G3N
CTVET · 34 topics

Industrial Mechanics

G3N tutors you through the full CTVET Industrial Mechanics syllabus offline — from Occupational Health, Safety and Environment, Introduction to Industrial Mechanics, System of Measurement and more — with adaptive lessons, instant quizzes and exam-ready summaries.

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Syllabus

What you’ll cover in Industrial Mechanics.

The complete topic outline G3N teaches, mapped to the CTVET curriculum.

Form 1 (Grade 10)

11 topics
Occupational Health, Safety and Environment
  • Demonstrate knowledge of occupational health and safety
    • Explain Occupational Health and Safety
    • State importance of Occupational Health and Safety
    • Identify hazards in working environment
    • Interpret Safety Symbols and warning signs in the working environment.
    • State steps in proper housekeeping
    • State safe working practice in handling wastes
  • Demonstrate knowledge of using Personal Protective Equipment (PPEs)
    • Explain Personal Protective Equipment (PPEs)
    • State importance of Personal Protective Equipment (PPEs)
    • Identify types of Personal Protective Equipment (PPEs)
    • Inspect Personal Protective Equipment (PPEs) prior to their usage
    • State steps in selecting appropriate Personal Protective Equipment (PPEs) for a given task
    • State steps in maintaining personal protective equipment
  • Demonstrate skills in Industrial Mechanic safe work practices
    • Explain Industrial Mechanic safe working practices
    • State Hazards associated with industrial mechanic work.
    • Explain Labour Act 2003 (Act No. 651) Part XV
    • Use hand communication signals
    • Use TAG IN/TAG OUT
  • Demonstrate skills in administering first aid
    • Explain first aid
    • State importance of first aid
    • Explain uses of first aid kit
    • Identify items in first aid kit
    • Administer first aid
    • Perform artificial respiration
  • Demonstrate skills in using fire extinguishers
    • Explain Fire Triangle
    • Explain types of fires (classes of fires)
    • Identify types of fire extinguishers
    • Identify components of fire extinguishers
    • Use Fire extinguisher
    • Follow safe working practices in the use of fire extinguisher
  • :
    • Learners must be able to demonstrate knowledge of occupational health and safety
  • :
    • Learners must be able to demonstrate knowledge of using Personal Protective Equipment (PPEs)
  • :
    • Learners must be able to demonstrate skills in industrial mechanic safe work practices
  • :
    • Learners must be able to demonstrate skills in administering first aid
  • :
    • Learners must be able to demonstrate skills in using fire extinguishers
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (f)short answer task
    • Learning Outcome 2 PCs (a) - (f)short answer task
    • Learning Outcome 3 PCs (a) - (c)short answer task
    • Learning Outcome 3 PCs (d) - (e)practical exercise with checklist
    • Learning Outcome 4 PCs (a) - (d)short answer task
    • Learning Outcome 4 PCs (e) - (f)practical exercise with checklist
    • Learning Outcome 5 PCs (a) - (d)short answer task
    • Learning Outcome 5 PCs (e) - (f)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
Introduction to Industrial Mechanics
  • Demonstrate knowledge of Industrial Mechanics
    • Explain Industrial Mechanics
    • Explain the objectives of Industrial Mechanics
    • State Career Opportunities for Industrial Mechanics
    • Explain the importance of Industrial Mechanics
  • Demonstrate knowledge of industrial Installation
    • Explain industrial layouts
    • Explain the types of layouts in Industrial Installation
    • Explain the importance of manuals and blueprints in installation
    • Identify tooling requirements for industrial installations
    • Identify Personal Protective Equipment (PPE) for installations
  • Demonstrate knowledge of Troubleshooting in an industrial installation
    • Explain the term troubleshooting
    • Explain the Importance of troubleshooting
    • State the steps in troubleshooting
    • Explain the problems that leads to troubleshooting
    • Explain areas of troubleshooting
    • State how to troubleshoot fault in an industrial installation
  • :
    • Learners must be able to demonstrate knowledge of Industrial Mechanics
  • :
    • Learners must be able to demonstrate knowledge of industrial Installation
  • :
    • Learners must be able to demonstrate knowledge of troubleshooting in an industrial installation
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of learning materials.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (e)short answer task
    • Learning Outcome 3 PCs (a) - (f)short answer task
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Industrial Mechanics
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of industrial Installation
    • Corresponding to Learning Outcome 3:
    • The learner will be presented with learning materials to demonstrate knowledge in Troubleshooting in an industrial installation
System of Measurement
  • Demonstrate knowledge of measurement systems
    • Explain measurement system.
    • State units of measurement system.
    • State types of measuring instruments.
    • State functions of measuring instruments.
    • Explain procedure of reading measuring instruments.
  • Demonstrate skills in using measuring instrument
    • Identify measuring tools for a given task.
    • Take measurement on a given task
    • Interpret reading on measuring instrument.
    • Record readings.
    • Adhere to safe practice in the use of measuring instruments.
  • Demonstrate skills in using Vernier caliper
    • Explain use of a Vernier caliper
    • Use Vernier caliper for a given task
    • Read measured value.
    • Record measured value.
    • Adhere to safe practices.
