planing machines (b)
Plano-millers
6.3 State the types of work suitable for
machines in 6.2 above
• Ask the student to explain planing
operation
• Ask the students to complete block
diagrams of the types and describe the
essential features of (a) planing
machines (b) Plano-millers
• Ask the students to state the types of
work suitable for machines in 6.2 above.
General Objective: 7.0 Know the types and applications of boring machines
Week Specific Learning Outcome Teachers Activities Resources
8
7.1 Explain boring operations
7.2 Classify and list types of boring
machines
7.3 Compile block diagrams and explain
the operating principles of the: (a)
horizontal boring machine (b) vertical
boring machine (c) jig borer
7.4 Describe the operations carried out
in the horizontal boring machine
7.5 Calculate the coordinates for jig
boring operation
7.6 State the type of work suitable for
the machines in 7.2 above
7.7 Describe the operation of deep-hole
boring
• Ask the students to boring operations
• Ask the students to classify and list
types of boring machines
• Ask the students to compile block
diagrams and explain the operating
principles of the: (a) horizontal boring
machine (b) vertical boring machine (c)
jig borer
• Ask the students to describe the
operations carried out in the horizontal
boring machine
• Ask the students to calculate
coordinates for jig boring operation
• Ask student to state the type of work
suitable for the machines in 7.2 above
• Ask student to describe operation of
deep-hole boring
184
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours: 1hr/wk
Course Specification: Theoretical Content
General Objective: 8.0 Understand the principles and application of screw thread production methods
Week Specific Learning Outcome Teachers Activities Resources
10
8.1 List types of screw threads 8.2 Explain the principles of screw thread production on the capstan lathe by the following methods and collapsible tape (a) die heads (b) chasing (c) rolling 8.3 Describe the following methods of thread production (a) milling (including worm) (b) grinding (single rib and multi-rib wheel at the helix angle by thread in the processes to avoid interference) 8.4 Compare the relative merits by the processes in 8.2 and 8.3
• Ask students to list types of screw threads • Ask student to explain the principles of screw thread production on the capstan lathe by the following methods and collapsible tape (a) die heads (b) chasing (c) rolling • Ask student to describe the following methods of thread production (a) milling (including worm) (b) grinding (single rib and multi-rib wheel at the helix angle by thread in the processes to avoid interference) • Ask student to compare the relative merits by the processes in 8.2 and 8.3
General Objective: 9.0 Know principles and applications of gear cutting and gear shaping
Week Specific Learning Outcome Teachers Activities Resources
11
9.1 List types of gear and methods of their cutting 9.2 Explain the principles of gear cutting as the universal milling machine and the limitations of the process to the production of accurate gears in quality 9.3 Describe the essential features of the following gear cutting machine (a) shaping (b) planning (c) hobing 9.4 Explain the operating principles of the machines outlined in 9.3 for cutting spur gears 9.5 Explain the range of other standard profiles which may be produced on the machines in 9.3 9.6 State the factors, which influence the choice of each process in 9.3.
• Ask students to list types of gear and methods of their cutting • Ask students to explain the principles of gear cutting as the universal milling machine and the limitations of the process to the production of accurate gears in quality • Ask students to describe the essential features of the following gear cutting machine (a) shaping (b) planning (c) hobing • Ask students to explain the operating principles of the machines outlined in 9.3 for cutting spur gears • Ask students to identify the range of other standard profiles which may be produced on the machines in 9.3 • Ask students to state the factors which influence the choice of each process in 9.3
9.7 Define gear finishing 9.8 Outline the following methods of gear finishing and give reasons why this process may be necessary
• Illustrate with diagrams and make notes.
185
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours: 1hr/wk
Course Specification: Theoretical Content
General Objective 10.0: Understand the principles and applications of broaching
Week Specific Learning Outcome Teachers Activities Resources
13
10.1 Explain broaching 10.2 List and classify broaching machines 10.3 Explain the operating principles of the broaching machine 10.4 List and explain the features (nomenclature) of a standard broach 10.5 Enumerate the factors which influence broach design 10.6 Describe the technique of internal and surface broaching 10.7 Produce a labelled outline drawing or sketch showing essential features of a typical internal broach 10.8 Justify the use of the broaching process with respect to other machining processes
• Illustrate with diagrams and make notes • Assess the students
General Objective: 11.0 Understand the principles and application of EDM, ECM and Ultrasonic machining
Week Specific Learning Outcome Teachers Activities Resources
14
11.1 Explain the principles of the following machines (a) EDM (b) ECM (c) Ultrasonic 11.2 List the materials and components which may be produced on the machines in 11.1 11.3 State the advantages and limitations of the processes in 11.1 as compared with conventional machining. 11.4 Compare the characteristics of the processes (or machines) in 11.1 in terms of (a) tool wear (b) work finish (c) metal removal rates
• Ask students to explain the principles of the following machines (a) EDM (b) ECM (c) Ultrasonic • Ask students to list the materials and components which may be produced on the machines in 11.1 • Ask students to state the advantages and limitations of the processes in 11.1 as compared with conventional machining. • Ask students to compare the characteristics of the processes (or machines) in 11.1 in terms of (a) tool wear (b) work finish (c) metal removal rates
186
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEC 422 Contact Hours:
1hr/wk
Course Specification: Theoretical Content
General Objective 12.0: Know the sources of moulding processes in common use
Week Specific Learning Outcome Teachers Activities Resources
15
12.1 Describe, with the aid of sketches,
the principles of the following moulding
processes for plastic in common use:
(a) compression (b) transfer (c) injection
12.2 Compare the advantages and
limitations of the processes in 12.1
12.3 State the sources of danger in
using the moulding processes in
12.4 List the forms of supply of plastic
raw materials
• Ask students to describe, with the aid of
sketches, the principles of the following
moulding processes for plastic in
common use: (a) compression (b)
transfer (c) injection
• Ask students to compare the
advantages and limitations of the
processes in 12.1
• Ask students to state the sources of
danger in using the moulding processes
in 12.1
• Ask students to list the forms of supply
of plastic raw materials
187
Machine Tools Processes
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEM 222 Contact Hours: 2
hrs/wk
Course Specification: Practical Content
General Objective 1.0 Demonstrate skills in metal cutting Week
Specific Learning Outcome Teachers Activities Resources
1 - 3
1.1 Carryout experiment involving Tool
Dynamometer, to measure the actual cutting
speed, force, etc.
7 Demonstrate for the students
to learn and ask them to
perform the activity.
• Tool Dynamometer
2.0 Demonstrate skills in the use of Lathe machines
Week Specific Learning Outcome Teachers Activities Resources
4 - 6
2.1 Estimate the floor to floor time for the
production a simple component on capstan
lathe, using a selection of the different tooling.
2.2 Prepare an operation sheet (working
sheet) and the tool layout for the machining of
a typical engineering component, that will
involve turning, thread cutting, drilling,
chamfering, etc.
2.3 Carryout familiarization procedure on a
capstan and turret lathes in respect of setting
the tooling in the correct sequence to produce
a simple component.
2.4 Carryout cylindrical turning, drilling,
threading, parting, chamfering, etc. on a turret
machine using turret index head.
• Demonstrate activities 2.1 to
2.4 for the students to learn
and ask the students to
carryout all the activities.
• Assess the students.
• Lathe machine and
its accessories
• Practical guide.
3.0 Demonstrate skills in the use of milling machine
Week Specific Learning Outcome Teachers Activities Resources
7 - 9
3.1 Carryout familiarization procedure relating
to the milling of constant rise lobes on plate
cans
3.2 Carryout milling of hexagonal-headed
bolts.
• Demonstrate activities 3.1
and 3.2 for the students to
learn and ask them to carry out
the activities.
• Assess the students.
• Milling machines
and its accessories
• Practical guide.
188
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEM 222 Contact Hours: 2
hrs/wk
Course Specification: Practical Content
4.0 Demonstrate skills in planning operations
Week Specific Learning Outcome Teachers Activities Resources
4.1 Carryout familiarization procedure relating
to the planning of an engineering component.
4.2 Carryout planning of an engineering
component with planning machine and plane
millers.
• Demonstrate activities 4.1 to
4.2 for the students to learn
and ask them to perform all the
activities.
• Planning machines
• Plane - millers
• Practical guide.
5.0 Demonstrate skills in Boring operations
Week Specific Learning Outcome Teachers Activities Resources
10 - 12
5.1 Carryout familiarization procedure relating
to the boring of an engineering component.
5.2 Perform boring operation of an
engineering component.
• Demonstrate activities 5.1
and 5.2 for the students to
learn and ask them to carryout
the activities.
• Assess the students.
• Boring tools
• Practical guide
6.0 Demonstrate Skills in screw thread production
Week Specific Learning Outcome Teachers Activities Resources
7.9 Carryout familiarization procedure relating
to screw thread production.
7.10 Perform scfrew thread cutting operation
in a given component.
• Demonstrate activities 6.1 to
6.2 for the students to learn
and ask them to carryout the
activities.
• Lathe made and
accessories
• Threading tools
• Practical guide.
7.0 Demonstrate skills in Gear cutting and shaping
Week Specific Learning Outcome Teachers Activities Resources
13 - 15
7.1 Carryout familiarization procedure relating
to Gear cutting and shaping
7.2 Carryout an exercise each involving spur
and helical gear cutting.
7.3 Demonstrate spur gear shaping on a gear
shaping machine.
7.4 Cut a helical gear by the hobbing method.
• Demonstrate activities 7.1 to
7.4 for the students to learn
and ask them to perform all the
activities.
• Assess the students
• Gear cutting and
shaping machine.
189
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MACHINE TOOLS PROCESSES Course Code: MEM 222 Contact Hours: 2
hrs/wk
Course Specification: Practical Content
8.0 Demonstrate skills in broaching operations
Week Specific Learning Outcome Teachers Activities Resources
8.1 Carryout familiarization procedures
relating to broaching operation in broaching
machine.
8.2 Design a simple broach from given data
8.3 Perform a broaching operation in a given
component.
• Demonstrate activities 8.1 to
8.3 for the students to learn
and ask them to perform the
activities.
• Assess the students.
• Broaching machine
190
Press and Cutting Tools Design
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
(2,0,2)
Course Specification: Theoretical Content
General Objective: 1.0 Appreciate the basic principles of press tool design Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Define the three different ways of
working sheet metal in press-shearing,
bending drawing.
1.2 Illustrate the progressive deformation
and the development of a shearing
structure during the shearing process.
1.3 Sketch typical load penetration graph
for shearing.
1.4 Illustrate the effect of clearance on
the piercing of a moderately doctile
metal.
1.5 Write an expression for the estimated
work required for shearing
1.6 Describe shear as applied to press
tools
• Ask the student to explain the three
different ways of working sheet metal
in press-shearing, bending drawing
• Ask the students to illustrate the
progressive deformation and the
development of a shear structure
during the shearing press.
• Ask the students to describe shear
as applied to press tools
Recommended
textbook
Chalkboard
Chalk
Duster
Lecture notes
Visual aid.
2
1.7 Calculate the amount of shear to be
incorporated on a die in order to reduce
the work required for shearing
1.8 Explain the concept of the
displacement of the neutral plane during
bending of a bar
1.9 Sketch a press tool for a simple
bending operation.
1.10 Illustrate the load conditions
required to produces a bend.
• Ask the students using an example
to calculate the amount of shear to be
incorporated on die to reduce the work
required for shearing
• Ask the students to explain the
concept of the displacement of the
neutral plane during bending of a bar
• Ask student to sketch a press tool for
a simple bending operation.
• Ask students to illustrate the load
conditions required to produce a bend.
191
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours: (2,0,2)
Course Specification: Theoretical Content
General Objective: 1.0 Appreciate the basic principles of press tool design Week
Specific Learning Outcome Teachers Activities Resources
1.11 Derive an expression for the bending load 1.12 Give an expression for the maximum punch load required to over-come the friction between the component and the die walls. 1.13 Explain the terms “set the bends”, “flatten (planish) the workpiece”, “bottom the press as used in bending” 1.14 Write an expression for the planishing force 1.15 Describe a feature of cold bending known as spring back 1.16 Outline ways of countering spring-back in bending 1.17 Show the basic features of a metal-drawing operationi.e. punch, blank diameter, cut, die. 1.18 Illustrate the deforming stresses in metal drawing. 1.19 Illustrate the tooling principles involved in drawing. 1.20 State the meaning of drawing ratio as applied to drawing. 1.21 State two properties, which principally determine how well a metal, may draw.
• Ask students to explain the terms a. set the bends b. flatten (planishing) the workpiece c. bottom the press as used in bending
• Ask the students to draw and show the basic features of a metal drawing operation including (a) punch (b) blank diameter (c) cut (d) die • Ask the students to illustrate the tooling principles involved in drawing. • Ask the students to explain the wearing of “drawing ratio and the two properties which principally determine how well a metal may draw. • Ask the students to draw and show the basic features of a metal drawing operation including (a) punch (b) black diameter (c) cut (d) die.
6
1.22 Develop an empirical formula for the punch load during drawing 1.23 Carry out calculations on drawing 1.24 Describe the following ways of deepening the cup after the first draw, redrawing, ironing, pressure sinking 1.25 Explain the need of lubrication in drawing.
• Ask students to carry out calculations on drawing exercise using the developed empirical formula • Ask the students to explain the following ways of deepening the cup after the first drawing
a. redrawing b. ironing c. pressure d. sinking
• Ask the students to explain principles of lubrication in drawing.
192
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
(2,0,2)
Course Specification: Theoretical Content
General Objective: 2.0 Understand the principles of cutting as applied to single-point cutting known
as oblique cutting
Week Specific Learning Outcome Teachers Activities Resources
7 - 10
2.1 Illustrate the general case of cutting
known as orthogonal cutting.
2.2 Analysis he geometry of a single
point cutting tool
2.3 Illustrate the elements of a single
point tooli.e. flank, cutting edge, cutting
part, shank, face base, height, width.
2.4 Sketch the wedge-cutting action and
shear plane of a single-point cutting
edge.
2.5 Explain the following general cutting
terms feed, primary motion, work
surface, transient surface, machined
surface, depth of cut.
2.6 Describe the three types of a drip
formation,i.e. continuous, continuous
with built-up edge and discontinuous.
2.7 Outline the conditions that favour the
formation of each of the three types of
chip in 2.6
2.8 State the use of positive and
negative rake cutting taking into account
their limitations and advantages.
• Ask the students to illustrate via a
sketch the following: (a) feed (b)
primary motion (c) work surface (d)
transient surface (e) machined surface
(f) depth of cut
• Ask the students to outline the
conditions that favour the formation of
the three types of chip
• Ask the students to outline the
advantages and the limitations of
positive and negative rake cutting.
193
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
(2,0,2)
Course Specification: Theoretical Content
General Objective: 2.0 Understand the principles of cutting as applied to single-point cutting known
as oblique cutting
Week Specific Learning Outcome Teachers Activities Resources
11 - 12
2.9 Indicate on a sketch, the forces
acting on a single-point cutting tool
2.10 Sketch a single-component cutting
tool dynamometer
2.11 Describe the operation of the
dynamometer in 2.10
2.12 Illustrate the chip formation and
force systems as stipulated by
merchanti.e. to include forces at the
shear plane, and the cutting force and
thrust force
2.13 Draw merchant’s theory diagram
2.14 Determine using merchant’s theory
the cutting forces
2.15 Illustrate by a worked example,
merchant analysis of work done in
cutting.
2.16 Draw the vector diagram of
velocities of the cutting tool tip
2.17 Determine workdone in shearing
metal, against friction, and power
consumed during cutting
2.18 State the factors that affect the
cutting process
2.19 Explain how the seven factors in
2.19 affect the cutting process.
2.20 Define metal removal rate and
specific cutting pressure.
• Ask students to draw a sketch of a
single point cutting tool indicating the
forces acting on it.
• Ask the students to sketch a single
component cutting tool dynamometer
• Ask the students to explain the
operation of the dynamometer in 2.10
• Ask the students to draw the vector
diagram of velocities at the cutting tool
tip of the exercise above and to also
determine the velocity components
• Ask the students to explain the seven
factors that affect the cutting process
and how.
• Ask the students to explain the
following with respect to cutting
process
a. metal removal rate
b. specific cutting
pressure
194
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
(2,0,2)
Course Specification: Theoretical Content
General Objective: 2.0 Understand the principles of cutting as applied to single-point cutting known
as oblique cutting
Week Specific Learning Outcome Teachers Activities Resources
13
2.21 Show the relationship between
specific cutting pressure with feels and
rake angle
2.22 Determine specific cutting pressure
given other parameters
2.23 Analyse tool life, tool life criteria,
tool failure and tool wear
2.24 Represent the relationship between
cutting speed and tool cutting speed and
tool life by the Taylor’s empirical Law
2.25 Describe the parameters in Taylor’s
Empirical law
2.26 Illustrate graphically Taylor’s tool life
law
2.27 Determine the constant in Taylor’s
tool life equation given the required
cutting test data
2.28 Carry out calculation on tool life
• Ask the students to explain the
relationship between specific cutting
pressure with feeds and rake angle
• Ask the students by way of exercise
to determine the specific cutting when
given other parameters.
• Ask the students to explain the
following:
• tool life (b) tool life criteria (c) tool
wear
• Ask the students to explain the
parameters in Taylor’s empirical law
• Ask the students to illustrate Taylor’s
tool life law graphically using example
and also to carry out calculation on
tool life
195
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
(2,0,2)
Course Specification: Theoretical Content
General Objective: 3.0 Know the materials used for cutting tools and appreciate the factors affecting
their choice
Week Specific Learning Outcome Teachers Activities Resources
14
3.1 List the five materials used for cutting
tools
3.2 State the four requirements of cutting
tools materials
3.3 List the factors affecting the choice of
a particular cutting tool material for
applications
3.4 Discuss the cutting tool materials in
3.1 taking into considerations such
factors as composition performance
advantages and disadvantages, further
development, specific characteristics,
their applications
3.5 Define the machinability a work
material
3.6 State two of the four variables that
can be used to indicate machinabilityi.e
tool life, finish, metal removal rate, power
required
3.7 Describe how the following
conditions of the material affect the
machinability, heat-treatment,
composition, microstructures inclusions,
and hardness, aid toughness.
3.8 Describe the machinability ratings
when used to indicate machinability
• Ask the students to explain the four
requirements of cutting tools materials.
• Ask the students describe any four
materials used for cutting tools.
• Ask the students to explain the
factors that affect the choice of a
particular cutting tool for a particular
application.
• Ask the students to explain two of the
variable that can be used to indicate
machinability
• Ask the students to explain how heat
treatment, micro structures, industrial,
hardness and toughness of material
affect their machinability
196
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
(2,0,2)
Course Specification: Theoretical Content
General Objective: 4.0 Understand the general principles of tool design
Week Specific Learning Outcome Teachers Activities Resources
15
4.1 Explain the general principles of tool
design involving such consideration as
strength heat dissipation and geometry
4.2 Describe motion study as applied to
tool design
4.3 Analyse the economics of tool design
such as tooling cost to quantity and rate
of production
• Ask students to outline the general
principles of tool design
• Ask the students to explain motion
study as applied in tool design
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
2-0-2
Course Specification: Practical Content
General Objective Week
Specific Learning Outcome Teachers Activities Resources
1 - 7
1.1 Demonstrate the progressive
deformation and development of a shearing
structure during shearing process.
1.2 Demonstrate the effect of clearance on
the piercing of a moderately ductile metal.
1.3 Demonstrate the load conditions
required to produce a band.
1.4 Identify the basic features of metal
draining operationi.e. punch black diameter,
cut, die.
1.5 Demonstrate the deforming stresses in
metal drawing.
1.6 Identify the tooling principles involved in
drawing.