    • Maintain Vernier caliper
  • :
    • Learners must be able to demonstrate knowledge of measurement systems
  • :
    • Learners must be able to demonstrate skills in using measuring instrument
  • :
    • Learners must be able to demonstrate skills in using Vernier calliper
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a), (c) short answer task
    • Learning Outcome 2 PC (b), (d) - (e) practical exercise with checklist
    • Learning Outcome 3 PCs (a) short answer task
    • Learning Outcome 3 PC (b) - (f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of measurement systems
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skills in using measuring instrument
Pneumatics
  • Demonstrate knowledge of basic pneumatics
    • Explain basic pneumatics system
    • State types of basic pneumatics systems
    • Identify basic pneumatics components and their functions
    • Identify the basic pneumatics symbols
  • Demonstrate knowledge of pressure based pneumatic system
    • Explain the working principle of pressure based pneumatic system
    • Identify schematic (circuit) diagramof a pressure based pneumatic system
    • State examples of pressure based pneumatic system
    • State advantages of a pneumatic system
    • State disadvantages of a pneumatic system
  • Demonstrate skills in repairing pneumatics system
    • Identify tools used for maintaining pneumatics system
    • Drain water from the system
    • Repair basic pneumatic system
    • Build up air in the system
    • Maintain tools after use
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of basic pneumatics
  • :
    • Learners must be able to demonstrate knowledge of pressure based pneumatic system
  • :
    • Learners must be able to demonstrate skills in repairing pneumatics system
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PC (a) - (e) short answer task
    • Learning Outcome 3 PCs (a) short answer task
    • Learning Outcome 3 PC (b) - (f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of basic pneumatics
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of pressure based pneumatic system
    • Corresponding to Learning Outcome 3:
Engineering Materials
  • Demonstrate knowledge of engineering materials
    • Explain engineering materials
    • State types of engineering materials
    • Explain properties of engineering materials
    • State applications of engineering materials
  • Demonstrate knowledge of metallic materials
    • Explain metallic materials
    • Identify types of metallic materials
    • Explain the types of metallic materials
    • Explain properties of metallic materials
  • Demonstrate knowledge of non-metallic (plastic) materials
    • Explain plastics materials
    • Identify types of plastics materials
    • Explain types of plastic materials
    • State properties of plastic materials
  • Demonstrate skills in using engineering materials to produce a gib headed key
    • Identify appropriate material for producing a gib headed key
    • Select tools for producing a gib headed key
    • Use material for producing a gib headed key
    • Maintain tools after usage
    • Adhere to safe practices
  • Demonstrate skills in using engineering materials to produce an external thread
    • Identify appropriate material for producing an external thread
    • Select tools for producing an external thread
    • Use material for producing an external thread
    • Maintain tools after usage
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of engineering materials
  • :
    • Learners must be able to demonstrate knowledge of metallic materials
  • :
    • Learners must be able to demonstrate knowledge of non-metallic (plastic) materials
  • :
    • Learners must be able to demonstrate skills in using engineering materials to produce a gib headed key
  • :
    • Learners must be able to demonstrate skills in using engineering materials to produce an external thread
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (d)short answer task
    • Learning Outcome 3 PCs (a) - (d)short answer task
    • Learning Outcome 4 PCs (a) short answer task
    • Learning Outcome 4 PCs (b) - (e)practical exercise with checklist
    • Learning Outcome 5 PCs (a) short answer question
    • Learning Outcome 5 PCs (b) - (e)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of engineering materials
Industrial Mechanic Tools
  • Demonstrate knowledge of industrial mechanic tools
    • Explain industrial mechanic tools.
    • Identify types of industrial mechanic tools
    • Explain function of types of industrial mechanic tools
    • Outline safe handling of industrial mechanic tools
  • Demonstrate knowledge of industrial mechanic hand tools
    • Explain industrial mechanic hand tools
    • Identify types of industrial mechanic hand tools
    • Explain the application of types of industrial mechanic hand tools
    • Outline safe handling of mechanic hand tools
  • Demonstrate knowledge of industrial mechanic power hand tools (Grease)
    • Explain industrial mechanic power hand tools
    • State the types of industrial mechanic power hand tools
    • Explain the application of types of industrial mechanic power hand tools
    • Outline safe handling of industrial mechanic power hand tools
  • Demonstrate skills in using industrial mechanic tools
    • Select industrial mechanic tools for a given task
    • Use the selected tool for the given task
    • Maintain tools after usage
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of industrial mechanic tools
  • :
    • Learners must be able to demonstrate knowledge of industrial mechanic hand tools
  • :
    • Learners must be able to demonstrate knowledge of industrial mechanic power hand tools
  • :
    • Learners must be able to demonstrate skills in using industrial mechanic tools
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (f)short answer task
    • Learning Outcome 3 PCs (a) - (d)short answer task
    • Learning Outcome 4 PCs (a) - (d)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of industrial mechanic tools
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of industrial mechanic hand tools
    • Corresponding to Learning Outcome 3:
Mechanical Systems
  • Demonstrate knowledge of mechanical systems
    • Explain mechanical systems
    • Identify components of mechanical systems
    • Explain functions of mechanical system
    • State importance of catalogues in selection of mechanical systems
  • Demonstrate skills in application of gears in mechanical systems
    • Identify types of gears in mechanical systems
    • Explain functions of gear types in mechanical systems
    • Select gear for appropriate application.
    • Install selected gear for given task
    • Maintain gears in mechanical systems
    • Adhere to safe practices
  • Demonstrate skills in application of belts and pulleys in mechanical systems
    • Identify types of belts and pulleys in mechanical system
    • Explain functions of belts and pulleys types in mechanical systems
    • Select belts and pulleys for appropriate application
    • Install selected belts and pulleys for given task
    • Maintain belts and pulleys in mechanical systems
    • Adhere to safe practices
  • Demonstrate skills in application of chains and sprocket in mechanical systems
    • Identify types of chains and sprocket in mechanical system
    • Explain functions of chains and sprocket in mechanical systems
    • Select chains and sprockets for appropriate application
    • Install selected chains and sprockets for given task
    • Maintain chains and sprockets in mechanical systems
    • Adhere to safe practices
  • Demonstrate skills in application of bearings in mechanical systems
    • Identify types of gears in mechanical system
    • Explain functions of bearings in mechanical systems
    • Select bearing for appropriate application
    • Install selected bearing for given task
    • Maintain bearings in mechanical systems
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of mechanical systems
  • :
    • Learners must be able to demonstrate skill in application of gears in mechanical systems
  • :
    • Learners must be able to demonstrate skills in application of belts and pulleys in mechanical systems
  • :
    • Learners must be able to demonstrate skill in application of chains and sprocket in mechanical systems
  • :
    • Learners must be able to demonstrate skill in application of bearings in mechanical systems
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (b)short answer task
    • Learning Outcome 2 PCs (c) - (f)practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (b)short answer task
    • Learning Outcome 3 PCs (c) - (f)practical exercise with checklist
    • Learning Outcome 4 PCs (a) - (b)short answer task
    • Learning Outcome 4 PCs (c) - (f)practical exercise with checklist
    • Learning Outcome 5 PCs (a) - (b)short answer task
    • Learning Outcome 5 PCs (c) - (f)practical exercise with checklist
Lubrication
  • Demonstrate knowledge of lubrication
    • Explain the term lubrication
    • State the types of lubricants
    • Explain function of lubricants
    • State areas of application of lubricants
  • Demonstrate knowledge of liquid lubricant
    • Explain functions of liquid lubricants
    • State the types of liquid lubricants
    • Explain types of additives in lubricants
    • State importance of additives in liquid lubricants
  • Demonstrate knowledge of semi-solid lubricant (Grease)
    • Explain functions of semi solid lubricant (grease)
    • State the types of semi solid lubricant (grease)
    • Explain the types of additives in semi solid lubricants
    • State importance of additives in semi solid lubricant (grease)
  • Demonstrate skill in using lubricants
    • Identify methods of lubrication for a given task
    • Apply lubricant at appropriate locations
    • Maintain tools used in lubrication
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of lubrication
  • :
    • Learners must be able to demonstrate knowledge of liquid lubricant
  • :
    • Learners must be able to demonstrate knowledge of semi-solid lubricant (Grease)
  • :
    • Learners must be able to demonstrate skill in using lubricants
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (d)short answer task
    • Learning Outcome 3 PCs (a) - (d)short answer task
    • Learning Outcome 4 PCs (a) short answer task
    • Learning Outcome 4 PCs (b) - (d)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of lubrication
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of liquid lubricant
Seals and Gaskets
  • Demonstrate skills in replacing Seals
    • Explain seals
    • Explain functions of types of seals
    • State the importance of seals
    • Identify tools used in replacing seals.