• Demonstrate activities 1.1 to 1.6 for
the students to learn and ask them to
perform the activities.
• Assess the students.
• Practical
guide.
197
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: PRESS & CUTTING TOOLS DESIGN Course Code: MEM 423 Contact Hours:
2-0-2
Course Specification: Practical Content
2.0 Demonstrate skills in Oblique cutting
8 - 10
2.1 Demonstrate the general case of cutting
known as orthozonal cutting.
2.2 Identify the elements of a single point
tooli.e flank, cutting edge, cutting part,
shank, face, base, height, width.
2.3 Demonstrate the chip formation and
force systems as stipulated by merchant.
• Demonstrate activities 2.1 to 2.3 for
the students to learn and ask them to
practise the activities.
• Assess the students.
• Single point
tool
• Lathe
3.0 Demonstrate skills in tool design
11-15
3.1 Use the general principles of tool design
involving such consideration as strength,
heat dissipation and geometry.
3.4 Demonstrate motion study as applied to
tool design
3.5 .Demonstrate the economics of tool
design such as tooling cost to quantity and
rase of production.
3.6 Carryout the design consideration and
analysis of any cutting tool.
• Demonstrate activities 3.1 to 3.4 for
the students to learn and ask than to
carryout the activities.
• Assess the students.
• Design guide.
198
Environmental Engineering
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: ENVIRONMENTAL ENGINEERING Course Code: MEC 411 Contact Hours:
(1,1,0)
Course Specific: Theoretical Content
General Objective: Understand the various types of Environmental pollution and their effects on the
environment Week
Specific Learning Outcome Teacher Activities Resources
1-2
1.1 Define pollution in general and
environmental
1.2 Pollution in particular
1.2 Define pollutants and state relationship
between pollution and pollutants
1.3 Describe what constitute environmental
pollution
1.4 State pollution levels expected in various
work environments and show how they can
be measured with reference to 1.3 above
• Ask the students to explain pollution in general and environmental pollution in particular • Ask the student to differentiate between pollution and pollutants • Ask students to analyse what constitute environmental pollution • Ask the student to state acceptable pollution level in various work environment and carry out measurement
• Environmental
control apparatus
• Recommended
textbooks
• Lecture notes
• Chalk, chalkbioard,
• Duster
• Visual aids.
1.5 State the effects of pollutants on plants,
human beings, animals and materials
1.6 Explain the physiological implication of
pollution in work environment
• Ask the students to state the effect of pollutants on plants, human beings, animals and materials • Ask the students to explain the physiological and psychological implication of pollution in work environment
General Objective 2.0: Understand various types of pollution
Week Specific Learning Outcome Teachers Activities Resources
2.2 Describe chemical, thermal, radioactive
and noise pollution
2.3 Explain the social implications of 2.2
above
2.4 Explain the meaning of “hazardous waste
2.5 State sources of hazardous wastes
2.6 List hazardous wastes (radioactive,
chemical, biological, Flammable etc)
• Ask the students to explain the
social implications of the various
types of pollution
• Ask the students to explain the
meaning of hazardous waste
• Ask the students to enumerate
sources of hazardous wasted as
well as list the different types.
• Solid waste
compactor
199
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: ENVIRONMENTAL ENGINEERING Course Code: MEC 411 Contact Hours:
(1,1,0)
Course Specific: Theoretical Content
General Objective: 3.0 Know the generation of liquid wastes
Week Specific Learning Outcome Teachers Activities Resources
3
3.1 Describe sources and types of liquid
waste
3.2 Explain the composition of liquid and
solid wastes
3.1 Describe the generation rate of liquid and
solid wastes
3.2 Classify modes of measurement of 3.3
e.g. (i) measure of Volume/flow rate (ii)
Statistical analysis generation rate
• Ask the students to state
sources and types of liquid
Wastes.
• Ask the students to discuss
generation rate, different ways
of measuring as well as factors
affecting liquid waste
• Ask the students to discuss on
site handling of liquid and solid
wastes for residential and
commercial premises.
General Objective 4.0: Understand the methods of onsite handling storage and processing of liquid
and solid waste
Week Specific Learning Outcome Teachers Activities Resources
4
4.1 Explain public health and aesthetics 4.2 Describe the method of onsite handling for (i) Residential Premises (ii) commercial premises 4.3 Describe the methods of onsite processing,e.g. grinding, serving Compaction, shredding and composting, chemical and biological.
• Ask the students to explain
method of storage
• Discussion site processing
methods e.g. grinding shedding
General Objective 5.0: Know the method of solid and liquid waste collection
Week Specific Learning Outcome Teachers Activities Resources
5
5.1 Describe collection services
5.2 Describe collection systems, equipment
and labour requirement
5.3 List collection systems, e.g., hauled
container system and stationary collection
systems
5.4 Analyse collection systems
5.5 Determine collection routes
• Ask the students to explain
what is a collection service.
• Ask the students to list
collection systems
• Ask the student to analyse
collection systems and
collection routes
• Standard collection
BIN (WASCO)
200
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: ENVIRONMENTAL ENGINEERING Course Code: MEC 411 Contact Hours:
(1,1,0)
Course Specific: Theoretical Content
General Objective 6.0: Understand the methods of transfer and transport of solid and liquid wastes
Week Specific Learning Outcome Teachers Activities Resources
6.1 Explain the need for transfer stations
6.2 Describe transfer stations
6.3 Describe transport means and methods
6.4 Determine the location of transfer
stations
• Ask the students to explain the
need for transfer operations
• Ask the students to discuss
transfer stations and location of
transfer station
• \Dust Bin Truck
Incinerator
General Objective 7.0: Understand the methods and equipment for solid and liquid waste processing
Week Specific Learning Outcome Teachers Activities Resources
6-7
7.1 State purpose of processing
7.2 Describe the methods of processing
a. mechanical volume
reduction(ii) chemical volume
reduction
b. mechanical size
reduction(iv) component
separation
• Ask the students the reason for
solid and liquid waste
processing
• Analyses different methods of
processing
• Discuss with the student s
method of drying and watering
General Objective: 8.0 Understand the source and utilization of various forms of energy form the
waste materials
Week Specific Learning Outcome Teachers Activities Resources
9-13
8.1 Review the principles of conservation of
energy
8.2 List the forms of energy available in
various forms of pollutants such as in solid
waste, air, etc.
8.3 Explain the process of energy conversion
in 9.2
8.4 Identify materials that can be re-cycled,
e.g., waste paper, waste cloth, gully water,
etc.
8.5 Describe land reclamation process
• Discuss principle of
conservation of energy
• Ask the students forms of
energy in various forms of
pollutants
• Explain materials that can be
re-cycled
• Ask the students to explain
processing and recovery system
PowerPoint projector
201
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING -MANUFACTURING
(OPTION)
COURSE: ENVIRONMENTAL ENGINEERING Course Code: MEC 411 Contact Hours:
(1,1,0)
Course Specific: Theoretical Content
General Objective: 8.0 Understand the source and utilization of various forms of energy form the
waste materials
Week Specific Learning Outcome Teachers Activities Resources
8.6 Describe the processing and recovery
systems
8.7 Draw the process flow sheet
8.8 Explain the process of incineration with
heat recovery
8.9 Define and describe pyrolysis and
incineration pyrolysis in energy conversion
• Discuss with student process
flow sheet and explain process
of incineration with heat
recovery
General Objective 9.0: Understand the steps in implementing Environmental Standards
Week Specific Learning Outcome Teachers Activities Resources
14-15
9.1 Benefits of environmental management:
Cost, Marketing
Customer, Employees, Local Community.
9.2 Environmental Review: Flow process
diagrams, mass balance, quantifying
complaints, summating disposal cost,
assessing significance.
9.3 Environmental matrix scoring: Normal
and other operations, contingency planning.
• Ask students to design
overview of requirements under
ISO headings for a small local
company.
Assess.
9.4 Environmental policy: Management
responsibility, objectives and targets,
External Communication, Audit period.
9.5 ISO 14,000 Certification: Management,
Policy, Organisation, Effects, objectives and
targets, training programme, procedure
manual, records, Audits, Reviews
202
Material Handling
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MATERIAL HANDLING Course Code: MEM 424 Contact
Hours: (1,1,0)
Course Specification: Theoretical Content
General Objective: 1.0 Understand reasons for proper material handling Week
Specific Learning Outcome Teachers Activities Resources
1 - 2
1.1 Define material handling
1.2 Explain the concept of material handling
1.3 List objective of material handling and
relate them to cost, labour, work-in-progress,
production control, damages, etc
1.4 Explain the three basic factors which
influence the handling of any material
1.5 Explain the essential differences between
production handling (dynamism or mechanical)
and warehouse handling (staticism)
1.6 Describe situations where material handling
is needed (workplace or between workplace;
departmentale.t.c through the factory or
warehouse and inter-Organisation-receipt of
goods from suppliers, delivery to customers.
1.7 Out line the relationship between the
various functions such as information handling
function, stock control, order processing, etc
involved in material handling
Ask the students to:
• List objectives of material handling
• State the three basic factors which
influence the handling of any material
• Explain the essential differences
between production handling and
warehouse handling
• Describe situation where material
handling is needed
• Outline relationship between
various functions such as information
handling, stock control, order
processing involved in material
handling
203
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MATERIAL HANDLING Course Code: MEM 424 Contact
Hours: (1,1,0)
Course Specification: Theoretical Content
General Objective 2.0: Understand the various material handling methods and equipment
Week Specific Learning Outcome Teachers Activities Resources
3 - 4
2.1 List and explain material handling methods
such as (i) serial picking, parallel picking, FIFO
and LIFO
2.2.List the merits and demerits of the methods
of handling in 2.1
2.3 Classify all types of material handling
equipment into overhead equipment, conveyor
or trucks.
2.3 Determine factors affecting selection of
equipment listed in 2.3
2.4 Describe out least five storage systems
such bin, shelf, pallet, bar rock, flat support
system, adjustable rack, etc.
2.5 Explain the use of demontable bodies in
material handling
• Ask the students to:
• List various materials handling
equipment
• Explain the terms FIFO and LIFO
• State merits and demerits of
methods of handling in 2.1
• Classify all types of material
handling into overhead equipment,
conveyor or trucks.
• State factors affecting selection of
equipment listed in 2.3
• Ask the students to:
• Describe five storage systems as
well as explain the use of
demonstrate bodies in material
handling
General Objective: 3.0 Understand the packing technique and technologies in total material handling
Week Specific Learning Outcome Teachers Activities Resources
5 - 6
3.1 Explain packaging technique
3.2 Define and describe string wrapping
cushioning, and secondary packaging.
3.3 Describe the essential features of
automated Warehousing.
3.4 Outline the relationship between plant
layout and material handling in automation
3.5 Explain a simple material handling system
design
• Ask the students to: • Explain packing techniques and technologies in total material handling • Define and describe string wrapping, cushioning, and secondary packaging. • Ask the students to: - • Describe essential features of automated ware-housing • Outline the relationship between plant layout and material handling in automation • Explain a simple material handling system design.
204
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MATERIAL HANDLING Course Code: MEM 424 Contact
Hours: (1,1,0)
Course Specification: Theoretical Content
General Objective: 4.0 Understand the unit load principle and turning circle calculation and their
usefulness in material handling
Week Specific Learning Outcome Teachers Activities Resources
7 - 8
4.1 Define and explain unit load principle and
turning circle calculation
4.2 Relate the unit load principle to
Containerisation
4.3 Explain the various means such as weight,
vehicle capacity, turning moment, types of
body, etc, vehicle transport related to the
material handling
• Ask the students to:
• Define unit load principle and
Calculate the turning circle in material
handling
• 2. Relate the unit load principle to
containerisation
• Ask the students to
• Explain various means such as
weight, vehicle, capacity, turning
moments types of body, open or
close body, etc vehicle transport
related to material handling.
• How the turning circle calculation is
used to solve loading problems
associated with rigid body and
articulated body vehicles up to 48
footer
205
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MATERIAL HANDLING Course Code: MEM 424 Contact
Hours: (1,1,0)
Course Specification: Theoretical Content
General Objective: 5.0 Know the causes and ways of preventing common injuries associated with
Manual handling
Week Specific Learning Outcome Teachers Activities Resources
10- 12
5.1 State the types of injuries that are
associated with manual handling
5.2 State the general guidelines that can be
given to those who handle materials manually.
5.3 Explain the correct application of the six
basic principles essential for safe method of
manual handling of load
5.4 Outline the important of Team lifting and
carrying
5.5 Explain the methods of handling
• Ask the students to:
• 1. State courses and ways of
preventing common
• injuries associated with Manual
handling
• State the general guidelines for
those who handle Materials
manually.
• Explain the correct application of
the six basic principles of the six
basic principles essential for safe
method Manual handling of loads.
• Ask the students to: -
• Outline the important of team lifting
and carrying
• Explain methods of handling
specific shapes
General Objective: 6.0 Understand the basic principle of First Aid.
Week Specific Learning Outcome Teachers Activities Resources
13
6.1 State the various types of accessories for
manual handling
6.2 Describe simple methods of First Aid.
6.3 Explain and apply the techniques of
treating minor injuries; e.g. fresh wound, simple
Fracture, burns electric shock, etc.
6.4 Explain and apply the technique of
application of artificial respiration
• State the various types of
accessories for manual handling
• Ask the students to:
• State the basic principles of First
Aid
• Describe simple method of First Aid
• Explain and apply the techniques of
treating minor injuries e.g. Fresh
wound, simple fracture, burns, etc
• Explain and apply the technique of
application Of artificial respiration
First Aid Kit
First Aid Kit
206
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: MATERIAL HANDLING Course Code: MEM 424 Contact
Hours: (1,1,0)
Course Specification: Theoretical Content
General Objective 7.0: Understand the safety and effective maintenance of material handling
equipment
Week Specific Learning Outcome Teachers Activities Resources
14
7.1 Outline the safety and effective
maintenance of materials handling equipment
7.2 Identify simple causes of equipment
breakdown and describe their methods of
repair.
7.3 Explain materials handling code of practice
• Ask the students to:
• Outline the safety effective
maintenance of materials handling
equipment
• State simple causes of equipment
breakdown and describe their
methods of repair
• Explain materials handling code of
practices
General Objective 8.0: Understand the various cost involved in Material handling.
Week Specific Learning Outcome Teachers Activities Resources
15
8.1 List various cost centres in material
handling
8.2 Establish material handling costs
8.3 Relate costs to stock control policy
8.4 Relate cost to order of processing
(information handling, documentation cost, etc)
• Ask the students to: -
• List various cost centres in material
handling
• Establish material handling costs.
• Ask the students to relate costs to
stock control policy and to order of
processing information handling,
documentation cost,
• Etc.
207
Jigs, Fixture and Tool Design
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING (MANUFACTURING
(OPTION))
COURSE: JIGS, FIXTURE DESIGN Course Code MEM425 Contact Hours:
(2,0,2)
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 1.0: Know the basic principles of jigs and fixtures Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 State the purpose and application of
jigs and fixtures
1.2 Differentiate between jigs and fixtures
1.3 State the basic principles of location
with reference to the six degrees of
freedom.
1.4 List the main elements of design of jig
and fixture
1.5 Explain the method of Location
utilizing the surface of the component e.g.
flat, external, cylindrical, and bore
1.6 Describe the following specific
treatment methods and device, pin and
button, rest pad, and plates, nest or cavity
location stop screws
• Ask the students to explain the purpose and application of jigs and fixtures. • Ask the students to differentiate between jigs and fixtures. • Ask the students to explain the basic principles of location with reference to the six degrees of freedom. • Ask students to list the main elements of design of jig and fixture. • Ask students to explain the method of location utilizing the surface of the component e.g. flat, external etc. • Ask students to describe the various locating methods and device e.g. pin and button rest pad, location screws rest etc..
• Blackboard
ruler (lm)
• Blackboard
compass
• Adjustable
square
• A set of square
(45o 60o)
• Duster
• Chalk
General Objective 2.0: Understand the Operation of jigs
Week Specific Learning Outcome Teachers Activities Resources
6 - 9
2.1 List the basic components of a jig.
2.2 State the advantages of using jigs
2.3 Describe the operation of a typical jig
• Ask the students to list the basic
component of a jig.
• Ask the students to state the
advantages of using jigs
• Ask the students to describe the
operations of a typical jig.
10 - 11
2.4 Describe the following methods of jig
construction: build-up construction,
fabricated and cast construction
• Ask the students to differentiate
between the method of build-up,
construction and fabricated and cast
construction of jig.
• Ask the student to describe the
methods in 2.4 above.
208
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING (MANUFACTURING
(OPTION))
COURSE: JIGS, FIXTURE DESIGN Course Code MEM425 Contact Hours:
(2,0,2)
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 2.0: Understand the Operation of jigs
Week Specific Learning Outcome Teachers Activities Resources
• Design jigs for the manufacture of
simple components
• Ask students to design jigs for the
manufacture. Four simple components
one for each week.
General Objective 3.0: Understand the Operation of Fixtures
Week Specific Learning Outcome Teachers Activities Resources
12 - 15
3.1 List the basic component parts of
fixtures.
3.2 Describe the following types of
fixtures: vice and fixtures for milling,
boring, broaching, grinding and welding
• Ask the students to list the basic
components parts of fixtures.
• Ask the students the following types
of fixtures: vice and fixtures for milling,
boring, broaching, grinding and
welding.
3.3 Design fixtures for locating and
damping simple components
• Ask the students to design fixtures for
locating and damping four simple
components one per week.
209
Machine Assembly Installation & Commissioning
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY
INSTALLATION & COMMISSIONING COURSE CODE: MEM 426
CONTACT HRS:
2hrs/wk
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective: 1.0 Know the different types of devices for machine Installation Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Describe different types of spirit
levels
1.2 Describe the use of theodilite
and/or autocollimator in obtaining
levels of a surface
1.3 Describe shims, levelling plates
and adjustable levelling pads and
explain their uses
1.4 Describe the use of wedges
• Discuss the different types of spirit levels
• Distinguish the difference between
theodilite and autocollimator
• Describe their uses: shims, levelling
plates, adjustable levelling pads and to
explain their uses
• Ask students to:
a. Explain levelling
wedges
b. describe their uses
• Theodilite
Autocollimator
Optical square block
• Leveling wedges
adjustable levelling
pods
General Objective 2.0: Know how to prepare foundations for machines from foundation drawing
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 Interpret foundation plan and
prepare template from it.
2.2 Explain how to locate foundation
bolts with and without the template
2.3 Describe the different types of
foundation bolts and their uses
2.4 Describe the different methods
of securing foundation bolts e.g.
(raw bolts, flush ankles etc)
2.5 Explain the need to isolate
foundation with the use of materials
such as cork, etc.
• Describe the following: (a) Interpretation
of foundation plan drawing (b) preparation
of template from the foundation plan
drawing.
• Discuss the following: (a) location of
foundation bolts using the template (b)
location of foundation bolts without using
the template
• (a) describe the different types of
foundation bolts (b) state their uses
• Describe the different methods of
securing foundation bolts
• Discuss and illustrate (a) the need for
isolation of some machine foundations (b)
list some materials needed for machine
foundation isolation
210
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY
INSTALLATION & COMMISSIONING COURSE CODE: MEM 426
CONTACT HRS:
2hrs/wk
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 2.0: Know how to prepare foundations for machines from foundation drawing
Week Specific Learning Outcome Teachers Activities Resources
3
2.6 Explain the construction of form-
work for foundation concrete
2.7 Explain the method of pouring
foundation concrete and use of
vibrators
• Explain the following: (a) the need for
form-work of machine foundation (b) the
construction of form-work for machine
foundation (c) the materials, required for
the construction of the concrete form work
• Explain (a) the procedure of pouring
foundation concrete (b) use of rammers
and mechanical vibrators
General Objective 3.0: Know installation and commissioning of machines
Week Specific Learning Outcome Teachers Activities Resources
4
3.1 Explain material handling of a
machine tool during installation
3.2 Explain the importance of the
following operations before
installation: (a) unpacking (b)
inspection (c) breakage/damage
reports
3.3 Explain the need of removing
preventive coatings and rust
3.4 Describe methods of levelling a
machine tool e.g. a lathe, using
installation devices in 1.0
3.5 Illustrate the methods in 3.4 with
sketches
3.6 Define machine alignment
• Discuss what materials entails during
installation
• List out the various material handling
equipment and the accessories required
• Discuss the importance of unpacking,
inspection and breakage, damage report
• State the necessary action to be taken
when variation are found in (b) or when
breakage/damage occur.