    • Replace seals
    • Adhere to safe practices
  • Demonstrate skills in troubleshooting seals
    • Explain the process of troubleshooting Seals
    • State the importance of troubleshooting Seals
    • Troubleshoot Seals
    • Adhere to safe practices
  • Demonstrate skills in replacing gaskets
    • Explain the types of gaskets
    • Explain gasket sealant
    • Explain functions of types of gasket sealants
    • Identify tools used in replacing gaskets
    • Replace gasket
    • Adhere to safe practices
  • Demonstrate skills in troubleshooting gasket
    • Explain process of troubleshooting gasket
    • State the importance of troubleshooting gasket
    • Troubleshoot Gasket
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate skills in replacing Seals
  • :
    • Learners must be able to demonstrate skills in troubleshooting seals
  • :
    • Learners must be able to demonstrate skills in replacing gaskets
  • :
    • Learners must be able to demonstrate skills in troubleshooting gasket
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 1 PCs (e) - (f)practical exercise with checklist
    • Learning Outcome 2 PCs (a) - (b)short answer task
    • Learning Outcome 2 PCs (c) - (d)practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (d)short answer task
    • Learning Outcome 3 PCs (e) - (f)practical exercise with checklist
    • Learning Outcome 4 PCs (a) - (b)short answer task
    • Learning Outcome 4 PCs (c) - (d)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
Introduction to Machine Tools
  • Demonstrate knowledge of machine tools
    • Explain machine tools
    • Identify types of machine tools
    • Explain the functions of machine tools
    • State the importance of machine tools
  • Demonstrate knowledge of drilling machine
    • Explain the working principle of drilling machine
    • Identify the operating parts of a drilling machine
    • Explain functions of types of drilling machine
    • State the advantages of drilling machine
    • State the disadvantages of drilling machine
  • Demonstrate knowledge of lathe machine
    • Explain the working principle of lathe machine
    • Identify operating parts of a lathe machine
    • Explain the functions of types of lathe machine
    • State the advantages of lathe machine
    • State the disadvantages of lathe machine
  • Demonstrate skills in maintaining Machine Tools
    • Identify tools for maintaining machine tool
    • Identify fault in machine tool
    • Maintain machine tool
    • Maintain tools after use
    • Adhere to safe Practices
  • Demonstrate skills in installing machine tools
    • Identify tools for installation of machine tools
    • Install machine tool
    • Test run the installed machine tool
    • Maintain tools after use
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of machine tools
  • :
    • Learners must be able to demonstrate knowledge of drilling machine
  • :
    • Learners must be able to demonstrate knowledge of lathe machine
  • :
    • Learners must be able to demonstrate skill in application of chains and sprocket in Introduction to Machine Tools
  • :
    • Learners must be able to demonstrate skills in installing machine tools
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (e)short answer task
    • Learning Outcome 3 PCs (a) - (e)short answer task
    • Learning Outcome 4 PCs (a) - (b)short answer task
    • Learning Outcome 4 PCs (c) - (e)practical exercise with checklist
    • Learning Outcome 5 PCs (a) - (b)short answer task
    • Learning Outcome 5 PCs (c) - (e)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of machine tools
Hydraulic Systems
  • Demonstrate knowledge of basic hydraulic systems
    • Explain basic hydraulic systems
    • State the types of basic hydraulics systems
    • Identify basic hydraulic components.
    • Explain the function of basic hydraulics components
    • Identify basic hydraulic symbols
  • Demonstrate knowledge of fixed displacement hydraulic system
    • Explain the working principle of fixed displacement system
    • Identify schematic (circuit) diagram for fixed displacement
    • State examples of fixed displacement systems.
    • State the advantages of fixed displacement hydraulic systems
    • State the disadvantages of fixed displacement hydraulic systems
  • Demonstrate knowledge of variable displacement hydraulic system
    • Explain the working principle of variable displacement hydraulic systems
    • Identify schematic (circuit) diagram for variable displacement hydraulic systems
    • State examples of variable displacement hydraulics systems
    • State advantages of variable displacement hydraulics systems
    • State disadvantages of variable displacement hydraulics systems
  • Demonstrate skills in repairing basic hydraulic system
    • Identify tools used for maintaining basic hydraulic system
    • Repair basic hydraulics systems
    • Fill and bleed hydraulics system
    • Maintain tools after use
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of basic hydraulic systems
  • :
    • Learners must be able to demonstrate knowledge of fixed displacement hydraulic system
  • :
    • Learners must be able to demonstrate knowledge of variable displacement hydraulic system
  • :
    • Learners must be able to demonstrate skills in repairing basic hydraulic system
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (e)short answer task
    • Learning Outcome 2 PCs (a) - (e)short answer task
    • Learning Outcome 3 PCs (a) - (e)short answer task
    • Learning Outcome 4 PCs (a) short answer task
    • Learning Outcome 4 PCs (b) - (e)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of basic hydraulic systems
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of fixed displacement hydraulic system

Form 2 (Grade 11)

9 topics
Industrial Pumps
  • Demonstrate knowledge of industrial pumps
    • Explain industrial pumps
    • Explain types of industrial pumps
    • Explain components of industrial pumps
    • State application of industrial pumps
  • Demonstrate knowledge of dynamic pumps
    • Explain working principle of dynamic pump
    • Explain types of dynamic pumps
    • State uses of dynamic pumps
    • State advantages of dynamic pumps
    • State disadvantages of dynamic pumps
  • Demonstrate knowledge of positive displacement pumps
    • Explain working Principles of Positive Displacement Pump
    • Explain types of Positive Displacement Pumps
    • State the uses of Positive Displacement Pumps
    • State advantages of Positive Displacement Pumps
    • State disadvantages of Positive Displacement Pumps
  • Demonstrate skill in maintaining industrial pumps
    • Trace fault on pump
    • Identify tools and equipment used in maintaining industrial pumps
    • Maintain industrial pumps
    • Maintain tools after use
    • Adhere to safe practice
  • :
    • Learners must be able to demonstrate knowledge of industrial pumps
  • :
    • Learners must be able to demonstrate knowledge of dynamic pumps
  • :
    • Learners must be able to demonstrate knowledge of positive displacement pumps
  • :
    • Learners must be able to demonstrate skills in maintaining industrial pumps
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (e)short answer task
    • Learning Outcome 3 PCs (a) - (e)short answer task
    • Learning Outcome 4 PCs (b) short answer task
    • Learning Outcome 4 PCs (a), (c)- (e)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of industrial pumps
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of dynamic pumps
Introduction to Industrial Blowers
  • Demonstrate knowledge of industrial blowers
    • Explain industrial blowers
    • Explain types of industrial blowers
    • Explain the components of industrial blowers
    • State the applications of industrial blowers
  • Demonstrate knowledge of centrifugal blowers
    • Explain the working principle of centrifugal blowers