• Explain why preventive coatings and rust
need to be removed.
• Ask the students to sketch the levelling
methods
• Define alignment and state the
importance in machine building
• Spirit levels parallel
strips levelling
wedges levelling
plates/pads
211
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY
INSTALLATION & COMMISSIONING COURSE CODE: MEM 426
CONTACT HRS:
2hrs/wk
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 3.0: Know installation and commissioning of machines
Week Specific Learning Outcome Teachers Activities Resources
5
3.7 Explain methods of aligning
machine tool components
3.8 Explain gout and describe the
method of gouting a machine tool
(e.g. lathe or drilling machine)
3.9 Describe methods of find
levelling and alignment on 3.4 and
3.9
3.10 Explain necessary
preparations for commissioning e.g.
(a) cleaning of machine tool (b)
supply of necessary lubricants (c)
preparing test piece and test report
format (d) ensuring correct electrical
connections
3.11 Explain idle running of machine
tool and the preparation of no-load -
test report
3.12 Explain load-test using work
piece and the preparation of load-
test report
• Discuss the methods of aligning a typical
compound of machine tool e.g. cross slide
of milling machine etc.
• Explain the method of gouting a lathe or
drilling machine
• State the precaution to be taken during
and after gouting in other to maintain the
level of the machine.
• Understand final levelling and alignment
on machine tools and state the necessary
precaution
• Discuss the following in preparation for
commissioning of machine tools (a)
proper cleaning of the machine
specifically the guide ways appropriate (b)
lubricants required for the various gear
boxes slide ways and stuffing boxes (c)
Format for test report and test piece
preparation (d) correct electrical
connection.
• Explain: (a) idle running of machine tools
(b) No-load-test report.
• Discuss load-test and load-test report;
compare test results with standard
specific in the test chart of the machine in
all cases.
6 - 7
3.13 Explain with illustration the
equipment acceptance certificate
• Discuss and illustrate the equipment
acceptance certificate.
• State the importance of equipment
acceptance of equipment certificate
212
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY INSTALLATION & COMMISSIONING
COURSE CODE: MEM 426 CONTACT HRS: 2hrs/wk
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 4.0: Appreciate maintenance systems, their planning and scheduling
Week Specific Learning Outcome Teachers Activities Resources
8-9
4.1 Define maintenance 4.2 Name and describe the different types of maintenance strategies e.g. preventive, planned, breakdown, shut down, running and contract. 4.3 Explain the roles of each of the maintenance systems in 4.2 4.4 Explain the importance of maintenance in industries and the benefit derived from a successful maintenance system 4.5 Define maintenance planning and scheduling 4.6 Explain the role of forecasting in maintenance planning 4.7 Explain the scheduling of planned and preventive maintenance
• Define maintenance • Describe the various maintenance strategies in 4.2 and state the advantages of each • Discuss the roles of each of the maintenance systems in 4.2 • Explain the following (a) importance of maintenance in industries (b) benefits derived from a successful maintenance system. • Differentiate between: maintenance planning and scheduling and define each of them. • Explain the role of forecasting in maintenance planning • Discuss the scheduling of planned and preventive maintenance • What are the advantages to be gained in scheduling planned and preventive maintenance?
General Objective 5.0: Know functions of maintenance stores and material control
Week Specific Learning Outcome Teachers Activities Resources
10-11
5.1 Explain the functions of maintenance stores 5.2 Classify machine spare-parts and consumables 5.3 Explain the objective of material control documentation 5.4 Explain the problems relating to the operation of maintenance stores (e.g. organizational and procedure problems) 5.5 Define stock control and the use of Economic Order Quantity (EOQ)
• Explain the functions of maintenance stores • Discuss the classification of machine spare-parts and consumables • Explain the objectives of the following: (a) material control (b) material documentation in a machine spare-parts maintenance store. • Discuss the problems relating to operation of maintenance stores in: (a) organizational (b) procedural • Define the formulae for the Economic Order Quantity (EOQ)
213
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY
INSTALLATION & COMMISSIONING COURSE CODE: MEM 426
CONTACT HRS:
2hrs/wk
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 6.0: Understand the importance of maintenance reports and records
Week Specific Learning Outcome Teachers Activities Resources
12
6.1 State guidelines for
maintenance reporting
6.2 Develop format for reporting and
evaluating maintenance work
6.3 State and analyse equipment
records for periodic replacement of
parts and lubrications
• State guidelines for maintenance
reporting
• Guidelines should reflect the type of
maintenance strategy been operated in a
particular system
• State the benefits derived from the
analysis of records from equipment
manuals with respect to parts and
lubricants replacement.
General Objective 7.0: Machine Assembling and Dismantling techniques
Week Specific Learning Outcome Teachers Activities Resources
14
7.1 State types of assembly lines
(e.g. non-mechanized (manual,
mechanized, semi-automatic and
automatic assembly lines
7.2 Explain the assembly lines in
7.1
7.3 Draw typical assembly lines to
illustrate the inter-relationship
between assembly and work
stations
7.4 Explain assembly flow-chart for
a typical machine
7.5 List and describe simple
assembly toolse.g extractor
screw driver, mallet, hydraulic or
arbor press
15
Revision Review the course appropriately, laying
more emphasis in areas of weakness of
the students
214
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY, INSTALLATION AND COMISSIONING
COURSE CODE: MEM 426 CONTACT HRS: 2hr/wk
COURSE SPECIFIC: PRACTICAL
General Objective 1.0: Demonstrate the different types of devices for machine installation Week
Specific Learning Outcome Teachers Activities Resources
1
1.3 Identify shims, levelling plates and adjustable levelling pads and explain their uses. 1.4 Demonstrate the use of wedges 1.2 Demonstrate methods of levelling a machine tool e.g. a lathe, using installation devices in 1.0
• Ask the students to identify shims, levelling plates and adjustable levelling plates. Discuss their uses in workshop
• Spirit level test mandrels dial gauges parallel strips levelling wedges Hammer• Spirit level piller drilling machine levelling wedges
5
1.3 Carry out alignment tools on already existing machine tool making use of devices in 1.0 1.4 Perform the commissioning of a simple machine tool, (e.g. a drilling machine)
• Show wedges and demonstrate the levelling of a lathe using the devices in 1.0
6
• Demonstrate the levelling of a lathe using the devices in 1.0, consideration should be given to the following: (a) test chart specific of convexity (b) stability of the machine after fine adjustment of levelling screws.
7
• Demonstrate alignment tests on existing lathe and note the following: (a) sequence of alignment testing (b) standard test chart for the machine (c) accuracy of test measuring instruments • Ask the students to perform the installation and commissioning of a pillar drilling machine
1.5 Explain load test using workpiece and the preparation of load-test chart
• Demonstrate load-test on machine e.g. lathe
• Lathe cutting tools micrometer
215
PROGRAMME: HND MECHANICAL ENGINEERING (PLANT OPTION)
COURSE: MACHINE ASSEMBLY
INSTALLATION & COMMISSIONING COURSE CODE: MEM 426
CONTACT HRS:
2hrs/wk
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 2.0: Demonstrate skills in machine assembling and dismantling
Week Specific Learning Outcome Teachers Activities Resources
8 - 10
2.1 Dismantle a typical
machine in the workshop
2.2 Clean and identify the
components of the machine
2.3 Check the components
in 7.7 above for dimensional
accuracy
2.4 Re-assemble the
machine and check parts in
position
2.5 Test run the re-
assembled machine
• Demonstrate/ask students to dismantle the
machine and identify the components
• Guide students in correct use of
instruments
• Fellow assemble procedure of (a) group
assembly (b) final assembly
• Tool box complete with
set spanners
• Micrometer venier
caliper, Test manuals,
parallel strips,
thermometer spirit levels
levelling wedges
216
Applied Thermodynamics
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: APPLIED THERMODYNAMICS COURSE CODE: MEP 321 CONTACT HOURS:
2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 1.0: Know the equations governing the flow and non-flow processes in common
engineering devices Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 State the steady flow energy equation as it
applies to (a) turbine (b) compressors (c)
nozzles and diffusers (d) throttling process (e)
boilers, condensers, evaporators and other
heat transfer equipment
1.2 Explain the assumption made in the
derivation of the equation in 1.1 above
• Ask students to apply steady
flow energy equation to the
devices mentioned
• Ask students to measure exit
velocities using different nozzle
sizes
• Lecture notes
• Recommended
textbooks
• Chalk,
• Chalkboard
• Dusters.
2
1.3 State the non-flow energy equation for (a)
Constant volume (b) constant pressure (c)
isothermal process (PV = constant) of a perfect
gas (d) polytropic process (PVn = constant)
• Ask students to explain all the
assumptions made
• Ask students to state the non-
flow energy equation for the
processes.
General Objective: 2.0 Understand the common-thermodynamic vapour power cycles
Week Specific Learning Outcome Teachers Activities Resources
3
2.1 Describe the essential processes in a
carnot cycle
2.2 Define specific steam consumption, work
ratio and the cycle efficiency
2.3 Explain the practical difficulties in
employing the carnot cycle for a steam power
plant
2.4 Explain the Rankine cycle
2.5 Explain the advantages of Rankine cycle
over carnot cycle
• Ask students to explain the
essential processes in a carnot
cycle
• Ask students to define specific
steam consumption, work ratio
and the cycle efficiency.
• Boilers steam
plant.
4
2.6 Analyse Rankine cycle with super heat re-
heat regeneration, economizer and air pre-
heater
• Ask students to explain the
practical difficulties in
employing the Carnot cycle for
a steam power plant
217
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: APPLIED THERMODYNAMICS COURSE CODE: MEP 321 CONTACT HOURS:
2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective: 2.0 Understand the common-thermodynamic vapour power cycles
Week Specific Learning Outcome Teachers Activities Resources
5
• Ask students to Solve
problems related to carnot cycle
• Ask students to explain the
Rankine cycle
• Ask students to explain the
advantages of Rankine cycle
over carnot cycle
• Ask students to analyst
Rankine cycle
• Ask students to solve
problems related to Rankine
cycle
• Carry out experiments on
steam power plant
General Objective: 3.0 Understand the Common thermodynamic gas power cycles
Week Specific Learning Outcome Teachers Activities Resources
6
3.1 Describe the Brayton/Joule cycle
3.2 Analyse the cycle in 3.1 above
3.3 Analyse the cycle in 3.1 above with inter-
cooling and pre-heating
• Ask students to describe the
Brayton/Joule cycle
• Ask students to analyse the
Brayton/Joule cycle
7
3.4 Describe Otto, Diesel, Dual and stirling and
Atkinson cycles
3.5 Analyse cycles in 3.4 above
3.6 Explain mean effective pressure
compression ratio and cut-off ratio
• Ask students to analyse the
cycle in 3.1 above with inter-
cooling and pre-heating
• Ask students to explain Otto,
Diesel, Dual and stirling and
Atkinson cycles
218
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING (OPTION)
COURSE: APPLIED THERMODYNAMICS COURSE CODE: MEP 321 CONTACT HOURS: 2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective: 3.0 Understand the Common thermodynamic gas power cycles
Week Specific Learning Outcome Teachers Activities Resources
8
• Ask students to analyse Otto Diesel, Dual and stirling and Atkinson cycles • Ask students to explain mean effective pressure, compression ratio and cut-off ratio • Ask students to solve related problems • Determine experimentally the cycle efficiencies of Otto, Diesel and Dual cycles. • Assess
General Objective 4.0: Understand various types of compressors
Week Specific Learning Outcome Teachers Activities Resources
9
4.1 Explain advantages and disadvantages of reciprocating and rotary compressors 4.2 Explain delivery pressures 4.3 Explain the need for and effect of clearance Volume in construction of compressor 4.4 Explain staging of compressors 4.5 Explain inter-cooling, after-cooling and optimum inter-stage pressures
• Ask students to explain advantages and disadvantages of reciprocating and rotary compressors • Ask students to explain delivery pressures • Ask students to explain the need for and effect of clearance
• Rotary compressor • Axial compressor • Reciprocating Compressor
10
4.6 Explain efficiencies (e.g. isothermal, isentropic)
• Ask students to explain staging of compressors • Ask the students to explain inter-cooling after-cooling and optimum inter-stage pressures • Ask students to explain efficiencies • Solve problems related to isothermal and Isentropic efficiencies • Assess
219
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: APPLIED THERMODYNAMICS COURSE CODE: MEP 321 CONTACT HOURS:
2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 5.0: Understand gas turbine engines
Week Specific Learning Outcome Teachers Activities Resources
11
5.1 Analyse gas turbine cycle with or without
reheat
5.2 Calculate parameters such as thermal
5.3 Explain the differences in the design of gas
turbines for air craft and industrial applications
5.4 Describe application of gas, turbine cycles
for aircraft propulsion ramjet, turbojet, turbofan
and turboprop engines
5.5 Enumerate the limitations of ideal gas
turbine cycle
5.6 Explain with the aid sketches the gas
turbine
5.7 Compare and contrast gas turbine engine
with the reciprocating internal combustion
engines
• Ask students to analyse gas
turbine cycle with or without
reheat
• Ask students to solve
problems related to gas turbine
• Calculate parameters such as
thermal efficiency
• Ask students to explain the
differences in the design of gas
turbines for air craft and
industrial applications
• Ask students to describe
various applications of gas
turbines
• Ask students to enumerate the
limitations of ideal gas turbine
cycle
• Ask students to explain with
the aid of sketches the gas
turbine engine
• Ask students to compare and
contrast gas turbine engine with
the reciprocating internal
combustion engines
• Assess
220
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: APPLIED THERMODYNAMICS COURSE CODE: MEP 321 CONTACT HOURS:
2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 6.0: Know the volumetric efficiency in relation to 4-stroke engine and solve related
problems of air capacity, power etc
Week Specific Learning Outcome Teachers Activities Resources
14-15
6.1 Define volumetric efficiency and express it
algebraically
6.2 Explain the importance of (a) inlet density
(b) the mach index in relation to volumetric
efficiency
6.3 Explain factors influencing the volumetric
efficiency
6.4 Describe the methods for determining
volumetric efficiency
• Ask students to define
volumetric efficiency and
express it algebraically
• Ask students to explain the
importance of the parameters
listed
• Ask students to explain factors
influencing the volumetric
efficiency
• Ask students to describe
methods for determining
volumetric efficiency
• Ask students to solve related
problems
• Prepare students for
examination by revising and
solving tutorial problems
• Assess
221
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: APPLIED THERMODYNAMICS
COURSE CODE: MEP 321
CONTACT HOURS
2hrs/wk
COURSE SPECIFICATION: PRACTICAL CONTENTS
General Objective: Identify flow and non-flow devices and vapour power cycles Week
Specific Learning Outcome Teachers Activities Resources
1 - 7
1.1 Identify the following
(a) Turbine
(b) Compressors,
(c) Nozzles and
diffusers,
(d) Throtting process,
(e) Boilers, condensers,
evaporators.
1.2 Determine, experimentally, steam
consumption, work ratio and cycle
efficiency of steam plant.
1.3 Determine experimentally the cycle
efficiencies of Otto, Diesel and Dual
cycles.
1.4 Carryout experiments on steam plant.
• Demonstrate activities 1.1 to 1.4
for the students to learn and ask
them to perform all the activities.
• Assess the students.
• Compressors
• Diffusers,
• Boilers,
• Turbine, etc.
2.0 Determine power out from flow devices
Week Specific Learning Outcome Teachers Activities Resources
8 - 15
2.1 Carryout experiments on
compressors to determine power output
of a compressor
2.2 Carryout experiment to determine
power output of gas turbine
2.3 Determine experimentally fuel
consumption, power output on engine
test bed
• Demonstrate activities 2.1 to 2.3
for the students to learn and ask
then to carryout the activities.
• Assess the students.
• Compressors
• Gas turbine
• Engine test bed with
petrol and diesel
engines.
222
Safety
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT
HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 1.0: Understand the importance of safety in industry. Week
Specific Learning Outcome Teachers Activities Resources
1 - 2
1.1 Define industrial safety
1.2 Outline the importance of accident
prevention in industry
1.3 Explain the effect of fire and other
industrial accidents on the major goal
of the company which is profit
maximization
1.4 Point out the role of shareholders,
managers, supervisors and other
workers in contributing towards
accident prevention in industry
• Ask students to define industrial safety.
• Ask the students to outline the
importance of accident prevention in
industry.
• Ask the students to explain the effect of
fire and other industrial accidents on the
major goal of the company which is profit
maximization
• Ask the students to point out the role of
shareholders, mangers, supervisors and
other workers in contributing towards
accident prevention in industry.
• recommended
textbooks
• chalk
• chalboard
• lecture notes.
223
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT
HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 2.0: Know the causes and ways of preventing industrial accidents not caused by
fire
Week Specific Learning Outcome Teachers Activities Resources
3 - 4
2.1 Outline the various factors that
undermine industrial safety
2.2 Explain the types of accidents that
can occur while working with machinery
and ways of preventing them.
2.3 Give examples of the types of
accidents that can occur during welding
operations and the precautions to be
taking against them.
2.4 Explain the methods of protection
against radiation.
2.5 State the types of accidents that
are associated with storage and
handling of chemicals and ways of
preventing them.
2.6 Outline hazards of compressed air.
2.7 Outline the general principles vital
to safety programme and general
measures of accident prevention.
2.8 Explain various approaches to
reporting and investigating industrial
accidents.
2.9 Describe the various ways of
communicating the safety message to
the people concerned
2.10 Explain the types of medical aid
given to accident victims.
• Ask the students to outline the various
factors undermine industrial safety.
• Ask the student to explain the types of
accidents that can occur while working
with machinery and ways of preventing
them.
• Ask the students to give examples of
the types of accidents that can occur
during welding operations and the
precautions to be taking against them.
• Ask the students to explain the
protections against radiation
• Ask the students to state the types of
accidents that are associated with
storage and handling of chemicals and
ways of preventing them.
• Ask the students to outline hazards of
compressed air
• Ask the students to outline the general
principles vital to safety programmes and
general measures of accidents
prevention.
• Ask students to explain various
approaches to reporting and
investigating industrial accidents.
• Ask the students to describe the
various ways of communicating the
safety message to the people
concerned.
• Ask the students to explain the types of
medical aid given to accident victims
224
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING (OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 3.0: Appreciate what is involved in safety inspection
Week Specific Learning Outcome Teachers Activities Resources
5 - 7
3.1 Define the term safety inspection. 3.2 Explain the term (a) Safety audits (b) Formal inspection (c) hazard spitting (d) Specific inspection and identify the relationship between them and the appropriate places where they apply. 3.3 State who should inspect for appropriate cases in 3.2 3.4 Explain the areas to concentrate during safety inspections
• Ask students to define the term safety inspection • Ask the students to explain the term (a) safety audits (b) formal inspection (c) hazard spotting (d) Specific inspection and State the relationship between the appropriate places where they apply. • Ask the students to identify who should inspect to appropriate cases in 3.2 • Ask the students to explain areas to concentrate during safety inspections.