    • Identify types of centrifugal blowers
    • State the uses of centrifugal blowers
    • State advantages of centrifugal blowers
  • Demonstrate knowledge of positive displacement blowers
    • Explain the working principle of positive displacement blowers
    • Identify types of positive displacement blowers
    • State uses of positive displacement blowers
    • State advantages of positive displacement blowers
    • State disadvantages of positive displacement blowers
  • Demonstrate skill in maintaining industrial blowers
    • Trace faults in industrial blowers
    • Identify tools and equipment used in maintaining industrial blowers
    • Maintain industrial blowers
    • Maintain tools after use
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of industrial blowers
  • :
    • Learners must be able to demonstrate knowledge of centrifugal blowers
  • :
    • Learners must be able to demonstrate knowledge of positive displacement blowers
  • :
    • Learners must be able to demonstrate skill in maintaining industrial blowers
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (d)short answer task
    • Learning Outcome 3 PCs (a) - (e)short answer task
    • Learning Outcome 4 PCs (b) short answer task
    • Learning Outcome 4 PCs (a), (c) - (d)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of industrial blowers
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of centrifugal blowers
Introduction to Industrial Valves
  • Demonstrate knowledge of industrial valves
    • Explain valves
    • Identify types of valves
    • Explain functions of types of valves
    • State components of valves
    • State importance of valves
  • Demonstrate knowledge of ball valve
    • Explain working principle of ball valve
    • Identify types of ball valve
    • Explain function of types of ball valve
    • State advantages of ball valve
    • State disadvantages of ball valve
  • Demonstrate knowledge of pressure relief valve
    • Explain working principle of pressure relief valve
    • Identify types of pressure relief valve
    • Explain function of types of pressure relief valve
    • State advantages of pressure relief valve
    • State disadvantages of pressure relief valve
  • Demonstrate skills in maintaining valves
    • Trace fault in valve
    • Identify tools for maintaining valves
    • Maintain valve
    • Maintain tools after use
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of industrial valves
  • :
    • Learners must be able to demonstrate knowledge of ball valve
  • :
    • Learners must be able to demonstrate knowledge of pressure relief valve
  • :
    • Learners must be able to demonstrate skills in maintaining valves
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (e)short answer task
    • Learning Outcome 2 PCs (a) - (e)short answer task
    • Learning Outcome 3 PCs (a) - (e)short answer task
    • Learning Outcome 4 PCs (b) short answer task
    • Learning Outcome 4 PCs (a), (c) - (e)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of industrial valves
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of ball valve
Introduction to Machine Design
  • Demonstrate knowledge of machine design
    • Explain machine design
    • State types of machine design
    • Explain phases in the machine design process
    • State the importance of machine design process
  • Demonstrate knowledge of need statement and problem definition
    • Explain need statement
    • Explain the process of identification of need
    • Explain the term problem definition
    • State the advantages of definition of problem
  • Demonstrate skill in machine design concept development
    • Explain concept development
    • Identify a defective component in a machine
    • Outline possible concepts to rectify a defect in a machine design
    • Choose the best concept to solve the problem
    • Make presentation of the selected concept
  • :
    • Learners must be able to demonstrate knowledge of machine design
  • :
    • Learners must be able to demonstrate knowledge of need statement and problem definition
  • :
    • Learners must be able to demonstrate skill in machine design concept development
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PC (a) - (d) short answer task
    • Learning Outcome 3 PCs (a) - (c)short answer question
    • Learning Outcome 3 PC (d) - (e) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of machine design
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of need statement and problem definition
    • Corresponding to Learning Outcome 3:
Fuels
  • Demonstrate knowledge of fuels
    • Explain fuels
    • State types of fuels
    • Explain the functions of fuels
    • State areas (parts) of application of fuels
    • Explain hazards associated with fuels
  • Demonstrate knowledge of liquid fuels
    • Identify types of liquid fuels
    • Explain types of liquid fuels
    • Explain types of additives in liquid fuel
    • State the importance of additives in liquid fuels
  • Demonstrate skills in using fuels in heat generating system
    • Identify types of fuels used in heat generating system
    • Prepare heat generating system to receive fuel
    • Use fuels at appropriate areas
    • Check fuel leakages
    • Adhere to safe practice
  • :
    • Learners must be able to demonstrate knowledge of fuels
  • :
    • Learners must be able to demonstrate knowledge of liquid fuels
  • :
    • Learners must be able to demonstrate skill in using fuels in heat generating system
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (e)short answer task
    • Learning Outcome 2 PC (a) - (d) short answer task
    • Learning Outcome 3 PCs (a) short answer task
    • Learning Outcome 3 PC (b) - (e) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of fuels
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials to demonstrate knowledge of liquid fuels
    • Corresponding to Learning Outcome 3:
Introduction to Welding Principles
  • Demonstrate knowledge of welding principles
    • Explain welding
    • Identify types of welding processes
    • Explain functions of types of welding processes
    • State areas of applications of welding in industry
    • State advantages of welding processes
  • Demonstrate skills in arc welding
    • Explain working principle of arc welding process
    • Explain function of types of arc welding process
    • Explain components of arc welding process
    • Perform welding on a given task
    • Maintain welding equipment
    • Adhere to safe practices
  • Demonstrate skills in gas welding
    • Explain gas welding process
    • Identify areas of application of gas welding process
    • Explain components of gas welding process
    • Perform welding on a given task
    • Maintain welding equipment
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of welding principles
  • :
    • Learners must be able to demonstrate skills in arc welding
  • :
    • Learners must be able to demonstrate skills in gas welding
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (e)short answer task
    • Learning Outcome 2 PCs (a) – (c) short answer task
    • Learning Outcome 2 PC (d) - (f) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (c)short answer task
    • Learning Outcome 3 PC (d) - (f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of welding principles
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skills in arc welding
Engineering Drawing and Its Interpretation
  • Demonstrate knowledge of engineering drawing and interpretations
    • Explain engineering drawing
    • State methods of engineering drawing
    • Explain the features of engineering drawings
    • Explain the components on engineering drawing
    • Outline tools required in engineering drawings
    • State examples of engineering drawings
  • Demonstrate skill in engineering drawing
    • Identify a part to be drawn
    • Draw part
    • Store drawing appropriately.
    • Store drawing instruments appropriately
    • Adhere to Safety precautions
  • Demonstrate knowledge of interpretation of engineering drawing
    • Explain engineering drawing interpretation
    • Identify a blueprint of a machine installation project
    • Interpret the blueprint
    • Keep blueprint in proper storage
  • :
    • Learners must be able to demonstrate knowledge of engineering drawings
  • :
    • Learners must be able to demonstrate skill in engineering drawing
  • :
    • Learners must be able to demonstrate knowledge of interpretation of engineering drawings
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (f)short answer task
    • Learning Outcome 2 PCs (a) short answer task
    • Learning Outcome 2 PC (b) - (e) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (b)short answer task
    • Learning Outcome 3 PC (c) - (d) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of engineering drawing and interpretations
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skill in engineering drawing
Soldering
  • Demonstrate knowledge of soldering
    • Explain soldering
    • Explain types of soldering
    • Explain functions of tools used in soldering
    • State areas of application
    • State advantages and disadvantages of soldering
    • Explain flux in soldering
  • Demonstrate skills in soft soldering
    • Explain types of flux used in soft soldering.
    • State areas of application of soft soldering
    • Perform soft soldering on a given task
    • Maintain tools used in soft soldering
    • Adhere to safe practice
  • Demonstrate skills in hard soldering
    • Explain types of flux used in hard soldering
    • State areas of application of hard soldering
    • Perform hard soldering on a given task
    • Maintain tools used in hard soldering
    • Adhere to safe practice in hard soldering
  • :
    • Learners must be able to demonstrate knowledge of soldering
  • :
    • Learners must be able to demonstrate skills in soft soldering
  • :
    • Learners must be able to demonstrate skills in hard soldering
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (f)short answer task
    • Learning Outcome 2 PCs (a) - (b) short answer task
    • Learning Outcome 2 PC (c) - (e) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (b)short answer task
    • Learning Outcome 3 PC (c) - (e) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of soldering
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skills in soft soldering
Material Handling Equipment
  • Demonstrate knowledge of material handling equipment
    • Explain material handling equipment
    • Identify types of material handling equipment
    • Explain functions of types of material handling equipment
    • State areas of application
  • Demonstrate skills in installing conveyors
    • Identify types of conveyors
    • Explain functions of types of conveyors
    • Identify tools use to install conveyors
    • Install conveyor
    • Maintain tools after use
    • Adhere to safe practices
  • Demonstrate skills in repairing conveyors
    • Identify tools for repairing conveyor
    • Identify fault in conveyors
    • Repair conveyor
    • Maintain tools after use
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of material handling equipment
  • :
    • Learners must be able to demonstrate skills in installing conveyors
  • :
    • Learners must be able to demonstrate skills in repairing conveyors
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d)short answer task
    • Learning Outcome 2 PCs (a) - (c) short answer task
    • Learning Outcome 2 PC (d) - (f) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (b)short answer task
    • Learning Outcome 3 PC (c) - (e) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of material handling equipment
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skills in installing conveyors

Form 3 (Grade 12)

14 topics
Occupational Health, Safety and Environment
  • Demonstrate knowledge of Industrial Hazards
    • Explain industrial hazards
    • Identify types of industrial hazards
    • State types of Physical Hazard
    • State types of Chemical Hazard
    • State types of Psychological Hazards
    • State types of Biological Hazards.
  • Demonstrate skills in Mechanical Hazards I
    • Identify types of mechanical hazards
    • Identify types of machine guards
    • Use machine guards always and appropriately
    • Explain process of handling compressed gas
    • Handle compressed gas cylinders appropriately
    • Adhere to safe practices
  • Demonstrate skills in Mechanical Hazards II
    • Explain types of confined space.
    • State hazards associated with confined space.
    • Outline elements of confined space
    • Apply steps to confined space safety.
  • Demonstrate skills in Electrical Hazards
    • Identify types of electrical hazards
    • Identify electrical safety devices.
    • Outline dangers associated with electrical hazards.
    • Apply use of LOCKOUT and TAG OUT.
  • :
    • Learners must be able to demonstrate knowledge of Industrial Hazards
  • :
    • Learners must be able to demonstrate skills in Mechanical Hazards I
  • :
    • Learners must be able to demonstrate skills in Mechanical Hazards II
  • :
    • Learners must be able to demonstrate skills in Electrical Hazards
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (f) short answer task
    • Learning Outcome 2 PCs (a) -(b), (d) short answer task
    • Learning Outcome 2 PCs (c), (e) -(f) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (c) short answer task
    • Learning Outcome 3 PCs (d) practical exercise with checklist
    • Learning Outcome 4 PCs (a)-(c) short answer task
    • Learning Outcome 4 PCs (d) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Industrial Hazards
Measurement
  • Demonstrate skills in Micrometre
    • Explain working principle of micrometre.
    • Explain types of micrometres
    • Explain components of micrometre.
    • Use micrometre for a given task
    • Read the measured value.
    • Maintain the micrometre while adhering to safe practices.
  • Demonstrate skills in Using dial indicator
    • Explain the working principles of dial indicator.
    • Explain the types of dial indicator
    • Explain components of dial indicator.
    • Set up a dial indicator to check concentricity of a shaft
    • Read value on the indicator.
    • Maintain dial indicator while adhering to safe practices.
  • Demonstrate skills in Using Tachometer
    • Explain the working principle of tachometer
    • Explain types of tachometers
    • Explain components of tachometer.
    • Use tachometer to check the rpm of a spindle of a lathe
    • Read measured value.
    • Maintain tachometer while adhering to safe practices.
  • Demonstrate skills in Using Laser Measure
    • Explain working principle of Laser Measure.
    • Explain components of Laser Measure.
    • Use Laser Measure to take the length of a lathe bed
    • Read measured value.
    • Maintain Laser
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate skills in Micrometre
  • :
    • Learners must be able to demonstrate skills in Using dial indicator
  • :
    • Learners must be able to demonstrate skills in Using Tachometer
  • :
    • Learners must be able to demonstrate skills in Using Laser Measure
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (c) short answer task
    • Learning Outcome 1 PCs (d) - (f) practical exercise with checklist
    • Learning Outcome 2 PCs (a) - (c) short answer task
    • Learning Outcome 2 PCs (d) -(f) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (c) short answer task
    • Learning Outcome 3 PCs (d)- (f) practical exercise with checklist
    • Learning Outcome 4 PCs (a)-(b) short answer task
    • Learning Outcome 4 PCs (c)- (f)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
Material Handling Equipment II
  • Demonstrate skills in maintaining cranes
    • Explain types of Cranes.