General Objective 4.0: Appreciate the various causes and fire prevention in industry
Week Specific Learning Outcome Teachers Activities Resources
8 - 9
4.1 List the causes of fire 4.2 Describe electricity as a cause of fire and identify protective devices employed in electric circuits as other means of protection for electric circuit 4.3 Enumerate the factors which constitutes to ‘Bad house keeping’’ in industrial and business premises and how they can lead to incidences of fire 4.4 Explain how heating appliance constitute very common fire hazard and how to prevent fire from them. 4.5 Describe or explain other causes of fire in industries e.g. from welding and cutting operations, sparks from power units, ignition from chemical actions, smoking etc and how to prevent them.
• Ask the students to list the causes of fire. • Ask the students to describe electricity as a cause of fire and identify protective devices employed in electric circuits as other means of protection for electric circuit • Ask students to enumerate the factory, which constitute to ‘Bad house keeping’ in industrial and business premises and how they can lead to incidences of fire. • Ask students to explain how heat appliance constitute very common fire hazard and how to prevent fire from them • Ask students to describe or explain other causes of fire in industries e.g. from welding and cutting operations sparks from power units, ignition from chemical action smoking etc and how to prevent them.
225
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT
HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 5.0: Know the various methods and proceedings in fire fighting
Week Specific Learning Outcome Teachers Activities Resources
10 - 12
5.1 Define the three factors that are
essential for combustion to take place
and show that the principles of fire
extinguishing lies in the elimination of
one or more of the factors.
5.2 Describe the general course of
action to be adopted by an industrial or
business premises in case of fire
including such things as evacuation
signal, allocation of duties.
5.3 Classify fire and associate the
various classes with their methods of
extinguishing.
5.4 List the different types of a manual
fire extinguisher and explain their
operations such as buckets water types
foam, vapour liquid dry powder,
carbondioxide.
5.5 Select a manual fire extinguisher
and demonstrate its use.
5.6 List the different types of automatic
fire extinguishers and explain their
operation e.g. automatic sprinklers,
drencher systems, water spray systems
etc.
5.7 List the different types of automatic
fire detection systems and explain their
operation.
5.8 Explain salvage considerations and
fire insurance.
• Ask students to define the three factors
that are essential for combustion to take
place and show that the principle of fire
extinguishing lies in the elimination of
one or more of the factors.
• Ask students to describe the general
course of action to be adopted by an
industrial or business premises in case
of fire including such things as
evacuation signals, allocation of due ties
• Ask students to explain salvage
considerations and fire insurance
226
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT
HOURS: (2,0,2)
Course Specification: Theoretical Content
General Objective 6.0 Appreciate the factories act and the principles involved in factory law
Week Specific Learning Outcome Teachers Activities Resources
13 - 15
6.1 Give a general definition of a
factory as given by the factories act.
6.2 Explain the reasoning behind the
factory Act.
6.3 Outline the general health safety
and welfare provisions of the factories
Act.
6.4 Give a general review of the factory
law Specifically as it affects use and
maintenance of machinery, factory
buildings, health and safety at work
• Ask the students to give the general
definition of a factory as given by the
factories act
• Ask students to explain reasoning
behind the factory Act.
• Ask students to outline the general
health safety and welfare provision of the
factories acts.
• Ask students to give a general review
of the factory law specifically as it affects
use and maintenance of machinery,
factory buildings health and safety at
work.
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT HOURS
2hrs/wk
COURSE SPECIFICATION: PRACTICAL CONTENTS
General Objective: Week
Specific Learning Outcome Teachers Activities Resources
1 - 3
1.1 Identify various personal protective
equipment and demonstrate the use of each
of them.
1.2 Identify the roles of shareholders,
managers, supervisors and other workers in
contributing towards accidents prevention in
industry.
• Demonstrate activities 1.1 to
1.2 for the students to learn and
ask them to carry out the
activities
• PPE Helment
• Eye goggles
• Hand globe
• Coverall etc.
227
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: SAFETY COURSE CODE: MEP 322 CONTACT HOURS
2hrs/wk
COURSE SPECIFICATION: PRACTICAL CONTENTS
2.0 Identify the causes and ways of preventing non-fire industrial accidents
4-5
2.1 Identify the types of accidents in various
workshop operations and the precautions to
be taken against them.
2.2 Demonstrate ways of communicating the
safety message to the people concerned.
2.3 Demonstrate the medical aids given to
accident victims.
• Demonstrate activities 2.1 for
the students to learn and ask
them to perform all the activities.
3.0 Demonstrate skills in safety inspection
6-8
3.1 Carryout the following safety inspection
(i) safety audits
(ii) formal inspection
(iii) harzard spitting
(iv) specific inspection
• Demonstrate for the students to
learn and ask them to practise.
4.0 Identify causes and prevention of fire in industry
9-15
4.1 Identify various causes and prevention of
fire in industry
4.2. Identify various structural fire
precautions installed in industrial and
business premises.
4.3 Identify manual and automatic fire
extinguishers and demonstrate how to use
them.
• Demonstrate activities 4.1 to
4.3 for the students to learn and
ask them to perform all the
activities.
• Assess the students.
• Manual and
automatic fire
extinguisher.
228
Internal Combustion Engines
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: PLANT ENGINEERING
OPTION
COURSE: INTERNAL COMBUSTION
ENGINES. COURSE CODE: MEP 323
CONTACT
HOURS: (2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 1.0: Understand working principles of petrol and diesel engines Week
Specific Learning Outcome Teacher’s Activities Resources
1-3
1.1 Explain with the aid of sketches
the two and four stroke cycles of
operation for S.I.E and C.I.E
1.2 Compare and contrast the two
cycles mentioned in 1.1
1.3 Describe single and multi-cylinder
engines
1.4 Explain the firing order of 1.3
1.5 Explain the significance of valve
and ignition timing on engine
performance
1.6 Draw and explain a valve timing
diagram
1.7 Explain the valve operating
mechanism.
1.8 Explain with the aid of diagrams
the layout of ignition system and state
the functions of all the parts.
1.9 Explain detonation, knock, pre-
ignition, octane number and back -
firing.
• Ask students to draw and explain the
two and four stroke cycles of operation
for S.I.E and C.I.E
• Ask students to compare and contrast
the two cycles mentioned in 1.1
• Ask students to describe single cylinder
and multi cylinder engines.
• Ask students to explain the firing order
of 1.3
• Ask students to explain the significance
of valve and ignition timing on engine
performance.
• Ask students to draw and explain a
valve timing diagram
• Ask students to explain valve operating
mechanism
• Ask the students to explain using
diagrams the layout of ignition system
and state the functions of all the parts
• Ask students to explain detonation,
knock, pre-ignition, and octane number
and back firing.
• Recommended
textbooks
• Lectures notes
• Chalk
• Chalkboard
• Duster
General Objective 2.0: Know the constructional details of engine parts and it’s functions
Week Specific Learning Outcome Teachers Activities Resources
4-5
2.1 List engine component parts and
their functions
2.2 Explain the construction and
materials used for parts such as
cylinder block, cyclinder head cylinder
liners piston crankshaft, connecting
rod etc.
229
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: PLANT ENGINEERING
OPTION
COURSE: INTERNAL COMBUSTION
ENGINES. COURSE CODE: MEP 323
CONTACT
HOURS: (2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 3.0: Understand the fuel systems for S.I. and C.I engines
Week Specific Learning Outcome Teachers Activities Resources
6 - 8
3.1 Explain using sketches the layout
of fuel supply systems for petrol and
diesel engines
3.2 Explain the functions of each part
of the systems in 3.1
3.3 Describe the various types of
carburetors and the component parts
of each.
3.4 Analyse the carburetor as
venturitube and derive expression for
air and fuel flow rate
3.5 Analyse the effect of air
compressibility and altitude on fuel air
ratio
3.6 Describe mixture formation
methods in compression ignition
engines
3.7 Explain the effect of fuel injection
pressure fuel penetration on nozzle
hole size.
3.8 Explain with aid of sketches in line
fuel injection pump, injector and lift
pump.
3.9 Explain calibration and phasing of
inline injection pump.
3.10 Explain the direct and indirect
injection chambers
3.11 Describe piston head Design and
valves that permit swirl
3.12 Explain the function and
operation of governors and turbo
chargers used in diesel engines
• Ask the students to explain using
sketches the layout of fuel supply
systems for petrol and diesel engines.
• Ask the students to explain the
functions of each part of the systems in
3.1
• Ask the students to describe the various
types of carburetors and the component
parts of each
• Ask students to analyse the carburetor
as venturitube and derive expression for
air and fuel flow rate.
• Ask the students to analyse the effect of
air compressibility and altitude on fuel air
ratio.
• Ask the students to describe mixture
formation methods in compression
ignition engines
• Ask the students to explain the effect of
fuel injection pressure fuel penetration on
nozzle hole size.
• Ask the students to explain with aid of
sketches inline fuel injection pump,
injector and lift pump.
• Ask the students to explain direct and
indirect injection chambers.
• Ask the students to describe piston
head design and valves that permit swirl.
• Ask the students to explain the
functions and operation of governors and
turbo chargers used in diesel engines
• Carburetor
• Injector pump
• Governors and
turbo chargers
230
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: PLANT ENGINEERING
OPTION
COURSE: INTERNAL COMBUSTION
ENGINES. COURSE CODE: MEP 323
CONTACT
HOURS: (2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 4.0: Understand the cooling systems for S.I and C.I engines
Week Specific Learning Outcome Teachers Activities Resources
9 - 10
4.1 Explain with sketches the layout of
a water pump assisted cooling
system.
4.2 Explain with sketches the
functions of the major parts such as
the water pump, radiator and its
pressure cap and thermostat
4.3 Discuss the effects of over
cooling, under cooling and their
causes and remedies
• Ask the students to explain with
sketches the layout of a water pump
assisted cooling system
• ask the students to explain with
sketches the functions of the major parts
such as the water pump, radiator and its
pressure cap and thermostat
• ask the students to discuss the effect of
over cooling, under cooling and their
causes and remedies
General Objective 5.0: Understand the lubricating systems for S.I and C.I Engines
Week Specific Learning Outcome Teachers Activities Resources
11-12
5.1 Explain the functions and
properties of lubricating oil.
5.2 Explain with sketches the layout of
a forced feed lubricating system
5.3 Explain with sketches the layout of
dry and wet sump lubricating system.
5.4 Explain the function and
construction of: gear type pump,
pressure relief valve, full flow and by
pass flow filter
• Ask students to explain the functions
and properties of lubricating oil
• Ask the students to explain with
sketches the layout of a forced feed
lubricating system
• Ask the students to explain with
sketches the layout of dry and wet sump
lubricating system
• Ask the students to explain the function
and construction of: gear type pump,
pressure relief valve full flow and by-pass
flow filter.
• Gear type pump
• Pressure relief
valve
• Filters.
231
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: PLANT ENGINEERING
OPTION
COURSE: INTERNAL COMBUSTION
ENGINES. COURSE CODE: MEP 323
CONTACT
HOURS: (2hrs/wk
COURSE SPECIFICATION: THEORETICAL CONTENT
General Objective 6.0: Understand engine performance
Week Specific Learning Outcome Teachers Activities Resources
13
6.1 Calculate: power (indicated,
brake, and friction) thermal efficiency
(indicated and brake) mechanical
efficiency, volumetric efficiency, mean
effective pressure (indicated and
brake,) specific fuel consumption and
air-fuel ratio.
6.2 Calculate energy balance and
draw sankey diagram
• Ask the students to calculate (i) power
(indicated brake and friction) (ii) thermal
efficiency (indicated and brake) (iii)
mechanical efficiency (iv) volumetric
efficiency (v) mean effective pressure
(indicated and brake) (vi) specific fuel
consumption (viii) air-fuel ratio
• Ask the students to calculate energy
balance and draw sankey diagram.
General Objective 7.0: Understand gas turbine engines
Week Specific Learning Outcome Teachers Activities Resources
14-15
7.1 Analyse gas turbine cycle with or
without re-heat
7.2 Calculate parameters such as
thermal efficiency, net turbine work,
work ratio overall temperature ratio,
component efficiencies
7.3 Explain the differences in the
design of gas turbines for aircraft and
industrial applications.
7.4 Describe the application of turbine
cycles for aircraft propulsion, ram jet,
turbo jet, and turbo fan and turbo prop
engines.
7.5 Enumerate the limitations of ideal
gas turbine cycle
7.6 Explain with the aid of sketches
gas turbine engine
7.7 Compare and contrast gas turbine
engine with the reciprocation internal
combustion engine.
• Ask the students to analyse gas turbine
cycle: (i) with re-heat (ii) without reheat
• Ask the students to calculate such
parameters as: (i) thermal efficiency (ii)
net turbine work (iii) work ratio (iv) overall
temperature ratio (v) component
efficiencies.
• Ask the students to explain the
differences in the design of gas turbines
for air craft and industrial applications
• Ask the students to describe the
application of turbine cycles for aircraft
propulsion, ram jet, turbo jet, turbo fan
and turbo-prop engines.
• Ask the students to enumerate the
limitations of ideal gas turbine cycle
• Ask the students to explain with the aid
of sketches gas turbine engine
• Ask the students to compare and
contrast gas turbine engine with the
reciprocating internal combustion engine.
232
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: INTERNAL COMBUSTION ENGINES Course Code: MEP 323 Contact Hours:
2,02
Course Specification: Practical Content
General Objective 1.0 Identify engine parts and its functions, appreciate fuel and cooling systems Week
Specific Learning Outcome Teachers Activities Resources
1 - 5
1.1 Dismantle engine and identify all
parts and reassemble
1.2 Calibrate and phase an in-line
injection pump
1.3 Flush the cooling system of an
engine.
• Demonstrate activities 1.1 to 1.3 for the
students to learn and ask them to practice
the activities.
• 2 stroke
engine
• 4 stroke
engine
• practical guide
2.0 Demonstrate skill in determination of engine performance
6 - 10
2.1 Carryout experiment to determine
the characteristic performance of S.I,
C.I engines
2.2 Carryout trouble shooting of
engines.
• Demonstrate activities 2.1 to 2.2 for the
students to learn and ask them to perform
the activities.
3.0 Demonstrate the characteristics of gas turbines
11 - 15
3.1 Carryout experiment to determine
the characteristic of gas turbine.
• Demonstrate for the students to learn and
ask them to practise.
• Assess the students.
Gas turbine
233
Energy Conversion and Heat Transfer
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: ENERGY CONVERSION &
HEAT TRANSFER Course Code: MEP 311 Contact Hours: 2hr/wk
Course Specific: Theoretical Content
General Objective 1.0: Know the sources, Conversion and Utilization of Energy Week
Specific Learning Outcome Teachers Activities Resources
1 - 3
1.1 Explain the renewable and
non- renewable sources of energy
1.2 Explain the world reserves of
non-renewable energy resources
and their rates of consumption.
1.3 Describe fossil fuels and their
application
1.4 Explain the thermodynamics of
combustion of fossil fuels.
1.5 Carry out calculations related
to the thermodynamics of fuels.
1.6 1.7 Explain the physics and
optics of solar radiation.
1.8 Describe the elements of solid-
state physics with particular
reference to photovoltaic devices.
1.9 Explain the design and
construction of devices for
conversion of solar energy to
thermal energy
• Ask the students to explain
renewable and non-renewable
sources of energy
• Ask the students to explain the
world’s reserve of non-renewable
energy resources and their rates
of consumption
• Ask the students to describe
fossil fuels and their application
• Ask the students to carry out
calculations related to the
thermodynamics of fuel
• Ask the students to explain the
design and construction of devices
for conversion of solar energy to
thermal energy.
• Chalk, Chalkboard duster,
gas and bomb calorimeters,
234
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: ENERGY CONVERSION &
HEAT TRANSFER Course Code: MEP 311 Contact Hours: 2hr/wk
Course Specific: Theoretical Content
General Objective 2.0: Know the sources, Conversion and Utilization of Energy
Week Specific Learning Outcome Teachers Activities Resources
4-5
2.1 Calculate solar energy
conversion efficiency
2.2 Describe the devices for
conversion of solar energy to
electrical energy-photovoltaic
devices, thermoelectric converters
and thamionic devices.
2.3 Describe briefly the elements of
atomic and nuclear physics
2.4 Explain the chain reaction and
nuclear power generation.
2.5 Describe the nuclear reactor
2.6 Describe wind Energy
2.7 Explain the engineering
application of wind energy
2.8 Determine the Betz Limit
• Calculate solar energy
conversion efficiency
• Ask students to describe the
devices for
• For conversion of solar energy to
electrical energy - photovoltaic
devices, thermoelectric converters
and thermionic devices.
• Ask the students to describe
briefly the
• Elements of atomic and nuclear
physics
• Ask the students to explain chain
reaction and nuclear power
generation.
• Ask students to describe wind
energy
• Ask students to design wind mill
and determine power out put
• Determine the Betz limit
• Photovoltaic cells, DC/AC
inverters, solarimeters,
apparatus for the
determination of radioactive
projection of materials.
• Wind Tunnel
235
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: ENERGY CONVERSION &
HEAT TRANSFER Course Code: MEP 311 Contact Hours: 2hr/wk
Course Specific: Theoretical Content
General Objective 3.0 Understand the Modes of Heat Transfer
Week Specific Learning Outcome Teachers Activities Resources
7-11
3.1 Explain Fourier’s Law of heat
conduction in two dimensions
3.2 Describe the methods of
solving conduction equation e.g.
analytical, numerical, graphical and
experimental.
3.3 Describe an expansion for
steady state one - dimensional
conduction through slabs,
composite walls, concentric
cylinders.
3.4 Carry out calculations involving
2.3.
3.5 Explain heat transfer by
convection
3.6 Determine surface film and
overall heat transfer coefficient.
3.7 Explain the concept of heat
transfer by natural convection.
3.8 Explain the concept of heat
transfer by forced convection.
3.9 Explain thermal radiation.
3.10 Explain the absorption,
reflection and transmission of
radiation.
3.11 Explain specular and diffuse
radiation.
3.12 Explain the emission of
radiant energy from black body
source.
• Ask students to explain Fourier’s
Law of heat conduction in two
dimensions
• Ask students to solve conduction
equation using analytical,
numerical, graphical and
experimental methods
• Ask students to describe
expansion for steady state one-
dimensional conduction through
slabs, composite walls, and
concentric cylinders.
• Free and forced convection
Heat & Mass Transfer
Apparatus.
236
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: ENERGY CONVERSION &
HEAT TRANSFER Course Code: MEP 311 Contact Hours: 2hr/wk
Course Specific: Theoretical Content
General Objective 4.0: Understand the Application of Heat Transfer
Week Specific Learning Outcome Teachers Activities Resources
8 - 12
4.1 Explain (a) Kirchoff’s Law (b)
Planck’s Law (c) Stefan-
Bollzmamn’s Law (d) Wien’s Law
4.2 Explain the emission of radiant
energy from grey and other bodies
4.3 Explain radiation interchange
between 2 black bodies and
between 2 grey bodies.
4.4 Explain radiation shielding
4.5 Explain total radiation
interchange in a grey enclosure.
4.6 Explain gas and flame radiation
4.7 Solve simple problems on the
above.
4.8 Explain the types of heat
exchanges (a) recuperators (b) fins
(c) cooling towers.
4.9 Explain how heat transfer
coefficient is used in the design of
heat exchangers.
4.10 Explain the various solar
collectors
4.11 Explain how the various
modes of heat transfer affect the
performance of solar collectors.
• Ask students to explain peculiar
and diffuse radiation
• Ask students to explain the
emission of radiant energy from
black body source.
• Ask students to explain
Kirchioff’s Law, Stefan-
Bollzmamn’s Law and Wien’s Law
and Planck’s Law.
• Ask students to explain emission
of radiant energy from grey and
other bodies.
• Ask students to explain radiation
interchange between two black
bodies and two grey surfaces
• Ask students to explain radiation
shielding
• Ask students to explain total
radiation interchange in a grey
enclosure
• Ask students to explain gas and
flame radiation
• Ask the students to solve simple
problems on the above
• Ask students to explain the types
of heat exchanger (i) recuperators
(ii) fins (iii) cooling towers
• Ask students to explain the effect
of various modes of heat transfer
on the performance of solar
collectors.
• Pyranometers
237
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: ENERGY CONVERSION & HEAT
TRANSFER Course Code: MEP 311 Contact Hours: 2hrs/wk
Course Specification: Practical Content
General Objective 1.0 Demonstrate conversion and utilization of Energy and methods of heat
transfer Week
Specific Learning Outcome Teachers Activities Resources
1 - 10
1.1 Identify the various devices for
conversion of different forms of energy.
1.2 Carry out experiment to analyse the
products of combustion of fossil fuels.
1.3 Carry out experiment to demonstrate
heat transfer by - conduction, convention
and radiation.
• Demonstrate activities 1.1 to
1.3 for the students to learn and
ask them to perform all the
activities.
• Thermal conductivity
apparatus, orsat
apparatus
• Free and forced
convection Heat and
mass transfer
apparatus.
2.0 Demonstrate the application of Heat Transfer
11 - 15
2.1 Perform experiment to verify the
following laws
(a) Kirchoff’s law
(b) Planck’s law
(c) Stefan Boltzman’s law
(d) Wien’s Law
(e) Fourier’s Law of
Thermodynamics
• Demonstrate activity 2.1 for
the students to learn and ask
them to practice the activity.
• Assess the students.
238
Refrigeration and Air-Conditioning
COURSE: REFRIGERATION AND AIR-
CONDITIONING COURSE CODE:MEP 411
CONTACT
HOURS: (2,0,3)
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 1.0: Understand the principles of Refrigeration Week
Specific Learning Outcome Teachers Activities Resources
1 - 2
1.1 Explain the basic principles including
the working of Bell Coloman cycle
1.2 Describe sensible, latent and
expansion methods of producing
refrigeration
1.3 Explain the vapour compression
method of refrigeration
1.4 Explain the vapour absorption
method as a way of refrigeration
1.5 Define thermo-electric process and
explain its application for refrigeration
1.6 Explain steam jet as method
applicable for producing refrigeration
• Ask the students to explain basic
principles including the working Bell
Coloman cycle
• Ask the students to describe the
sensible latent and expansion methods of
producing refrigeration
• Ask the students to explain the vapour
compression method of refrigeration
• Ask the students to explain the vapour
absorption method as a way of
refrigeration
• Ask the students to:
a. define the thermo-
electric process
b. to explain its
application for
refrigeration
• Ask the students to explain steam-jet as
a method applicable for producing
refrigeration
General Objective 2.0: Understand the application of refrigeration
Week Specific Learning Outcome Teachers Activities Resources
3
2.1 List the various applications of
refrigeration such as transportation, food
preservation, comfort cooling, air-
conditioning etc.
2.2 Explain the application of
refrigeration in the items list in 2.1
2.3 Describe the domestic, commercial
and industrial applications of
refrigeration
Ask the students to list the various
application of refrigeration, such as
transportation, food preservation, comfort
cooling, air-conditioning
Ask the students to explain the
application of refrigeration in terms listed
in 2.1
Ask the students to describe the
domestic, commercial and industrial
application of refrigeration.
239
COURSE: REFRIGERATION AND AIR-
CONDITIONING COURSE CODE:MEP 411
CONTACT
HOURS: (2,0,3)
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 3.0: Understanding the Vapour-compression refrigeration system
Week Specific Learning Outcome Teachers Activities Resources
4
3.1 State the parts of a typical plant e.g.
Compressor, condenser, evaporator etc.
3.2 Describe the ideal refrigeration
cycles using the P-h and T-s diagrams
to define such terms as refrigerating
effect, work done, C.O.P, etc
3.3 Define terms related to performance
e.g. Refrigeration-effect, work done,
C.O.P
3.4 Explain the limitations of the ideal
cycle
3.5 Describe the practical cycle using
the P-h and T-s diagrams
3.6 Explain the effect of the following
performance in the basic practical cycle
to suction heat exchanger, multistage
compression with inter-cooling, flash
chamber
• Ask the students to understand the part
of a typical plant
• Ask the students to describe the ideal
refrigeration cycles using the P-h and T-s
diagrams to define such terms as
refrigeration effect, work done, C.O.P, etc
• Ask students to define terms related to
performance e.g. ref. Effect, work done,
C.O.P
• Ask the students to solve problem
involving ideal cycles.
• Ask students to Solve problems
involving ideal cycles.
• Ask the students to explain why the
limitations of ideal cycle
• Ask the students to describe the
practical cycle using the P-h and T-s
diagrams
• Ask the student to explain the effect of
the following performance in the basic
practical heat exchanger multistage
compressor with inter-cooling flash
chamber
240
COURSE: REFRIGERATION AND AIR-
CONDITIONING COURSE CODE:MEP 411
CONTACT
HOURS: (2,0,3)
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 4.0: Understand the absorption of refrigeration system
Week Specific Learning Outcome Teachers Activities Resources
5
4.1 Explain the principle of operation of
an absorption system.
4.2 Explain the operation of the simple
ammonia-water cycle
4.3 State and describe requirements for
refrigerant absorbent combination
4.4 Explain the member - platen
refrigeration (vapour absorption) with
pump refrigerator
4.5 Describe the water-lithium bromide
cycle
4.6 Determine the heat ratio; (efficiency)
of an absorption systems
• Ask the students to define the principle
of operation
• Ask the students the operation of the
simple ammonia-water cycle.
• Ask the students to identity the
desirable requirements for refrigeration
absorbent combination
• Ask the students to explain the
menters-platen refrigerator (vapour
absorption) with pump refrigerator
• Ask the students to describe water-
lithium bromide cycle
• Ask the students to determine the heat
ratio (efficiency) of an absorption system
6-7
4.7 Identify ways in which the efficiency
of the absorption system may be
improved
4.8 Compare the absorption system and
the vapour compression system with
respect to applications, advantages and
disadvantages
4.9 Explain absorption refrigeration
principles in the laboratory
4.10 Explain the applications of solar
energy to refrigeration
• Ask the students to identify ways in
which the efficiency of the absorption
system may be improved.
• Ask the students to compare the
absorption system and the vapour
compression system with respect to
applications, advantages and
disadvantages.
• Ask the students to demonstrate
absorption refrigeration principles in the
laboratory
• Ask the students to demonstrate the
applications of solar energy to
refrigeration
• Lab
• Solar
system/room
model
241
COURSE: REFRIGERATION AND AIR-CONDITIONING
COURSE CODE:MEP 411 CONTACT HOURS: (2,0,3)
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 5.0: Know refrigerants and their use
Week Specific Learning Outcome Teachers Activities Resources
8 - 9
5.1 Define the term “refrigerant” 5.2 State the characteristics desired in a refrigerant 5.3 Explain the refrigerant numbering system 5.4 Describe the use of refrigerants 5.5 Explain the effect of moisture on refrigerants 5.6 Distinguish between primary and secondary refrigerants 5.7 Explain the use of secondary refrigerants 5.8 Describe the use of eutectic diagrams in the selection of secondary refrigerants
• Ask the students to define the term refrigerant. • Ask the students to state the characteristics desired in a refrigerant • Ask the students to explain refrigerant numbering system. • Ask the student to describe the use of refrigerants • Ask the students to explain the effect of moisture on refrigerants • Ask the students to distinguish between primary and secondary refrigerants • Ask the students to explain the use of secondary refrigerants • Ask the students to describe the use of eutectic diagrams in the selection of secondary refrigerants
General Objective 6.0: Know the use and Maintenance of hand tools commonly used in Refrigerant pipework
Week Specific Learning Outcome Teachers Activities Resources
10 - 12
6.1 List the hand tools commonly used in refrigeration such as:
a. Pipe faring tools b. Pipe cutter c. Gauge manifold d. Springs bending devices e. Valve stem and gland sock f. Brazing equipment
6.2 Explain the use of above hand tools.6.3 State the precaution taken when handling toxic and explosive refrigerants6.4 List the major components of a typical air conditioner 6.7 State functions of the components of an air-conditioner and a refrigerator State the application of an air conditioner
• Ask the students to list the hand tools commonly used in refrigeration such as listed in 6.1 • Ask the students to state the precautions taken when handling toxic and explosive refrigerants • Ask the students to repeat 6.4 for a typical refrigerator • Ask the students to list the major components of a typical air-conditioner • Ask the student to repeat 6.7 for a refrigerator. • Ask the students to state the functions listed in 6.6 • Ask the students to state the applications of an air-conditioner
242
COURSE: REFRIGERATION AND AIR-
CONDITIONING COURSE CODE:MEP 411
CONTACT
HOURS: (2,0,3)
COURSE SPECIFIC: THEORETICAL CONTENT
General Objective 7.0: Understand evaporators
Week Specific Learning Outcome Teachers Activities Resources
13 - 15
7.1 List the various types of evaporators
such as:
a. Direct cooler
expansion
b. Finned evaporator
c. Plate-surface
evaporator
d. Flooded shell and
tube type
e. Shell and coil cooler
f. Banded type
g. Flooded raceway
type, etc
7.2 Explain the operation and
construction of the evaporators
7.3 State the advantages and
disadvantages of each of the
evaporators in 7.1
7.4 Explain how evaporators are
designed
7.5 Enumerate factors that control the
ratings and selection of evaporators for
specific duties
7.6 Carry out simple designs and
selection of evaporators
• Ask the students to list the various
types of evaporators as listed in 7.1
• Ask the students to explain the
operation and construction of the
evaporators.
• Ask the students to state the
advantages and disadvantages of each
of the evaporators in 7.1
• Ask the students to explain how the
evaporators are designed
• Ask the students to enumerate factors
that control the ratings and selection of
evaporators for specific duties
243
REFRIDGERATION AND AIRCONDITIONING
Course Code: MEP 411 Contact Hours: 2hrs/wk
Course Specific: PRACTICAL CONTENT
General Objective: Demonstrate skills in use and maintenance of condensers and cooling tower Week
Specific Learning Outcome Teachers Activities Resources
1-6
1.1 Identify the various types of condensers such as:
a. Water cooled condensers (shell and tube with vertical or horizontal arrangement, double tube, shell and coil etc) b. Air-cooled condensers (natural convection; forced convection); evaporative condenser.
1.2 Demonstrate the operations and constructions of the condensers listed in 1.1 1.3 Enumerate factors that control the rating and selection of condensers for specific duties
• Ask the students to list the various types of condensers such as:
a. Water cooled condensers (shell and tube with vertical or horizontal arrangement, double tube, shell and coil, etc b. Air cooled condensers (natural convection; forced convection); evaporative condenser
• Ask the students to explain the operations and constructions of the condensers listed in 8.1 • Ask the students to state the advantages and disadvantages of each type of condenser • Ask the students to enumerate factors that control the rating and selection of condensers for specific duties
7 - 10
1.4 Carry out simple designs and selection of condensers using appropriate data 1.5 Enumerate factors that govern cooling towers design, rating and selection 1.6 Carry out simple design and selection of cooling towers 1.7 Perform experiments on air conditioning trainer 1.8 Perform experiments on cooling tower
• Ask students to carry out simple designs and selection of condensers using appropriate data. • Ask the students to enumerate factors that govern cooling towers design, rating and selection • Ask the students to carry out simple design and selection of cooling towers • Ask the students to explain the suitability of either condenser or cooling tower type for a given job and highlight the usual problems associated with condenser or cooling towers and the solutions • Ask the students to perform experiments on air conditioning trainer • Ask the students to perform experiments on cooling tower
244
REFRIDGERATION AND
AIRCONDITIONING Course Code: MEP 411
Contact Hours:
2hrs/wk
Course Specific: PRACTICAL CONTENT
2.0 Demonstrate skills in the service and maintenance of air-conditional and refrigerator
11-15
2.1 Dismantle and assemble a
typical room air conditional
components
2.2 Dismantle and assemble a
typical refrigerator.
• Demonstrate activities 2.1 to 2.2 for the
students to learn and ask them to carryout
the activities.
• Assess the students.
• An
airconditional
• A refrigerator
• A complete tool
box.
245
Mechanical Equipment in Buildings
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 2hrs/wk
COURSE SPECIFICATION:THEORETICAL CONTENT
General Objective 1.0: Understand the different types of conveyors used in building Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Explain conveyors in buildings.
1.2 List different types of conveyors used in
buildings.
1.3 Explain details of construction, capacity
and application of Escalators and Lifts.
1.4 Describe the following components:
(i) Car,
(ii) Cable (different kinds of
roping)
(iii) Shaft,
(iv) Rail,
(v) Over-run.
• Ask students to:
• What conveyors are:
• Why they are needed in buildings
• List some types
• Explain the escalators and lists
and their applications.
• Describe, car cable, shaft, rail,
over-run as applied to lift system
• To be conveyed
with field trips.
2
1.5 State the functions of the components in
1.4
1.6 Distinguish between the following types of
Lifts:
a. Lift with cable/Traction
sheave;
b. Hydraulic Lift.
1.7 Explain the criteria for Lift Selection
• Show difference between Lift with
Cable/traction sheave and
Hydraulic Lift.
• Ask students to explain the
criteria for selection of Lift for a
given application.
Assess.
246
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 2hrs/wk
COURSE SPECIFICATION:THEORETICAL CONTENT
General Objective 2.0: Know the equipment in the machine room
Week Specific Learning Outcome Teachers Activities Resources
3
2.1 List the equipment to be installed in the
machine.
2.2 Describe each of the equipment in the
machine room.
2.3 Explain the functions of each of the
equipment described in 2.2.
2.4 State reasons for positioning the machine
room above or beneath the shaft.
2.5 State the factors that affect the choice of
different types of each equipment listed in 2.1.
Ask students to:
• State the equipment commonly
housed in the machine room.
• Describe each equipment in the
machine room and explain their
functions.
• Explain why the machine room
may be positioned above the shaft
or beneath it.
• State the factors that are
considered in selecting the
equipment listed.
General Objective 3.0: Understand the Control System of Conveyors
Week Specific Learning Outcome Teachers Activities Resources
3.1 Explain how the speed of the car is
controlled, and state speed limits for different
types of Lifts.
3.2 State the use of Rheostat (resistance)
variable voltage and varied speed governor.
3.3 Explain the operations of the following
control systems:
a. car switch, manually
operated system.
b. Button control (SAPS)
c. Down collective control
d. Full - collective control
e. Simplex, Duplex, Triplex
(group) control.
f. Programmed control.
3.4 Explain the following Lift signals:
a. all registered light.
Ask the students to:
• Explain the need for and how
speed control is effected in Lifts
• State speed limits for different
types of Lifts.
• State the use of variable voltage
and varied speed governor.
• Explain the operations of car
switch, manual control system.
• List the signals associated with lift
operations and explain them
• Explain the operation of lift doors.
• Assess.
247
b. “in use” light with SAPB
c. Position indicator (inside
car)
d. Position indicator (at arrow
lights)
e. The travel direction arrow
lights
f. Lanterns/gongs to show
when car has landed at a
floor.
3.5 Describe the operation of lift doors with
specific reference to:
a. car and hoistway doors
b. manual opening/closing of
doors.
c. Power operated doors
d. Transfer time for loading
and unloading of car.
e. Need to keep door open
3.6 Explain how the floor selector operates.
248
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 2hrs/wk
COURSE SPECIFICATION:THEORETICAL CONTENT
General Objective 4.0 Know system relationship and other design criteria for Lifts.
Week Specific Learning Outcome Teachers Activities Resources
6-7
4.1 Define a counter weight and travel time. 4.2 State the functions of counter weight in design. 4.3 Determine counter weights for specific application. 4.4 Determine the travel time. 4.5 Determine Traction sheave or drum torque 4.6 Explain the following:
a. Effect of friction on drum torque b. Maximum permissible acceleration to prevent slip
4.7 Explain duty cycle diagrams. 4.8 Estimate the power of an electric motor required installation of the duty cycle diagram.4.9 Determine the motor using the RMS Torque and the empirical equivalent travel time. 4.10 Explain the criteria for Cable/Rope selection e.g.
a. right choice of material b. construction types e.g. regular lay, long-lay c. rope designation (Diameter, No of strands, No of wires per strand) d. bending stresses on ropes e. rope pressure on Traction sheave f. rope life, effects of types of roping, average speed of car, numbers of bends,,statics and dynamic loading, factor of safety.
• Ask students to explain the use of
counter weights in Lifts.
• Explain maximum acceleration to
prevent slip.
• Sketch duty cycle diagrams and
relate them to the power of an
electric motor to go with the
system.
• Ask students to carry out some
exercises on Cable/Rope selection
base on 4.10
• Ask students to carry out Trouble
shooting inspection and repairs on
ropes.
249
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 2hrs/wk
COURSE SPECIFICATION:THEORETICAL CONTENT
General Objective 5.0: Understand the layout for Lift installation.
Week Specific Learning Outcome Teachers Activities Resources
9
5.4 Explain the factors which influence the
following
a. grouping Lifts together
b. positioning the Lifts (for
best utilization)
c. size of the life
d. number of Lifts
e. limiting the noise due to lift
operation
f. aesthetic features e.g. kind
of finish.
• Ask students to; explain the
factors that affect, lift grouping,
positioning, sizing, noise and
aesthetics.
• Ask students to design a Lift
system based on available
information/data on a building
• Assess
General Objective 6.0: Know the basic Installation precaution and maintenance details of lift.
Week Specific Learning Outcome Teachers Activities Resources
10-11
6.1 Explain the use of plumblie, the
measurements of wall distances to
centerlines and the use of working drawings.
6.2 List the difficulties associated with
installing a lift in an existing building.
6.3 Explain the positioning of guides and
diversion pulleys.
6.4 Explain maintenance and repairs on Lifts.
• Ask students to:
• Plumbing’s and the use of
working drawings
• Explain difficulties associated with
installing a lift in an existing
building.
• Explain the positioning of guides
and diversion pulleys.
• Assess.
250
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 2hrs/wk
COURSE SPECIFICATION:THEORETICAL CONTENT
General Objective 7.0: Understand the selection, installation and maintenance of pumps, boilers and
other mechanical equipment in buildings
Week Specific Learning Outcome Teachers Activities Resources
12-13
7.1 State the different types of pumps such as
centrifugal, rotary, reciprocating and
submersible.
7.2 Describe the procedure for installing water
pumps in buildings.
7.3 State the factors guiding the selection of
water pumps.
7.4 State the effects of pumps vibration on
buildings and the precautions needed to
minimize these effects.
7.5 Explain trouble shooting strategies and
maintenance of pumps.
7.6 State the types of boilers used for hot
water supply.
7.7 State factors guiding the selection of
boilers
7.8 Explain the role of boiler auxiliaries such
as super heater, economizer, control valves,
safety valves and boiler mountings.
• Ask students to explain: • list different types of pumps • explain the procedure for installing pumps in buildings • explain the criteria for pump selection • explain the effects of pump vibration on buildings and prevention of the effects. • Ask students to prepare for installing a Lift system in an exit building stating problems encountered and solution • Carry out fault diagnosis and service/repair of pumps. • State the types of boilers for hot water supply. • State the criteria for boiler selection • Explain the roles of boiler heaters, economizers control valves, safety valves and boiler mountings
• Samples of the
different types of
pumps
• Boiler unit
14-15
7.9 Explain the installation procedures for
boilers.
7.10 State the inspection procedures for
boilers.