    • Explain functions of components of cranes
    • Identify tools used to maintain cranes.
    • Maintain cranes
    • Maintain tools after use
    • Adhere to safe practices.
  • Demonstrate skills in installing cranes
    • Identify type of cranes to install
    • Identify tools used to install cranes.
    • Install crane
    • Maintain tools after use
    • Adhere to safe practices.
  • Demonstrate skills in installing hoist
    • Explain types of hoists
    • Explain function of components of hoist
    • Identify tools used to install hoist.
    • Install hoist
    • Maintain tools after use
    • Adhere to safe practices.
  • Demonstrate skills in maintaining hoist
    • Identify type of hoist to maintain
    • Identify tools used to maintain hoist.
    • Maintain hoist
    • Maintain tools after use
    • Adhere to safe practices.
  • Demonstrate skills in maintaining elevators
    • Explain types of elevators.
    • Explain functions of components of elevators
    • Identify tools used to maintain elevator.
    • Maintain elevator
    • Maintain tools after use
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate skills in maintaining cranes
  • :
    • Learners must be able to demonstrate skills in installing cranes
  • :
    • Learners must be able to demonstrate skills in installing hoist
  • :
    • Learners must be able to demonstrate skills in maintaining hoist
  • :
    • Learners must be able to demonstrate skills in maintaining elevators
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (c) short answer task
    • Learning Outcome 1 PCs (d) -(f) practical exercise with checklist
    • Learning Outcome 2 PCs (a) - (c) short answer task
    • Learning Outcome 2 PCs (d) - (e) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (d) short answer task
    • Learning Outcome 3 PCs (e) -(f) practical exercise with checklist
    • Learning Outcome 4 PCs (a) - (b) short answer task
    • Learning Outcome 4 PCs (c) -(e) practical exercise with checklist
    • Learning Outcome 5 PCs (a) - (c) short answer task
Mechanical systems ll
  • Demonstrate skills in replacing couplings
    • Explain types of couplings.
    • Explain functions of components of couplings
    • Identify tools used in replacing couplings.
    • Maintain couplings
    • Maintain tools after use
    • Adhere to safe practice.
  • Demonstrate skills in maintaining springs
    • Explain types of springs.
    • Identify tools used to maintain spring.
    • Maintain spring
    • Maintain tools after use
    • Adhere to safe practice.
  • Demonstrate skills in maintaining shafting
    • Explain types of shafting.
    • Identify a given task.
    • Identify tools used to maintain shafting.
    • Maintain shafting
    • Maintain tools after use
    • Adhere to safe practice.
  • :
    • Learners must be able to demonstrate skills in replacing coupling
  • :
    • Learners must be able to demonstrate skills in maintaining springs
  • :
    • Learners must be able to demonstrate skills in maintaining shafting
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (c) short answer task
    • Learning Outcome 1 PCs (d) -(f) practical exercise with checklist
    • Learning Outcome 2 PCs (a) - (b) short answer task
    • Learning Outcome 2 PCs (c) -(e) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (c) short answer task
    • Learning Outcome 3 PCs (d) -(f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials and tools to demonstrate skills in replacing coupling
    • Corresponding to Learning Outcome 2:
Machine Tools (CNC)
  • Demonstrate knowledge of Computer Numerical Control (CNC) Machines
    • Explain Computer Numerical Control (CNC) Machining.
    • Explain functions of parts of CNC Machines.
    • Identify types of CNC Machines.
    • Explain functions of the types of CNC Machines.
    • State the importance of CNC Machines.
  • Demonstrate skills in installing CNC Machines
    • Explain the working principle of CNC Machines
    • Install CNC Machines
    • Maintain tools after use.
    • Adhere to safe practices
  • Demonstrate skills in Maintaining CNC Machines
    • Select CNC lathe machine to be maintained.
    • Identify tools for maintaining CNC machine
    • Maintain CNC Machines
    • Maintain tools after use.
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate knowledge of Computer Numerical Control (CNC) Machines
  • :
    • Learners must be able to demonstrate skills in installing CNC Machines
  • :
    • Learners must be able to demonstrate skills in maintaining CNC Machines
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (e) short answer task
    • Learning Outcome 2 PCs (a) - (d) short answer task
    • Learning Outcome 2 PCs (e) - (f) practical exercise with checklist
    • Learning Outcome 3 PCs (b) short answer task
    • Learning Outcome 3 PCs (a), (c) - (d) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Computer Numerical Control (CNC) Machines
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skills in installing CNC Machines
Internal Combustion (IC) Engines
  • Demonstrate knowledge of Internal Combustion (IC) Engines
    • Explain Internal Combustion (IC) Engines
    • Explain types of Internal Combustion (IC) Engines
    • State the functions of the types of Internal Compression Engines
    • Explain the cooling system of an Internal Combustion (IC) Engines
  • Demonstrate skills in maintaining two stroke cycle Compression Ignition (CI) (Diesel) Engines
    • Describe operating principles of two stroke cycle Compression Ignition (CI) (Diesel) Engine.
    • Dismantle two stroke cycle Compression Ignition (CI) (Diesel) Engine.
    • Identify components of two stroke cycle Compression Ignition (CI) (Diesel) Engine.
    • Assembly two stroke cycle Compression Ignition (CI) (Diesel) Engine.
    • Maintain tools after use
    • Adhere to safe practice.
  • Demonstrate skills in maintaining four stroke cycle (CI) diesel engines
    • Describe operating principles of four stroke cycle Compression Ignition (CI) (Diesel) Engine
    • Dismantle four stroke cycle Compression Ignition (CI) (Diesel) Engine
    • Identify components of four stroke cycle Compression Ignition (CI) (Diesel) Engine.
    • Assembly four stroke cycle Compression Ignition (CI) (Diesel) Engine
    • Maintain tools after use
    • Adhere to safe practice.
  • Demonstrate skills in maintaining cooling system of an engine
    • Identify types of cooling system of an engine
    • Explain working principles of a cooling system.
    • Troubleshoot overheating of an engine.
    • Maintain cooling system.