7.11 Explain the operation of the following
equipment:
a. Laundry machine
b. Process heaters
c. Kitchen equipment
7.12 State factors guiding the selection of
items in 7.11.
Explain inspection procedures
carried on boilers.
Explain the operation of laundry
machines, process heaters, kitchen
equipment.
State the criteria for boiler
selection.
Assess.
• Pressure
gauges
251
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 2hrs/wk
COURSE SPECIFICATION:THEORETICAL CONTENT
General Objective 8.0: Know the fire fighting equipment used in buildings.
Week Specific Learning Outcome Teachers Activities Resources
8.1 List important fire fighting equipment to be
installed in a building
8.2 List first Aid equipment such as Hot reel
system, Hand appliance, Sprinkler, Total
flooding system
8.3 Explain the construction and operation of
each of the systems in 8.2
8.4 State fixed equipment e.g. wet riser, Dry
rise.
8.5 Describe the construction and operations
of fixed equipment in 8.3
• Ask students to:
• List important, fire fighting
equipment to be used in buildings.
• Explain the use of hot reel
system, hand appliance, sprinkler
and total flooding system.
• Explain the construction of hot
reel, equipment, and appliances,
total flood equipment.
• Explain the construction of wet
riser, dry riser.
• Explain the functions of wet riser
and dry riser.
• Assess.
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 3hrs/wk
COURSE SPECIFICATION: PRACTICAL CONTENT
General Objective 1.0: Identify the types and use of conveyors Week
Specific Learning Outcome Teachers Activities Resources
1 - 3
1.1 Identify the various types of conveyors
used in building
1.2 Demonstrate the use of all the conveyors
1.3 Identify and demonstrate the criteria for
lift selection.
• Demonstrate activities 1.1 to 1.3 for
the students to learn and ask them
to carryout all the activities.
• Assess the students.
252
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT
ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN
BUILDINGS COURSE CODE: MEP 412
CONTACT
HOURS: 3hrs/wk
COURSE SPECIFICATION: PRACTICAL CONTENT
2.0: Identify the equipment in the machine room and its use
Week Specific Learning Outcome Teachers Activities Resources
4 - 5
2.1 Identify the equipment commonly
housed in the machine room
2.2 Demonstrate the use of all the
equipment
• Demonstrate activities 2.1 to 2.2 for
the students to learn and ask them
to perform the activities.
3.0 Identify and demonstrate the use of control system of conveyors
Week Specific Learning Outcome Teachers Activities Resources
6 - 7
3.1 Identify the control system of conveyors
3.5 Demonstrate the operation of the
following control systems:-
(i) Car Switch, manually
operated system
(ii) Button control (SAPS)
(iii) Down collective control
(iv) Full collective control
(v) Simplex, Duplex, Triplex
(group) control
(vi) Programmed Control
• Demonstrate activities 3.1 to 3.2 for
the students to learn and ask them
to carryout all the activities.
4.0 Demonstrate skills in the installation, repairs and maintenance of lift
Week Specific Learning Outcome Teachers Activities Resources
4.1 Identify the difficulties associated with
installing a lift in an existing building.
4.2 Demonstrate the positioning of guides
and diversion pulleys
• Demonstrate activities 4.1 to 4.3 for
the students to learn and ask them
to perform all the activities
253
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - (PLANT ENGINEERING (OPTION)
COURSE: MECHANICAL EQUIPMENT IN BUILDINGS
COURSE CODE: MEP 412 CONTACT HOURS: 3hrs/wk
COURSE SPECIFICATION: PRACTICAL CONTENT
5.0 Demonstrate skills in the selection, installation and maintenance of pumps, boilers and other mechanical equipments.
Week Specific Learning Outcome Teachers Activities Resources
8 - 11
5.1 Identify the different types of pumps such as - centrifugal, rotary, reciprocating and submersible. 5.2 Select suitable water pumps for a particular operation. 5.3 Demonstrate the procedure for installing water pumps in building. 5.4 Identify the types of boilers used for hot water supply 5.5 Identify the factors for the selection of boilers 5.6 Demonstrate the installation and inspection procedures for boilers 5.7 Demonstrate operation and installation procedures of the following:
i) Laundry machine ii) Process heaters iii) Kitchen equipment.
5.8 Carryout trouble shooting and maintenance of the items above.
• Demonstrate activities 5.1 to 5.8 for the students to barn and ask them to perform all the activities. • Assess the students.
• Pumps • Boilers • Pressure gauges
6.0 Identify the fire fighting equipment used in buildings
Week Specific Learning Outcome Teachers Activities Resources
12 - 15
6.1 Identify important fire fighting equipment installed in a building 6.2 Identify first Aid equipment such as Hot reel system, Hand appliance, sprinkler, Total flooding system. 6.3 Demonstrate the operation of each of the systems in 6.2 6.4 Identify fixed equipment e.g. wet riser, Dry riser, etc. 6.5 Demonstrate the operation of fixed equipment in 6.4.
• Demonstrate activities 6.1 to 6.5 for the students to learn and ask them to perform all the activities. • Assess the students.
254
Automotive Technology
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours:
2hr/wk
Course Specification: Theoretical Content
General Objective 1.0 To know and understands automotive vehicle systems. Week
Specific Learning Outcome Teachers Activities Resources
1
1.1 Know the construction of vehicle chasis
1.2 List the material sections used e.g. (a) channel
section. (b) 1-section, (e) top hat section etc.
1.3 List and describe method of joining the frames e.g.
welding etc.
1.4 List and describe methods of reinforcing the frame
joints e.g. by gusset plates
1.5 List and describe the modes of chasis frame
deflection. e.g. bending, torsion, loosening, etc.
• Show students
different material
section used for chasis
frame construction
• 1.2 to 1.4
• Illustrate 1.1 to 1.5
with good diagrams
and make notes
General Objective 2.0: Know vehicle body construction and body styling With different body structure
Week Specific Learning Outcome Teachers Activities Resources
2
2.1 List and describe types of body structure (a) non-
load carrying separate body and (b) the semi-integral
type (c) the integral type
2.2 Describe car body construction and material
requirement for (a) body posts (b) understand assembly
(c) the shroud and dash panel assembly (d) roof and
back window aperture panel assembly (e) center pillar
(f) bulk head (g) Front end (h) front fenders (i) rear
fenders (j) door panel (k) bonnet panels, (l) boot
assembly
• Illustrate 2.1 to 2.2
with diagrams and
make notes.
• Motor car, Tool
Boxes
255
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours:
2hr/wk
Course Specification: Theoretical Content
General Objective 3.0: Describe Commercial vehicle body
Week Specific Learning Outcome Teachers Activities Resources
3
3.1 Distinguish between light commercial vehicles,
heavy commercial vehicles, Waste/refuse disposal
vehicle
3.2 Describe articulated vehicles as combination of
tractive unit and semi-trailers
3.3 Compare rigid vehicle and articulated vehicle.
3.3 Describe methods of coupling either rigid vehicle or
articulated vehicle to their trailers
3.4 Describe the construction of (a) towing jaw hook
and eye. (b) Fifth wheel coupling (c) automatic wheel
coupling (d) Specific methods.
• Explain and illustrate
3.1 to 3.5 with
diagrams and notes.
• Assess the students.
• Pick-up van, 1no
Bus (1no) Refuse
Disposals vehicle
(1no)
• Articulated
vehicle
General Objective 4.0: Knowunderstand and describe vehicle dynamics systems
Week Specific Learning Outcome Teachers Activities Resources
4
4.1 Describe with sketches layout of the suspension
system (a) coil spring, (b) torsion bar (c) rubber springs,
(d) leaf springs
4.2 Describe with sketches hydro-pneumatic and
fluid/gas suspension system
4.3 Describe independent suspension utilizing (a)
wishbones and (b) swinging arm; ball joints, bushes,
• Explain and illustrate
4.1 to 4.3 with good
diagrams and notes.
256
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours:
2hr/wk
Course Specification: Theoretical Content
General Objective 5.0: Know, understand and describe vehicle steering systems
Week Specific Learning Outcome Teachers Activities Resources
5
7.1 Describe with sketches types of steering systems
(a) worm and peg (b) worm and wheel (c) re-circulating
ball (d) rack and pinion.
7.2 Describe methods of adjustment of 5.1 above for
end-float and back clash in steering boxes.
7.3 State methods of Lubrication and sealing of steering
boxes.
7.4 Explain different types of collapsible steering
column arrangements.
7.5 Describe faults diagnoses and repairs of steering
systems.
7.6 Describe principles of casters, camber, being pin
inclination, and center poin steering.
7.7 Describe power assisted steering e.g. ram-type
General Objective 6.0: Know, understand and describe brake systems
Week Specific Learning Outcome Teachers Activities Resources
6
6.1 Describe layout and operation of drum and disc brake assemble. 6.2 Describe master cylinder servo unit, wheel cylinders, pipes, brake assistors etc. and maintenance procedures. 6.3 Know and understand compressed air brake system components, e.g. compressor, compressed air tanks, control valves, unloader valves, pressure regulating valves, brakeactuators. 6.4 Identify brake circuit diagrams/arrangement for trailer braking 6.5 Know brake testing regulation, brake efficiency and use of static and dynamic (road roller and decelerometer) test equipment to examine brakes performance. 6.6 Describe anti-jack knife device e.g. develop maxaret system and hope anti-knife system
• Explain and illustrate
6.1 to 6.6 with
diagrams and notes.
257
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours:
2hr/wk
Course Specification: Theoretical Content
General Objective 7.0: Know vehicle transmission system
Week Specific Learning Outcome Teachers Activities Resources
7
7.1 State purposes of transmission system
7.2 Describe (a) friction clutches - center plate, pressure
plate.
7.3 Describe multiplate clutches
7.4 Describe manually operated gear boxes
7.5 Describe synchromesh and constant mesh devices
7.6 Describe location of speedometer drive
7.7 Describe overdrive, transfer box
• Explain and illustrate
7.1 to 7.8 with
diagrams and notes.
• Assess the students.
• Clutch assembly
(5no)
Manual gear box
(3-4-5 speed)(5no)
General Objective 8.0: Know, understand automotive gear box
Week Specific Learning Outcome Teachers Activities Resources
8
8.1 Disassemble automatic gear box
8.2 Describe with sketches the assembly of automatic
gear box
• Explain and illustrate
with diagrams and
notes.
General Objective 9.0: Know, describe propeller and drive shafts
Week Specific Learning Outcome Teachers Activities Resources
9
9.1 Sketch and describe constant velocity joints e.g.
double hook’s, Weiss
9.2 Sketch front wheel drive
9.3 Describe torque tube drive
• Explain and illustrate
with diagrams and
notes.
General Objective 10.0: Know and understand final drive
Week Specific Learning Outcome Teachers Activities Resources
10
10.1 Describe Rear differential gear system e.g. pinion
crown wheel (bevel gear differential)
10.2 Explain rear Axles. State assembly of half shafts
10.3 Describe methods of locating half shafts in final
drives, e.g. semi-floating, three quarter floating and full
floating
• Explain and illustrate
with diagrams and
notes
258
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
(OPTION)
COURSE: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours:
2hr/wk
Course Specification: Theoretical Content
General Objective 11.0: Know and understand Automotive Electrical starting system.
Week Specific Learning Outcome Teachers Activities Resources
11
11.1 Describe construction of starter motor
11.2 Describe operation of solenoid switch, bendix drive
11.3 Describe starter switch
• Explain starter motor
• Explain armature,
commutator, brushes
and mountings
• Bushings, stator
windings, solenoid,
Bendix drive.
• Starter motor
assembly (10no)
• Switch/relay unit
(10no)
General Objective 12.0: Know, understand Auto-charging system
Week Specific Learning Outcome Teachers Activities Resources
12
12.1 Describe the construction of alternator
12.2 Describe operation of voltage regulator, Cut-out,
current regulator
• Explain alternator
assembly to students
• Explain rotor, stator,
slip rings, brushes,
bearing bush, rectifier
and mounting, Voltage
regulator
General Objective 13.0: Know and understand Battery
Week Specific Learning Outcome Teachers Activities Resources
13
13.1 State different capacities of car batteries and their
ratings.
13.2 Explain how to prepare acid
13.3 Explain how to operate battery charger
13.4 Explain how to fill battery with correct acid
13.5 Explain how to charge car battery
• Explain Battery to
students
• Prepare acid for filling
battery
• Show students how to
connect battery to
battery charger
• Battery, distilled
water, sulphuric
acid.
• Hydrometer
(10no)
• Battery charger
and connecting
cables (10no.)
259
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING (OPTION)
COURSE: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours: 2hr/wk
Course Specification: Theoretical Content
General Objective 14.0: Know and understand auto-ignition system
Week Specific Learning Outcome Teachers Activities Resources
14
14.1 Describe principles of spark ignition 14.2 Describe ignition coil 14.3 Describe spark plug and spark plug Setting 14.4 Describe Distributor - contact breaker Capacitor 14.5 Differentiate between high tension circuit, and low tension circuit 14.6 Know ignition lining - advance and retard- mechanisms Know electronic ignition system
• Explain and illustrate
with diagrams and
notes.
General Objective 15.0: Know and understand vehicle lighting system, and wipers
Week Specific Learning Outcome Teachers Activities Resources
15
15.1 State Ministry of Transport lighting requirements
15.2 Describe construction of head lights - sealed and
unsealed - and wiring
15.3 Describe trafficators, hazard lights
15.4 Describe fuse box configuration
• Explain and illustrate
with diagrams and
notes.
General Objective 16.0: Understand wheel and tyre types and safety precautions when removing fitting wheels and tyres
Week Specific Learning Outcome Teachers Activities Resources
16.1 Distinguish between tyres which are (a) tubed and (b) tubeless, whether cross-ply or radial ply 16.2 State the legal requirements when fitting diagonal-ply, cross-ply and radial-ply tyres to a vehicle 16.3 Explain tyre dimensions, size and types for specific vehicle application 16.4 Explain dynamic, and static balancing of wheels 16.5 Describe typical tyre valves, both rubber and metal. 16.6 Explain tyre air pressures 16.7 Explain dynamic, and static balancing of wheels 16.8 Explain front wheel alignment and effect on tyre wear, toe in or toe out 16.9 Explain vulcanizing principles.
• Explain to students
how to carry out wheel
alignment.
• Explain to the
students quick patch,
and heat application.
• Various tyre
types, wheel tyres
• Wheel alignment
equipment (5no)
• Air compressor
(1no)
• Tyre patch (5nos)
• Tyre pressure
gauge (10no)
260
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours: 2,0,3
Course Specification: Practical Content
General Objective 1.0 Identify and repair chais frames, body and body styling Week
Specific Learning Outcome Teachers Activities Resources
1-3
1.1 Identify the construction of a vehicle
chasis
1.2 Carryout welding, etc of broken chasis
frames, fitting of chasis frames.
1.3 Identify and dismantle body component
parts to locate fixing points, joint, locks.
• Demonstrate activities 1.1 to 1.3
for the students to learn and ask
them to perform all the activities.
• Life vehicles 2nos
• Vehicle pit 2nos
• Car lift 1no
• 1.3, 15No Electric
Arc welding kit.
• Welding
electrodes.
2.0 Identify and maintain vehicle dynamics and steering systems
Week Specific Learning Outcome Teachers Activities Resources
4-6
2.1 Identify vehicle suspension system
such as civil spring, leaf springs, etc.
2.2 Dismantle these suspension systems,
identify the components and assemble
them.
2.3 Dismantle steering system units and
identify the components and assemble
them.
• Demonstrate activities 2.1 to 2.3
for the students to learn and ask
them to carryout the activities.
• Assess the students
• Complete tool box
• 5Nos coil spring
• leaf springs 5nos
• 5nos torsion bar
• Hydro-pneumatic
suspension unit
5nos.
• Different steering
assemblies
• Rack and pinium
• Power assisted
steering assembly.
261
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours: 2,0,3
Course Specification: Practical Content
3.0 Identify and maintain brake and transmission system
Week Specific Learning Outcome Teachers Activities Resources
7- 9
3.1 Identify brake for different types of
vehicles
3.2 Dismantle, identify components of
brake system and assemble them.
3.3 Carryout maintenance of brake system
3.4 Perform Brake bleeding
3.5 Dismantle clutch and gear, identify all
components and assemble them.
3.6 Carryout an overhaul of automatic gear
box.
3.7 Remove and replace universal joints
3.8 Carry out an overhaul of final drive
system and identify differential assembly,
crown wheel, pinion, differential cage.
• Demonstrate activities 3.1 to 3.8
for the students to learn and ask
them to carryout all the activities.
• Assess the students.
• Drum/disc brake
assemblies
• Master cyclinder
and types
• Air brake system
and bed
• Brake test
equipment
• Differential gears
• Half shafts
assemblies.
4.0 Identify and maintain Automotive Electrical system
Week Specific Learning Outcome Teachers Activities Resources
10 - 13
4.1 Dismantle starter motor to identify
armature, commutator, brushes and
mounting. Stator winding, solenoid and
Bendix drive and assemble them.
4.2 Carryout overhaul of alternator
4.3 Prepare acid for filling battery and
connect battery to battery charger.
4.4 Identify ignition system components -
ignition coil, distributor, capacitor, contact
braker set, high tension cables.
4.5 Trouble shoot and repair faults in
system.
4.6 Overhaul wiper systems.
• Demonstrates activities 4.1 to 4.6
for the students to learn and ask
them to perform all the activities.
• Alternator
assembly
• Hydrometer
• Battery charger
and connecting
cables
• Ignition system
components
(10nos.)
• Sparks plugs.
(20nos)
• Start motor
assembly
• Switch/relay unit
(10Nos.)
262
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MACHANICAL ENGINEERING - MANUFACTURING
(OPTION)
Course: AUTOMOTIVE TECHNOLOGY Course Code: MEP 413 Contact Hours: 2,0,3
Course Specification: Practical Content
5.0 Identify and maintain tyres
Week Specific Learning Outcome Teachers Activities Resources
14 - 15
5.1 Identify different types for different
vehicles
5.2 Carryout road wheel assembly
balancing, and alignment
5.3 Carryout quick patch, and heat
application
• Demonstrate activities 5.1 to 5.3
for the students to learn and ask
them to carryout all the activities.
• Assess the students
• Various tyre tyres
• Balancing and
alignment machine
• Air compressor
• Tyre patch
• Tyre pressure
gauge.
263
Process, Construction and Mining Equipment
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: (PLANT ENGINEERING
OPTION)
COURSE: PROCESS, CONSTRUCTION & MINING EQUIPMENT
Course Specification: Practical Content COURSE CODE: MEP 421 CONTACT HOURS: (1,0,2)
General Objective 1.0: Understand the operations of the basic structure and mechanisms contained within
the common maintenance requirement of Mobile equipment
Week Specific Learning Objective Teachers Activities Resources.
1-3
1.1 Tractors and related equipment: Crawler and wheeled:
a. Bulldozers b. Tractor-shovels (front end loaders) c. Scrapers
• Ask students to complete a
maintenance profile of a piece
of the listed equipment
• Visits to mines, quarries and road
construction recommended to see
operation and maintenance
4-6
1.2 Excavating equipment
a) Power
shovels
b) Draglines
c) Hoes
• Ask students to complete a
maintenance profile of a piece
of the listed equipment
• Assess.