    • Maintain tools after use
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate knowledge of Internal Combustion (IC) Engines
  • :
    • Learners must be able to demonstrate skills in maintaining two stroke cycle Compression Ignition (CI) (Diesel) Engines
  • :
    • Learners must be able to demonstrate skills in maintaining two stroke cycle Compression Ignition (CI) (Diesel) Engines
  • :
    • Learners must be able to demonstrate skills in maintaining cooling system of an engine
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d) short answer task
    • Learning Outcome 2 PCs (a), (c) short answer task
    • Learning Outcome 2 PCs (b), (d) - (f) practical exercise with checklist
    • Learning Outcome 3 PCs (a), (c) short answer task
    • Learning Outcome 3 PCs (b), (d) - (f) practical exercise with checklist
    • Learning Outcome 4 PCs (a) - (b) short answer task
    • Learning Outcome 4 PCs (c) - (f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Internal Combustion (IC) Engines
Computer-Aided Design (CAD)
  • Demonstrate knowledge of 3D Computer-Aided Design (CAD)
    • Explain 3D Computer-Aided Design (CAD)
    • Explain the areas in 3D Computer Aided Design (CAD)
    • State types of 3D Computer Aided Design (CAD) application software
    • Explain the AutoCAD 3D Modeling environment.
  • Demonstrate skills in 3D Computer-Aided Design (CAD)
    • Identify basic AutoCAD 3D Modeling Tools.
    • Model a flange
    • Print out model flange
    • Adhere to safe practices
  • Demonstrate skills in Finite Element Analysis (FEA)
    • Explain types of software for Finite Element Analysis
    • Select appropriate software to analyse the flange
    • Perform Finite Element Analysis (FEA) on the flange
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate knowledge of 3D Computer-Aided Design (CAD)
  • :
    • Learners must be able to demonstrate skills in 3D Computer-Aided Design (CAD)
  • :
    • Learners must be able to demonstrate skills in Finite Element Analysis (FEA)
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d) short answer task
    • Learning Outcome 2 PCs (a) short answer task
    • Learning Outcome 2 PCs (b) - (d) practical exercise with checklist
    • Learning Outcome 3 PCs (a) short answer task
    • Learning Outcome 3 PCs (b) - (d) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of 3D Computer-Aided Design (CAD)
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with learning materials and tools to demonstrate skills in 3D Computer-Aided Design (CAD)
Computer-Aided Manufacturing (CAM)
  • Demonstrate knowledge of Computer-Aided Manufacturing (CAM)
    • Explain Computer-Aided Manufacturing (CAM)
    • Explain areas in Computer-Aided Manufacturing (CAM)
    • State types of Computer-Aided Manufacturing (CAM) application software
    • Explain the Mastercam Modeling environment
    • Identify Mastercam machining Tools.
  • Demonstrate skills in Mastercam Milling
    • Mill a hexagonal head on a shaft
    • Create a 3D Model for hexagonal head
    • Generate G and M codes for hexagonal head
    • Transfer codes to CNC Mill
    • Machine the part
    • Adhere to safe practices
  • Demonstrate skills in MasterCAM Turning
    • Identify part to machine
    • Create 3D Model for the identified part
    • Generate G and M codes for 3D shaft Model
    • Transfer G and M codes to CNC Lathe
    • Machine the part
    • Adhere to safe practices
  • :
    • Learners must be able to demonstrate knowledge of Computer-Aided Manufacturing (CAM)
  • :
    • Learners must be able to demonstrate skills in Mastercam Milling
  • :
    • Learners must be able to demonstrate skills in MasterCAM Turning
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a)- (e) short answer task
    • Learning Outcome 2 PCs (a) - (f) practical exercise with checklist
    • Learning Outcome 3 PCs (a) short answer task
    • Learning Outcome 3 PCs (b) - (f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Computer-Aided Manufacturing (CAM)
    • Corresponding to Learning Outcome 2:
    • The learner will be presented with tools to demonstrate skills in Mastercam Milling
    • Corresponding to Learning Outcome 3:
Welding Principles
  • Demonstrate skills in Spot (Resistance) Welding
    • Explain the working principle of Spot (Resistance) Welding process
    • Perform spot (resistance) welding on an office tray
    • Maintain welding equipment
    • Maintain tools
    • Adhere to safe practices
  • Demonstrate skills in Metal Inert Gas (MIG) Welding
    • Explain working principle of Metal Inert Gas (MIG) Welding process
    • Perform MIG welding on flange
    • Maintain welding equipment
    • Maintain tools after use.
    • Adhere to safe practices.
  • Demonstrate skills in Tungsten Inert Gas (TIG) welding
    • Explain the working principle of Tungsten Inert Gas (TIG) Welding process
    • Perform TIG welding on a flange
    • Maintain welding equipment
    • Maintain tools
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate skills in Spot (Resistance) Welding
  • :
    • Learners must be able to demonstrate skills in Metal Inert Gas (MIG) Welding
  • :
    • Learners must be able to demonstrate skills in Tungsten Inert Gas (TIG) welding
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) short answer task
    • Learning Outcome 1 PCs (b) - (e) practical exercise with checklist
    • Learning Outcome 2 PCs (a) short answer task
    • Learning Outcome 2 PCs (b) - (e) practical exercise with checklist
    • Learning Outcome 3 PCs (a) short answer task
    • Learning Outcome 3 PCs (b) - (e) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials and tools to demonstrate skills in Spot (Resistance) Welding
    • Corresponding to Learning Outcome 2:
Machine Design
  • Demonstrate knowledge of Machine Design
    • Explain Machine Design
    • State types of machine design
    • Explain phases in machine design process
    • Explain the application of Computer Aided Design and Drafting (CADD) in machine design
  • Demonstrate skills in Adaptive Design
    • Explain Adaptive design
    • Explain process involved in Adaptive Design
    • Explain the importance of Adaptive design
    • Apply adaptive design to produce an adaptor that can supply air to two (2) other equipment.
  • Demonstrate skills in Variant (Development) Design
    • Explain Variant (Development) Design
    • Explain the process involved in Variant (Development) Design
    • Explain the importance of Variant (Development) design
    • Apply Variant design on an adaptor into a manifold
  • Demonstrate skills in New Design
    • Explain New Design
    • Explain the processes involved in New Design
    • Explain the importance of new design
    • Develop new design
  • :
    • Learners must be able to demonstrate knowledge of Machine Design
  • :
    • Learners must be able to demonstrate skills in Adaptive Design
  • :
    • Learners must be able to demonstrate skills in Variant (Development) Design
  • :
    • Learners must be able to demonstrate skills in New Design
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d) short answer task
    • Learning Outcome 2 PCs (a)-(c) short answer task
    • Learning Outcome 2 PCs (d) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (c) short answer task
    • Learning Outcome 3 PCs (d) practical exercise with checklist
    • Learning Outcome 4 PCs (a) - (c) short answer task
    • Learning Outcome 4 PCs (d) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Machine Design
Introduction to Piping System
  • Demonstrate knowledge of Piping System
    • Explain piping system
    • Identify types of piping materials
    • Explain the methods of connecting piping components
    • Explain the types of piping support
    • State the areas of applications of piping system.