7-8
1.3 Material movement a) Rear dump truck b) Bottom dump truck c) Side dump wagons d) Bridge and Gantry cranes e) Conveyors and related equipment
• Ask students to complete a
maintenance profile of a piece
of the listed equipment
• Assess
9-10
1.4 Cutting and boring
equipment
a) Jackhammers
b) Rotary drills
c) Tunneling
machines
d) Pile drivers
• Ask students to complete a
maintenance profile of a piece
of the listed equipment
• Assess
264
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING: (PLANT ENGINEERING
OPTION)
COURSE: PROCESS, CONSTRUCTION & MINING EQUIPMENT
Course Specification: Practical Content COURSE CODE: MEP 421 CONTACT HOURS: (1,0,2)
General Objective 2.0: Deep Mining Special Equipment
Week Specific Learning Outcome Teachers Activities Resources
11-13
2.1 Hoists
2.2 Pumps
2.3 Ventilation
2.4 Roof supports
• Ask students to complete a
maintenance profile of a piece
of the listed equipment
• Assess
General Objective 3.0: Material Sizing
Week Specific Learning Outcome Teachers Activities Resources
14-15
3.1 Crushing equipment
3.2 Drying equipment
3.3 Screening
3.4 Separation
3.5 Mixing
Ask students to complete a
maintenance profile of a piece
of the listed equipment
Assess
265
Electro-Mechanical Controls
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
OPTION
COURSE: ELECTRO-MECHANICAL
CONTROLS Course Code: MEP 424
Contact Hours:
(1,1,0)
Course Specification: Theoretical Content
General Objective: 1.0 Understand general control elements and systems Week
Specific Learning Outcome Teachers Activities Resources
1.1 State the functions of control devices in R & A. 1.2 List elements such as:
a. Sensing elements b. Signal transmission part.
• Explain and illustrate with diagrams
and notes
• Recommended
textbook
• Lecture notes
• Chalk
• Chalk board
1.3 Explain the functions of the elements listed in 1.2. 1.4 List the main control system such as:
a. self acting b. pneumatics c. hydraulic d. two position method e. proportional method f. floating method
• Ask the students to explain the
functions of sensing elements and
transmission. part.
• Ask the students to;
• State types of control system
• Characteristics of control.
* Chalk board
General Objective 2.0: Understand how comparative is controlled
Week Specific Learning Outcome Teachers Activities Resources
2.1 Explain the function of thermostat. 2.2 List thermostats types such as;
a. (electric, electronic pneumatic or clock types) b. pneumatic thermostats c. electronic thermostats d. surface thermostat e. direct acting and indirect acting thermostats f. Insertion thermostats
• Ask the students to state
• what they understand to be a
thermostat
• explain how the thermostat functions.
• Ask the students to mention types of
thermostats
• to state their functions
• Lab demonstration
equipment
• sample
266
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
OPTION
COURSE: ELECTRO-MECHANICAL
CONTROLS Course Code: MEP 424
Contact Hours:
(1,1,0)
Course Specification: Theoretical Content
General Objective 2.0: Understand how comparative is controlled
Week Specific Learning Outcome Teachers Activities Resources
2.3 Explain the operations of the
thermostats listed in 2.2.
2.4 State the application of thermostats
listed in 2.2
2.5 List the factor guiding the electronic
thermostat
2.6 Carry out the maintenance on
thermostats.
• Ask the students to explain the
operation of the thermostats.
• Ask the student to mention the
applications (situation) where the
thermostats are used).
• \ask the students to mention what
and what affect the sensibility and
operation of the thermostats
• Ask the students
i. to state common
faults
• Lab equipment.
267
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
OPTION
COURSE: ELECTRO-MECHANICAL
CONTROLS Course Code: MEP 424
Contact Hours:
(1,1,0)
Course Specification: Theoretical Content
General Objective 3.0: Understand humidity Control.
Week Specific Learning Outcome Teachers Activities Resources
3.1 State the need for humidity control.
3.2 List the sensing elements types of
humidistat used in A.R such as
a. non-first system
b. sil moisture sensitive
salts
c. hair
d. synthetic fibres
e. resistance types
(resistance changing
with humidity used with
wheatstone Bridge).
f. Combined wet bulb
and dry bulb
temperature
g. Length changing
type
3.3 Explain the operation of humidistat
types using the sensing elements listed
in 3.2
3.4 State the application of humidistat.
3.5 List the factors guiding the solution
of humidistat.
3.6 Explain the operation of the
following devices.
a. drier/dehydrator
b. humidifier
• Ask the student
• to appreciate air moisture content
• to state the effect of moisture in the
air and the environment
• to state the need for control
• to define humidity
• Ask the students to mention the
humidistat listed in 3.2.
• Ask the student to explain their
understanding of the operations of
each of the humidistat listed in 3.2.
• Ask the students to state the
applications of humidistat in 3.2.
• Ask the students to list what factors
influence the output of humidistat.
• Ask the student.
Model system.
268
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
OPTION
COURSE: ELECTRO-MECHANICAL
CONTROLS Course Code: MEP 424
Contact Hours:
(1,1,0)
Course Specification: Theoretical Content
General Objective 4.0: Know refrigeration flow controls
Week Specific Learning Outcome Teachers Activities Resources
4.1 List flow controls used in R/A
system
4.2 State the needs for flow control in
R/A systems
4.3 State the functions of the flow
controls listed in 4.1
4.4 Explain the operation of the flow
controls in 4.1.
4.5 State the application of the flow
controls listed above.
4.6 List the factors, which guide the
selection of the flow controls in 4.1.
4.7 Carry out maintenance on flow
controls
• Ask the students to explain why
controls of R/A systems are necessary.
• Ask the students to state what each
control does in R/A system.
• Ask the students to conduct an
experiment to demonstrate practically.
• Ask students to state applications.
• Ask the students to state the factors.
• Ask the students to demonstrate
practically.
• Built model R/A
plant/Room
269
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
OPTION
COURSE: ELECTRO-MECHANICAL
CONTROLS Course Code: MEP 424
Contact Hours:
(1,1,0)
Course Specification: Theoretical Content
General Objective 5.0: Understand other electrical/Electronic controls.
Week Specific Learning Outcome Teachers Activities Resources
5.1 List other electrical/electronic
controls used in R/A system
a. motor cycling control
b. electrical/electronic
relays to interlock fans,
pumps, etc.
(amperage, potential,
hot-wire types)
c. solenoid and timers
d. defrosting switch
safety overload; full
automatic and semi-
automatic defrosting
control
e. motor starters
f. damper motor
g. float switch
5.2 State the function of the controls
listed in 5.1.
5.3 Explain the operation of the controls
listed in 5.1.
5.4 State the application of the controls
in 5.1.
5.5 List the factors that guide the
selection of the controls.
• Ask the students.
a. to list
electrical/electronic
controls.
• Ask the students to mention the
functions of each of the controls listed
in 5.1.
• Ask the students to mention the
applications of the controls in 5.1
• Explain procedures for trouble
shooting and maintenance of these
controls
• Ask the student to state the basis for
selection of controls.
• Ask the students.
i. to Explain common
faults in control.
ii. State the possible
causes of faults
iii. State remedial
measures
Do practical
maintenance in
workshop.
270
PROGRAMME: HIGHER NATIONAL DIPLOMA IN MECHANICAL ENGINEERING - PLANT ENGINEERING
OPTION
COURSE: ELECTRO-MECHANICAL
CONTROLS Course Code: MEP 424
Contact Hours:
(1,1,0)
Course Specification: Theoretical Content
General Objective 6.0: Understand control circuits
Week Specific Learning Outcome Teachers Activities Resources
6.1 Interpret standard drawing, symbols
of electro mechanical control, elements
selector, check valves, etc.
6.2 Read control circuits for Air
conditioning and Refrigerator system.
6.3 Carry out simple design of control
system for Air conditioning and
Refrigerator.
• Ask the students
i. to identify control
symbols on a standard
control system
drawing.
ii. State their function
• Ask the students to read and interpret
the function of control circuit.
a. to carry out a simple
design for a particular
situation e.g. a small
room)
b. make a model and
test.
• Design project.
271
LIST OF WORKSHOP/LABORATORIES AND EQUIPMENT
LIST OF MINIMUM RESOURCES
MINIMUM EQUIPMENT LIST FOR ND
MECHANICAL ENGINEERING TECHNOLOGY
PROGRAMME FOR 30 STUDENTS
WORKSHOPS
Machine shop
1. Tool room lathe with the swing of 483 and length of bed 200mm with complete accessories 2
2. Centre lathe with the swing of 330 and length of bed 1500mm with complete accessories 8
3 Universal milling machine complete with accessories 2
4. Radial drilling machine complete with accessories (optional) 1
5. Universal engraving machine complete with accessories 1
6. Surface grinding machine complete with accessories 1
7. Sensitive drilling machine. 2
8. Power hacksaw 2
9. Universal cylindrical grinding machine with accessories 1
10. Column/pillar drilling machine 2
11. Arbor press 1
12. Shaping maching with accessories
13. Pedestal grinding machine 2
14. Universal too, and cutter grinder 2
15. Box spanners 10
16. Allen Keys (set) 5 sets
17. Flat screw driver (set) 3 sets
18. Philips screw driver (set) 3 sets
19. Drift punches (various sizes) 4 each
20. Pin punches (set) 3 sets
21. Knurling tools (set) 2 sets
22. Vernier protractor 5
23. Parallel strips (assorted) 10
24. Micrometers outside 0.25mm 25-50mm 50-75mm and sets of Inside micrometers 5
272
25. Depth gauge 10
26. Steel rule 300mm 15
27. Calipers (inside and outside) 15 each
28. Vee block with clamps 4
29. Scribing block 4
30. Surface plate 3
31. Wheel dresser 2
32. Oil can 4
33. Hand reamers (se) 4
34. Machine reamers (set) 4 sets
35. Centre drills (set) 4 sets
36. Twist drills (set) 4 sets
37. Thread chaser (Assorted) 3 each
38. Marking out table 2
39. Combination set 4
40. Screw gauges (assorted) 4
41 Plug gauges (assorted) 4
42 Radius gauges (assorted) 4
43 Dial indicator and stand 4
44 Slip gauges (set) 2
45 Grease gun 4
46 Angle plates 2
47 Engineer’s square 10
48 Measuring balls/rollers (sets) 2
49 Limit gauges (various types) 5
50 Vernier calipers (various sizes) 5
51 Magnetic base 3
52 Fire extinguisher, water and sand buckets 4 each
FITTING SHOP
1 Work benches for 30 students
2 Bench vices 30
3 Pillar drilling machine 1
4 Marking out table 1
5 Sensitive bench drilling machine 2
273
6 Surface plate 2
7 Radial drilling machine 1
8 Pedestal grinder with drill grinding attachment 1
9 Power hacksaw 1
10 Multi purpose furnace 1
11 Arbor press 1
12 Flat rough file (300mm) 30
13 Round rough file (300mm) 30
14 Round smooth file (300mm) 30
15 Source rough file (300mm) 30
16 Flat smooth file 250mm) 30
17 Half round rough file (150mm) 30
18 Triangular rough file (150mm) 30
19 Half round smooth file (250mm) 30
20 Triangular smooth file (150mm) 30
21 Try-square 30
22 Dividers 30
23 Steel rule 30
24 Wallets of warding file 10 sets
25 Scribers 16
26 Vee block and clamp 2
27 Scribing block 2
28 Centre punches 30
29 Cold chisels (set) 10 sets
30 Scrapers (set) 5
31 Guilotine 2
32 Vernier Caliper 10
33 Hacksaw frame 30
34 Stock and dies (set) metric 3 sets
35 Taps and wrenches (set) metric 3 set
36 Hand drill 2
37 Centre drills Lot
38 Tap extractor (set) 2 sets
39 Screw extractor (set) 4
40 Screw gauges (assorted) 2 sets
274
41 Screw driver (set) 4 sets
42 Hammers (assorted weight) 30
43 Wire brush 5
44 Micrometer (assorted) 5
45 Oil can 5
46 Fire extinguisher, water and sand buckets 4 each
47 Measuring tapes 10
48 Feeler gauges 10
49 Rivet gun 6 pairs
50 Goggles 30 pairs
51 Drill set 4 sets
52 Electric Hand drill 2
53 Electric hand grinder/sander 5
54 Vernier height gauge 2
55 Dial indicators and stand 5
56 Mallets (rubber, wood and rawhide) 5 each
57 Number stamps 2 sets
58 Letter stamps 2
59 Hydraulic press 1
60 Punches (cold) 4 sets
61 Plier (assorted) 10
62 Hand shear 5
63 Welding chipping hammer 8
64 Wire brush (bench type) 8
65 Welding shield 8
66 Gloves 15
67 Gas bottle keys 4
68 Welding and cutting burner set 2
69 Gas cylinder truck 2
70 Brazing rods 6 tins
71 Flash gas lighter 4
72 Soldering flux 6 tins
73 Goggle 10
74 Blow lamps 10
75 Steel rule 10
275
76 Stools 6
77 Try-square 6
78 Leg vice 2 (opt)
79 Electrode drying oven 1
80 Swing beam folder 1
81 Bending roller 1
82 Double ended buffer and polisher 1
83 Profile cutting machine 1
84 Foot operated guillotine machine 1
85 Assorted cutting snips 10
86 Twist drill sets 4 sets
87 Electric hand drills 2
88 Aprons 10
WELDING AND FABRICATION SHOP
1 Welding transformer 8
2 MIG and MAG welding set 1
3 TIG Welding set 1
4 Acetylene gas cylinder 4
5 Oxygen gas cylinder 4
6 Welding table (gas) 4
7 Welding table (arc) 4
8 Protection screen for five booths for both arc and gas 10
9 Grinding machine (pedestal type) 2
10 Bench drilling machine 2
11 Bench polishing machine 1 (opt)
12 Bench shearing machine 1
13 Power hacksaw 1
14 Bench grinding machine 2
15 Bench vice 6
16 Anvil and stand 2
17 Electrode holder 8
18 Clamp 8
276
AUTOMATIVE SHOP
1 Engine diagnostic equipment 1
2 Hydraulic jack 5
3 Hydraulic press (100 tonne) 1
4 Manual table press 2
5 Standard service pit 2
6 Brake testing equipment with control panel 1
7. Sensitive drilling machine 2
8. Pedestal grinding machine 1
9. Pillar drilling machine 1 (opt)
10 Electric vulcaniser 1
11 Valve grinder 1
12 Workshop service compresser 1
13 Wheel balancing equipment (dynamic type) 1
14 Wheel alignment equipment 2
15 Work benches 4
16 Bench vices 6
17 Pneumatic tyre removal equipment 1
18 Injector pump test bench 1
19 Master Clinder test equipment 1
20 Universal battery charger 1
21 Engine mounting stand 3
22 Hydro-meters 5
23 Trolley Jacks 2
24 Foot operated grease dispenser 2
25 Complete mechanics tool kit 15
26 Electric hand drill 2
27 Breast drill (manual 2
28 Airline pressure gauge 4
29 Portable tyre inflator (manual) 2
30 Tyre repair kit 3
31 Heavy duty tyre changer 1
32 Ram - up to 6 tons capacity 1
33 Tachometer 2
277
34 Exhaust gas analyzer 1
35 Lubrication equipment 1
36 Portable crane 1
37 Valve refacer 2
38 Dynamometer 2
39 Cylinder boring machine 2
40 Steam cleaner 1
41 Diesel fuel pump test stand 1
42 Carburetor service kit 1
43 Chain wrench (for removing oil filter) 2
44 Portable vehicle hoist 1
45 Battery coil tester 2
46 Piston ring removal 2
47 Ignition coil tester 2
48 Snychroscope (distributor tester) 2
49 Spark plug tester 2
50 Pullers (various sizes) 6
51 Grease gun 6
52 Cylinder ridge remover 6
53 Engine sump drainer 6
54 Honing machine 1
55 Crankshaft grinder 1
56 Armature lathe 1
57 Head light tester 2
58 Oil can 6
59 2 stroke diesel engine 3
61 4 Cylinder diesel engine 2
62 6 Cylinder petrol engine 2
63 Clutch testing machine 1
64 Fire extinguishers, water, foam, dry powder, and sand buckets 1
65 Life and dead vehicles 6 each
66 Spanners of assorted types and sizes
67 Transparent engine, gear boxes (for demonstration) 1
68 Automotive engine test bed 1
69 Steering geometry measuring device 1
278
70 Vibration meter 1
71 Electrolytic tester 1
72 Fuel consumption measuring system 1
73 Flash point apparatus 1
74 Test rig for electric fuel injector (Petrol) 1
BUILDING SERVICE, REFRIGERATION AND AIR CONDITIONING
1 Vacuum pump 1
2 Charging unit 1
3 Internal cleaning apparatus 1
4 Mechanical pressure gauge 4
5 Electronic pressure gauge 4
6 Recording pressure motor 4
7 Differential pressure gauge 4
8 Service man’s thermometer 4
9 Sensor dial thermometer (various degrees) 4 each
10 Electronic thermometer 4
11 Sling Hygrometer O to 35oC 4
12 Temperature probe 4
13 Capacity analyzer 4
14 Test cord 6
15 Electronic air velocity meter 4
16 Revolution counter 4
17 Pillar drilling machine 1
18 Heavy duty machine vice 1
19 Portable electric drill 2
20 Angle grinder 1
21 Pedestal grinder 1
22 Air compressor 1
23 Recording hygrometer 1
24 Electronic volt-watt meter 1
25 Clip-on-volt-amp-ohm meter 1
26 Ohm-meter 1
27 Gas flame leak detector 1
28 Pipe vice 4
279
29 Bench vice 4
30 Work bench 3
31 Anvil 1
32 Pilers (various sizes) 4 each
33 Hoisting pulley block 4
34 Wheel dresser (for grinding wheels) 4
35 Emergency lamp 1
36 Respirator 10
37 Safety face screen (face shield) 10
38 Ear protector 10
39 Working gloves 10 pairs
40 Spanners (various sizes and shapes) 4 each
41 Wrenches (various sizes) 2 each
42 Hammers (various types and sizes) 2
43 Screw drivers (various sizes) 8
44 Files (assorted) 3 each
45 Brushes 6
46 Constant pressure valve 2
47 Pilot pressure valve 2
48 Suction valve 2
49 Thermostatic water valve 2
50 Thermostatic liquid valve 2
51 Molecular sieve driver 2
52 Rechargeable drier 2
53 Shut - diff valve 10
54 liquid level control 1
55 Vibration absorber 2
56 Process tube adaptor 2
57 Gauge adaptor 2
58 Tab ‘A’ - can valve 8
59 Fire extinguisher and sand buckets 6 each
60 Surge in pipe apparatus 1
61 Hydrostatic Bench 1
62 Air flow demonstration apparatus 1
63 Laminar/turbulent pipe flow 1
280
64 Boiler and steam piping instrument (lab. type) 1
65 Smoke tunnel 1
66 Centrifugal and axial fan test rings 1
67 Heat exchanger
68 Refrigeration and Air conditioning control test ring 1
69 Remaerant cylinders 2
FOUNDRY/HEAT TREATMENT/FORGE WORKSHOP
1 Black smith forge 1
2 Anvil and stand 8
3 Tongs (assorted 5 each
4 Swage block 2
5 Leg vice 2
6 Black smith hand hammer (various sizes) 6 each
7 Sledge hammer 4
8 Flatters 6
9 Hardles 6
10 Hot chisels 6
11 Cold chisels 6