  • Demonstrate skills in screwed methods of connecting pipes
    • Explain the function of screwed connections components
    • Identify types of screwed connections
    • Explain the types of screwed connections components
    • Install screwed connections components on pipelines
    • Maintain tools after use.
    • Adhere to safe practices.
  • Demonstrate skills in Flanged methods of connecting pipes
    • Explain the function of Flanged Connections components
    • Identify types of Flanged Connections components
    • Explain the types of Flanged Connections components
    • Install Flanged Connections Components on pipelines
    • Maintain tools after use.
    • Adhere to safe practices.
  • Demonstrate skills in Welded Joints methods of connecting pipes
    • Explain the function of Welded Joints components
    • Identify types of Welded Joints components
    • Explain the types of Welded Joints components
    • Install Welded Joints component on pipelines
    • Maintain tools after use.
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate knowledge of Piping System
  • :
    • Learners must be able to demonstrate skills in screwed methods of connecting pipes
  • :
    • Learners must be able to demonstrate skills in Flanged methods of connecting pipes
  • :
    • Learners must be able to demonstrate skills in Welded Joints methods of connecting pipes
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (e) short answer task
    • Learning Outcome 2 PCs (a)-(d) short answer task
    • Learning Outcome 2 PCs (e)-(f) practical exercise with checklist
    • Learning Outcome 3 PCs (a)-(d) short answer task
    • Learning Outcome 3 PCs (e)-(f) practical exercise with checklist
    • Learning Outcome 4 PCs (a)-(d) short answer task
    • Learning Outcome 4 PCs (e)-(f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Piping System
Types of Valves
  • Demonstrate skills in installing Gate Valves
    • Explain working principles of Gate Valve
    • Identify types of Gate Valves
    • Explain functions of types of Gate Valves
    • Install Gate Valves
    • Maintain tools after use.
    • Adhere to safe practices.
  • Demonstrate skills in installing Globe Valve
    • Explain working principle of Globe Valve
    • Identify types of Globe Valve
    • Explain function of types of Globe Valve
    • Install Globe Valve
    • Maintain tools after use.
    • Adhere to safe practices.
  • Demonstrate skills in installing Check Valve
    • Explain working principle of Check Valve
    • Identify types of Check Valve
    • Explain types of Check Valves
    • Install Check Valve
    • Maintain tools after use.
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate skills in installing Gate Valves
  • :
    • Learners must be able to demonstrate skills in installing Globe Valve
  • :
    • Learners must be able to demonstrate skills in installing Check Valve
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d) short answer task
    • Learning Outcome 1 PCs (e) -(f) practical exercise with checklist
    • Learning Outcome 2 PCs (a) - (d) short answer task
    • Learning Outcome 2 PCs (e) -(f) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (d) short answer task
    • Learning Outcome 3 PCs (e) -(f) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials and tools to demonstrate skills in installing Gate Valves
    • Corresponding to Learning Outcome 2:
Industrial Compressors
  • Demonstrate knowledge of Industrial Compressors
    • Explain Industrial Compressors
    • Identify types of Industrial Compressors
    • Explain the functions of the types of Industrial Compressors
    • State the applications of industrial Compressors
  • Demonstrate skills in Installing heavy duty Compressors
    • Identify tools used in installing heavy duty compressors.
    • Install Compressors
    • Maintain Tools after use
    • Adhere to safe practices
  • Demonstrate skills in Maintaining Positive Displacement Compressors
    • Explain the working Principle of Positive Displacement (PD) Compressors
    • Identify types of Positive Displacement Compressors
    • Maintain Positive Displacement Compressors
    • Maintain Tools after use
    • Adhere to safe practices.
  • Demonstrate skills in Maintaining Dynamic Compressors
    • Explain the working Principle of Dynamic Compressors
    • Identify types of Dynamic Compressors
    • Maintain Dynamic Compressors
    • Maintain Tools after use
    • Adhere to safe practices.
  • :
    • Learners must be able to demonstrate knowledge of Industrial Compressors
  • :
    • Learners must be able to demonstrate skills in Installing heavy duty Compressors
  • :
    • Learners must be able to demonstrate skills in Maintaining Positive Displacement Compressors
  • :
    • Learners must be able to demonstrate skills in Maintaining Dynamic Compressors
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (d) short answer task
    • Learning Outcome 2 PCs (a) - (b) short answer task
    • Learning Outcome 2 PCs (c) -(d) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (b) short answer task
    • Learning Outcome 3 PCs (c) -(e) practical exercise with checklist
    • Learning Outcome 4 PCs (a) -(b) short answer task
    • Learning Outcome 4 PCs (c) - (e) practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials to demonstrate knowledge of Industrial Compressors
Industrial Pumps
  • Demonstrate skills in Selection of Pumps
    • Explain types of pumps
    • Identify the type of fluid to be pumped
    • Determine volumetric rate flow of pumps
    • Select pump
    • Adhere to safe practices
  • Demonstrate skills in installing Pumps
    • Identify tools used in installing Pumps.
    • Install Centrifugal Pumps
    • Maintain Tools after use
    • Adhere to safe practices
  • Demonstrate skills in Maintaining Pumps
    • Identify tools used in maintaining industrial Pumps
    • Identify faults on Centrifugal pumps
    • Maintain Centrifugal Pumps
    • Maintain Tools after use
    • Adhere to Safe Practice.
  • :
    • Learners must be able to demonstrate skills in selection of Pumps
  • :
    • Learners must be able to demonstrate skills in installing Centrifugal Pumps
  • :
    • Learners must be able to demonstrate skills in maintaining Centrifugal Pumps
    • Approaches to generating evidence
    • The achievement of the underpinning knowledge required for this unit would be assisted by the use of hands–on experience. Facilitators should demonstrate practical elements step by step until the learner feels confident enough to attempt them on his/her own. The safety factor should be thoroughly emphasised consistently.
  • PCs (a) - (c) short answer task
    • Learning Outcome 1 PCs (d)-(e) practical exercise with checklist
    • Learning Outcome 2 PCs (a)-(b) short answer task
    • Learning Outcome 2 PCs (c)- (d) practical exercise with checklist
    • Learning Outcome 3 PCs (a) - (b) short answer task
    • Learning Outcome 3 PCs (c)-(e)practical exercise with checklist
    • Corresponding to Learning Outcome 1:
    • The learner will be presented with learning materials and tools to demonstrate skills in selection of Pumps
    • Corresponding to Learning Outcome 2:
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