12 Fuller 6
13 Top and bottom swage (various sizes) 6 each
14 Heading tool 6 each
15 Heat treatment furnace 1
16 Salt bath furnace 1
17 Electric furnace with control
18 Queching bath 2
19 Thermocouples 5
20 Optical pyrometer 2
21 Induction hardening equipment 1
22 Flame hardening equipment 2
23 Carburising equipment 2
24 Crucible furnace 1
25 Crucible 4
26 Crucible rest or stool 2
27 Crucible lifting tongs 2
281
28 Combined slag lifter and skimming ladle 1
29 Combined portable thermocouple pyrometer 1
30 Degreasing plunger 2
31 Hammers (assorted 6 each
32 Wire brush 2
33 Pedestal grinder 1
34 Pillar drilling machine 2
35 Hacksaw frame and blades 10
36 Tapered shank drill bits 2 sets
37 Straight shank drill bits 2 sets
38 Drill drift 2 sets
39 Eye Goggles 10
40 Face shield 10
41 Heat resistant gloves 10 pairs
42 Knee leggings (foundry) 10 pairs
43 Leather apron 10 pairs
44 Safety boots (fire resistant) 10
45 Moulding bench 10
46 Bottom flask 20
47 Moulding flask 20
48 Moulding gand shovel 20
49 Watering can 5
50 Wheel-barrow 4
51 Rammers (various types) 20
52 Moulding trowels (various sizes) 10
53 Strike-off-bars 10
54 Gate cutter or spoon 10
55 Sprue pins 20
56 Vent rods 20
57 Bellows 5
58 Lifters 10
59 Bubb sponges 5
60 Draw pins 50
61 Wet brush 30
62 Bench vice 4
282
63 Hand vice 2
64 Cutting pliers
65 Combination pliers 10
66 Half round bastard file 10
67 Flat file second cut 10
68 Triangular file 10
69 Round file 10
70 Sand mixing machine 1
71 Moulding machine 1
72 Continuous mixer machine dispenser 1
73 Core boxes 10
74 G. Clamps 10
75 Core driver 1
76 Woodworking lathe 1
77 Circular saw 2
78 Band saw 2
79 Jig saw 2
80 Wood plan-machine
81 Jointer 1
82 Scraper 1
83 Pattern milling M/C
84 Disc and bobbing sander
85 Measuring and Marking out tools 10
86 Sawing, planning, boring, turning etc tools 10 each
87 Charge make - up Scale (100 kg scale)
DRAWING STUDIO
1 Drawing table complete with drafting machine/stood 30
2 Drawing set complete with pens for ink work 2
3 45o set squares 2
4 60o set squares 2
5 Blue printing machine 1
6 Adjustable set squares 5
7 Desk sharpener 5
8 Triangular scale rule (30mm) 5
283
9 Flat scale rule (300mm) 5
10 Blackboard ruler (1m) 4-1
11 Blackboard Tee squares 4-1
12 Blackboard set square (45o 60o) 4 each-2
13 Blackboard compasses 4-1
14 Blackboard protractor 4-1
15 French curve set 5
16 Letter stencils (3mm, 6mm, 7mm and 10mm) 5 each
17 Rubber stencils (3mm, 6mm, 7mm, 6mm and 10mm) 5 each
18 Erasing stencils 5 each
19 Drawing rack/shelves for 30 students
20 Personal computers 2
21 Plotter 1
22 Printer to handle A3 size 1
MECHANICAL MACHINES
1 Screw Jack 1
2 Oldham coupling 1
3 Four bar chain mechanism 1
4 Whitworth quick return mechanism 1
5 Slider crank mechanism 1
6 Hooks joint 1
7 Geneva stop 1
8 Conservation of angular momentum 1
9 Forces on beam apparatus 1
10 Simple moment beam 1
11 Comprehensive fly wheel apparatus 1
12 Bourdon tube pressure gauge 1
13 Torsion of bar apparatus 1
14 Spring balance 1
15 Gearing system apparatus 1
16 Compression apparatus 1
17 Wheel and axle set 1
18 Centrifugal/centripetal apparatus 1
19 Polygon of force apparatus 1
284
20 Extension and compression of springs apparatus 1
21 Crank and connecting rod apparatus 1
22 Rope, belt and coil friction apparatus 1
23 Cam and cam follower mechanism 1
24 Fire extinguishers 4-2
25 Sand and water buckets 4
STRENGTH OF MATERIALS
1 Shearing force apparatus 1
2 Bending moment apparatus 1
3 Tensometer 1
4 Fire extinguishers 4
5 Sand and water buckets 4
6 Surge in pipe apparatus 1
7 Hydrostatic Bench 1
8 Air flow demonstration apparatus 1
9 Laminar/turbulent pipe flow 1
10 Centrifugal and axial fan test rings 1
FLUID MECHANICS/HYDRAULICS
1 Turbine set (pelfon, francis pump, or Kaplan) 1
2 Hydraulics Bench with accessories for various experiments in fluid flow measurements 3
3 Weir tank (impact on jet, orificer 2
4 Floating body apparatus 1
5 Manometer 1
6 Rotameter 1
7 Laminar flow apparatus 1
8 Pilot static tube 1
9 Water meter 2
10 Boiler and steam piping instrument (lab. type) 1
11 Smoke tunnel 1
12 Heat exchanger 1
285
THERMODYNAMIC/HEAT ENGINES
1 Water heater/stirrer unit with bath 1
2 Uncalibrated mercury in glass thermometer 10o to 110oc 25
3 Resistance thermometer 1
4 Bench mounted aircooled 2 stroke diesel engine rig including dynamometer 1
5 Bench mounted aircooled 2 stroke petrol engine rig including dynamometer 1
6 Auto bomb calorimeter 1
7 Boyle gas calorimeter 1
8 Grant gas analyzer 1
9 Tachometer 1
10 Stroboscope 1
11 Air compressor test set 1
12 Thermal conductivity apparatus 1
13 Marcet boiler 1
14 Steam boiler plant (laboratory type) 1
15 Mechanical equivalent of heat apparatus 1
16 High pressure vapour unit 1
17 Vapour density apparatus 1
18 Pressure cooker 1
19 Falling ball viscometer 1
20 Rotary viscometer 1
21 Gas laws apparatus 1
22 Speedomax recorder 1
23 Thermal anemometer 1
24 Electric anemometer 1
25 Pyrometer, infrared, non-contact digital infratrace 1
26 Combined separating and throttling calorimeter 1
27 Fire extinguishers 4
28 Sand and water buckets 4
29 Air thermometer constant volume 4
30 Boiler and steam piping instrument 1
31 Smoke tunnel 1
32 Heat exchanger 1
286
AUTOMOTIVE
1 Automotive engine test bed 1
2 Automotive instructional system 1
3 Electronic engine indicating equipment 1
4 Engine cooling water system 1
5 Fuel consumption measurement system 1
6 Gravimetric fuel system 1
7 Lubricating oil test rig 1
8 Wear and friction bearing test apparatus 1
9 Injector type HC 50 1
10 Hydraulic dynamometer 1
11 Vibration meter 1
12 Steering geometry measuring device 1
13 Compression meter 1
14 Electrolytic tester 1
15 PH meter 1
16 Battery tester 4
17 Automatic fuel flow meter 1
18 Orifice inlet air meter 1
19 Balancing machine 1
20 Exhaust emission unit 1
21 Flash point apparatus 1
22 Automobile final drive 1
23 PV diagram function generator 1
24 Digital Tachometer 1
25 Coolant flow meter 1
26 Exhaust gas calorimeter 1
27 Lean/rich mixture device 1
28 Fire extinguishers 4
29 Sand buckets 4
287
MATERIALS SCIENCE
1 Floor mounted tensile/compression testing machine with accessories 1
2 X-Y recorder for tensile tester 1
3 Table top tensometer with accessories 1
4 Macroharcness testing machine (Grinell,, Vickers, Rocawich) 1 each
5 Impact testers (fzod, chafpy) 2
6 Micro hardness testing machine 1
7 Strain gauge 2
8 Creep testing machine 1
9 Torsion tester 1
10 Fatigue tester 1
11 Steel rule 300mm 5
12 Outside caliper 2
13 Inside caliper 5
14 Set of open ended spanners 2
15 Micrometer screw gauge (metric) 2 sets
16 Allen keys 2 sets
17 Screw drivers 2
18 Abbrastive cutters 1
19 Dial gauge 1
20 Pedestal grinder 1
21 Fire extinguisher 1
22 Sand and water buckets 4
23 Grinding machine 2
24 Polishing machine 2
25 Metallurgical microscopes 5
26 Parting machine 1
27 Etching machine 1
28 Microscope 1
29 Specimen mounting screen 2
30 Decicators 2
288
METROLOGY LABORATORY
1 Comparator (Mechanical) 1
2 Universal measuring microscope 1
3 Bench testing centers 1
4 Angle gauge 1
5 Set of slip gauge 1
6 Sine bars with centers 1
7 Engineers level 1
8 Micrometers (assorted denomination) 2 each
9 Vee blocks (assorted sizes) 2 each
10 Magnetic vee block 1
11 Vernier calipers 3
12 Vernier height gauge 2
13 Angle plate 1
14 Limit gauges for holes, shafts, and threads 3 each
15 Surface plate 1
16 Marking out table 1
17 Parallel strips 4 pairs
18 Bevel protractor 2
19 Dial gauges and magnetic stand 2
20 Engineers’ square 2
21 Thread gauge 2
22 Radius gauge 2
23 Feeler gauge 2
24 Steer rule 4
25 Combination set 2
LABORATORIES FOR HND PROGRAMME IN MECHANICAL ENGINEERING TECHNOLOGY
The laboratories and workshops listed for the National Diploma Programme are also needed for the Higher
National Diploma Programme. In addition, the following laboratories are also required:
289
1 Metrology - for Machine Building and Production options
2 Automotive - for Automotive option
3 Building Services and refrigeration
4 Power/Plant
The equipment and tools for laboratories and workshops for the national diploma programmes are needed
for the Higher National Diploma Programmes. In addition the following equipment and tools are also
necessary for the programme.
MACHINE BUILDING AND PRODUCTION (ADDITIONAL EQUIPMENT LIST)
1 Copy lathe (with the following attachments:
- taper turning attachment 1
- hydraulic profiling (copying) attachment 1
- relieving equipment 1
- spherical turning slide 1
2 Turret or Capstan lathe complete with accessories 1
3 Universal engraving and copy milling machine 1
5 Jig boring machine or vertical milling machine complete with accessories, including: 1
- boring heads
- circular table
- honing head
5 Slotting machine or vertical milling machine with slotting attachment 1
6 Spark erosion machine or ultrasonic machine 1
7 Broaching machine (orzonal) 1
8 Complete numerical control lathe or numerical control vertical milling/drilling machine (CNC) 1
9 Universal cylindrical grinding machine (optimal) with the following; 1
- form dressing attachment
- in process gauging unit or device
10 Hydraulic press 1
11 Gear hobbing machine or gear shaping machine complete with accessories
12 And various module cutters 1
13 Single spindle automatic lathe or sliding head automatic lathe 1
14 Lathe dynamometer 1
15 Drill dynamometer 1
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16 Pneumatic circuit bench for automatic and semi-automatic control 2
17 Swiveling vice 2
18 Fire extinguishers 4
19 Water and sand buckets 4
HND MECHANICAL (AUTO LAB) (ADDITIONAL TOOLS AND EQUIPMENT LIST)
Automotive Laboratory
1 AC charging kit 1
2 Radiator pressure tester 1
3 Universal rear axle preload gauge 1
4 Dial indicator with stands 2
5 Spring balance 2
6 Ignition timing light 1
7 Voltmeter 2
8 Ammeter 2
9 Ohmmeter 2
10 Digital Vernier caliper 2
11 Vee blocks 4
12 External micrometer: 25mm-50mm 2
50mm-75mm 2
75mm-100mm 2
13 Internal micrometer 2
14 Comparator 1
15 Engine cylinder pressure tester 2
POWER/PLANT LABORATORY
1 Air Flow Measurement Demonstration Air Flow test rig 1
2 Smoke Tunnel 1
3 Heat Transfer Apparatus-Parallel Counter Flow 1
4 Double Pipe Heat Exchanger 1
6 Steam Power Plant Including Steam Boiler Condenser, Steam Turbine, Steam
7 Engine and Steam Fittings (Laboratory Type) 1 set
Engine Test Beds with: Petrol and Diesel Engine, CI and SI Two Stroke and Four stroke 1 set each
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8 Tutor Gas Turbine 1
9 Two Stage Compressor Test set 1
10 Pump and Water Turbine Test Set 1
11 Air Heaters 1
12 Dust Extractors 1
13 Draught Equipment (Fans) 1
14 Fire Extinguishers 4
15 Sand Buckets 2
Building Services and Refrigeration Laboratory
1 Surge in pipe apparatus 1
2 Centrifugal pump test rig (series parallel) 1
3 Various sensor and incorporating actuators
4 Experimental heat pump and air cooler 1
5 Refrigeration cycle apparatus 1
6 Barometer aneroid 1
7 Thermo-hydrograph 1
8 Solarimeter 1
9 Windspeed meter 1
10 Vapour compression refrigerator & heat pump apparatus 1
11 Air-conditioning unit 1
12 Refrigeration bench 1
13 Refrigeration expansion devices 1
14 Multipurpose air duct 1
15 Sound level indicator 1
16 Environmental light comparator 1
17 Fire extinguishers 4
18 Sand buckets 2
19 Pressure-hydraulic and manual 2
20 Pychrometer 1
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Mechanics of Machine Laboratory
1 Static and dynamic balance apparatus 1
2 Governor apparatus 1
3 Efficiency of screw threads apparatus 1
4 Clutch friction apparatus 1
5 Gyroscope apparatus 1
6 Angular acceleration apparatus 1
7 /whirling dust apparatus 1
8 Universal vibration apparatus 1
9 Differentiate gear assembly 1
Strength of Materials Laboratory
1 Compression and tensile testing machine (100KN) 1
2 Universal hardness testing machine 1
(Brinell, Vickers, Rockwell) 1
3 Fatique testing machine 1
4 Thick cylinder apparatus 1
5 Thin cylinder apparatus 1
6 Strut rig apparatus 1
7 Creep measuring apparatus 1
8 Universal cantilever apparatus 1
9 Portable strain meter 1
10 Beam apparatus 1
11 Close coiled spring apparatus 1
12 Leaf spring testing machine 1
Fluid Mechanic/Hydraulics Laboratory
1 Bermnoullin apparatus 1
2 Losses in fitting and pipe bending apparatus 1
3 Universal pump testing unit 1
4 Centrifugal pump set 1
5 Reciprocating pump set 1
6 Free and force vortices apparatus 1
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7 Parallel-series centrifugal pump set 1
8 Universal radial flow apparatus 1
9 Hot wire anemometer 2
10 Pelton wheel apparatus 1
11 Wind tunnel 1
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GUIDELINES FOR TEXTBOOK WRITERS
NATIONAL DIPLOMA AND HIGHER NATIONAL DIPLOMA
The following guidelines are suggestions from the Engineering Committees to the writers of the textbooks for
the new curricula. They are intended to supplement the detailed syllabuses which have been produced, and
which define the content and level of the courses.
Authors should bear in mind that the curriculum has been designed to give the students a broad
understanding of applications in industry and commerce, and this is reflected in the curriculum objectives.
• One book should be produced for each syllabus
• Page size should be A4
• The front size should be 12 point for normal text and 14 point where emphasis is needed
• Line spacing should be set to 1.5 lines
• Headings and subheadings should be emboldened
• Photographs, diagrams and charts should be used extensively throughout the book, and
these items must be up-to-date
• In all cases, the material must be related to industry and commerce, using real life
examples wherever possible so that the book is not just a theory book. It must help the
students to see the subject in the context of the ‘real word’
• The philosophy of the courses is one of an integrated approach to theory and practice, and
as such, the books should reflect this by not making an artificial divide between theory and
practice.
• Illustrations should be labeled and numbered.
• Examples should be drawn from Nigeria wherever possible, so that the information is set in
a country context.
• Each chapter should end with student self-assessment questions (SAG) so that students
can check their own master of the subject
• Accurate instructions should be given for any practical work having first conducted the
practical to check that the instructions do indeed work
• The books must have a proper index or table of contents, a list of references and an
introduction based on the overall course philosophy and aims of the syllabus.
• Symbols and units must be listed and a unified approach used throughout the book
• In case of queries regarding the contents of the books and the depth of information, the
author must contact the relevant curriculum committee via the National Board for Technical
Education
• The final draft version of the books should be submitted to Nigerian members of the
curriculum working groups for their comments regarding the content in relation to the desired
syllabus.
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LIST OF PARTICIPANTS
UNESCO-NIGERIA PROJECT IN SUPPORT OF REVITILISATION OF
TECHNICAL AND VOCATIONAL EDUCATION IN NIGERIA
PROJECT TEAM MEMBERS
S/No. NAME DESIGNATION
1 Engr. Dr. Nuru A. Yakubu National Project Coordinator & Executive Secretary, NBTE
2 Dr. M.S. Abubakar Technical Coordinator
3 Engr. S.C. Odumah Curriculum Development Coordinator
4 Mr. B.N. Niriyus Staff Development Coordinator
5 Engr. Dr. S.N. Mumah Information & Communication Technology Coordinator
6 Isa Alhaji Sulaimanu Project Accountant
7 Mal. A.D.K. Muhammad Project Officer
Curriculum Review Team Members for Information and Communication Technology
(ND/HND Programmes)
S/No. NAME ADDRESS
1 Engr. Dr. S.N. Mumah Kaduna Polytechnic (ICT Coordinator)
1 Dr. (Mrs) A.O. Osofisan University of Ibadan(Team Leader)
2 Dr. (Mrs) Iyabo Fagbulu UNESCO, Abuja
3 Mrs A. Olarewaju HTCC, Kaduna Polytechnic
4 Mr. A. Adekigbe Federal Polytechnic, Ede
5 Dr. O.E. Osuagwa Federal University of Technology, Owerri
6 Dr. E.R. Adagunodo O.A.U. Ile-Ife
2nd PHASE REVIEW
1 Mrs A. Olarewaju HTCC, Kaduna Polytechnic
2 Engr. E.C. Onyeiwu ECO Project Services, Kaduna
296
Review Committee
1. Engr. J. O. Akindapo NDA Kaduna
2. Engr. I. A. Adeleke Fed. Poly. Ilaro
3. D.S. Yawas A.B.U Zaria
4. Engr. B. A Olunlade E.M.D.I P.M.B 611 Akure
5. Engr. Dr. S.E. Chukwujekwu Ebunso Nig. Ltd. Nnewi
6. Engr. M. B. Ibotolu Nig, Mach, Tools ltd Oshogbo
7. Engr. M. D. Ukegbu Fed. Poly. Ado-Ekiti
8. Prof. S. A Balogun UNILAG
9. Engr. D. O. Ariyo Kwara State Polytechnic
10. Engr. O. L Solarin Ikeja L.G.A
11. Engr. D. M Princewill River State Poly. Bori
12. Engr. V.U.U Akpan P.O.Box 6462 Ikeja-Lagos
13. Engr. A. Sule Federal Polytechnic Bida
14. Engr. Kgt T.J. Dareta National Oil Plc Marina Lagos
15. Engr. M. I Oti Kaduna Polytechnic
16. Dr. J.S Diso B.U.K
17. Engr. Prof. E.I Ofodile COREN, WUSE II Abuja
18. Engr. S. K. Loko Yaba College of Technology Lagos
19. Engr. E. a Babaniji NACCIMA/ACEH
20. Y.K. Ogunjimi ITF-Lagos
21. Engr. Samuel John A.B.U Zaria
22. Engr. C. E. Eteng Federal Polytechnic Bauchi
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Final Review Committee
1. Garry I. Cather Brighton university 3 Mill Walk Woola
Vington. Nr. Briedgewater Somerset
TA78 HW, UK
2. Engr. Dr. Sam Chukwujekwu Ebunso Nig. Ltd
25 Amiliba Road Otolo, Nnewi
3. Engr. M. D. Ukegbu Federal Polytechnic
Ado-Ekiti
4. Prof. E.I. E. Ofo Dile Registrar COREN 466 Lobito Crescent,
Wuse 2, Abuja
5. Engr. Aderemi Oke Polytechnic Division NBTE, Kaduna
6. Engr. M.I, Oti Mech. Eng. Dept Kaduna Poly. Kaduna
7. Engr. O. Odekunle Peugeot Automobile Nig. Ltd. Kaduna