VOCATIONAL EDUCATION AND TRAINING AUTHORITY

REVISED

A SYLLABUS FOR ENGINEERING SCIENCE

PREPARED BY:
VETA HQ,
BOX 2849,
DAR ES SALAAM 0CTOBER, 2013
 TABLE OF CONTENTS

TABLE OF CONTENTS ................................................................................................... II

ACKNOWLEDGEMENT ..................................................................................................III

LIST OF EXPERTS AND SECRETARIAT ........................................................................... IV

ABBREVIATIONS .......................................................................................................... V

1.0. INTRODUCTION ................................................................................................ 1

2.0. RATIONALE ....................................................................................................... 1

3.0. AIMS ................................................................................................................ 1

4.0. OBJECTIVES ...................................................................................................... 1
5.0. GENERAL COMPETENCIES .................................................................................. 1
6.0. STRUCTURE AND ORGANIZATION OF SYLLABUS .................................................. 2

7.0. CODING OF MODULES ....................................................................................... 2

8.0. OGARNIZATION OF SYLLABUS CONTENT INTO SEMESTERS ................................. 3

9.0. TEACHING AND LEARNING METHODS.................................................................. 4

10.1. WEIGHT AND CONTRIBUTIONS ......................................................................... 5

10.2. ASSESSMENT PLAN ............................................................................................ 5

11.0. REFERENCE MATERIALS.................................................................................... 5

11.1. REQUIRED TEXT BOOKS: ................................................................................... 5

11.2. RECOMMENDED BOOKS: .................................................................................... 6

12.0. TEACHERS QUALIFICATIONS .............................................................................. 6

13.0. CONTENT OUTLINE: ENGINEERING SCIENCE ...................................................... 7
14.0. APPENDEX I. LIST OF MODULE FOR ENGINEERING SCIENCE ............................... 59

ii
ACKNOWLEDGEMENT

VETA wishes to express its deepest gratitude to all those who participated in the
process of developing this Syllabus. Gratitude is due to the experts and
Secretariat for their significant contributions and involvement in the whole process.

Special thanks should also go to the Trade Advisory Committee members for
different sectors for their valuable advices, inputs and ultimately their
recommendations for the approval of this Syllabus.

It is worth noting that, so many people were involved in the process whom we
could not mention here, thus VETA would also like to express its sincere
appreciation for their contributions in one way or another for the accomplishment
of this work.

For and on behalf of:

VOCATIONAL EDUCATION AND TRAINING AUTHORITY

Leah D. Lukindo
DIRECTOR OF VOCATIONAL EDUCATION AND TRAINING

iii
LIST OF EXPERTS AND SECRETARIAT

EXPERTS
1. Mr. Rashid Nankokonumbi - Dar es Salaam Institute of Technology
Dar es Salaam
2. Mr. Wilbert Bendera - Iringa R.V.T.S.C

SECRETARIAT
1. Mrs. Rehema M. Binamungu - Curriculum Development Specialist
2. Mrs. Stella M. Ndimubenya - Curriculum Development Specialist

iv
 ABBREVIATIONS

ES - Engineering Science

F.T.C - Full Technician Certificate

GPA - Gross Point Average

N.T.A - National Technical Award

NVA - National Vocational Award

VET - Vocational Education and Training.

VETA - Vocational Education and Training Authority

v
1.0. INTRODUCTION
This engineering science syllabus aims at equipping trainees with the necessary skills,
which enables them to carry out work in their occupations, through related theories and
practices.

2.0. RATIONALE
Engineering science is a dynamic subject which addresses the necessity of applying
adequate scientific knowledge in the entire fields of engineering. The subject promotes
the acquisition and appropriate use of scientific, vocational, professional knowledge and
skills necessary for developing the competent labour force. The subjects enhance further
advancement in the world of science and technology.

3.0. AIMS
To consolidate and broaden the scope of trainees, to prepare trainees for further
training above level III and to case the acquisition of knowledge and skills in different
occupations.

4.0. OBJECTIVES
At the end of the course, trainees should be able to;
1. Identify quantities and their SI units.
2. Resolve forces and describe principles moments.
3. Describe motion of bodies.
4. Identify effects of heat on various materials.
5. Describe the uses of simple machines.
6. Identify properties of materials.
7. Describe energy and its conversions.
8. Apply magnetic effects for generation of electricity.

5.0. GENERAL COMPETENCIES

Upon completion of the course the trainee should be able to:
1. Describe matter and the behaviour of matter.
2. Measure physical properties of objects.

1
3. Identify different types of motion.
4. Describe the properties of heat.
5. Describe pressure in solids, liquids and gases.
6. Describe principles of electricity.
7. Identify scalar and vector quantities.
8. Identify strength of different materials (stress-strain).
9. Identify simple machines.
10. Describe friction.
11. Describe work, energy and power.

6.0. STRUCTURE AND ORGANIZATION OF SYLLABUS

The syllabus is organized in a modular competence based approach. The content will be
presented in matrix format with the following headings:
1. Module title;
2. Module number;
3. Unit title;
4. Unit number;
5. Elements;
6. Performance criteria
7. Teaching and learning strategies;
8. Competence assessment
9. Teaching and learning resources;

7.0. CODING OF MODULES

MODULE CODE AND NO. MODULE TITLE
ES 01 Basic Concepts of Engineering Science
ES 02 Force in Equilibrium
ES 03 Dynamics
ES 04 Determination of pressure
ES 05 Electricity and Magnetism

2
8.0. OGARNIZATION OF SYLLABUS CONTENT INTO SEMESTERS

SEMESTER MODULE MODULE TITLE HOURS NO. OF PERIODS

NO.

LEVEL I

01 Basic concepts of Engineering 18 24

science
Semester I

02 Force in Equilibrium 12 16

03 Dynamic (Unit 3.2) 24 32

Semester II

04 Determination of Pressure 18 24

LEVEL II.

05 Simple machines 9 12
Semester I

06 Heat 21 28

07 Strength of Materials 7.5 10

08 Work, energy and power 12 16

09 Friction 10.5 14

10 Electricity and magnetism 30 40

Semester II

3
9.0. TEACHING AND LEARNING METHODS
A variety of learning and teaching methods will be applied however, the focus will be on
enabling the trainees achieve the desired competencies through participatory learning.
The role of a teacher will be that of a facilitator in the learning process. These are
among the suggested methods to be applied:
1. Demonstration
2. Experimentation
3. Discussion
4. Study tour
5. Projects.
6. Field visit
7. Simulation games
8. Brain storming

10.0. ASSESSMENT
The syllabus content is organized into VET levels. As such at the end of each level the
trainee will be able to complete give number of modules. The trainee therefore will
undergo formative assessment as part of continuation assessment to be conducted by
the vocational teacher at centre level. Whereby summative (final) assessment will be
conducted by VETA HQ as outlined in the assessment plan in 10.2. Records of final
assessments conducted by VETA HQ will be maintained and consolidated for calculating
final grade of the subject for certification.
Assessment scores will be in grades with the following interpretations:

Table 1: Ranges of scores for different grades and their interpretation.

Grade Score Range GPA
A Excellent 90- 100 3.5 - 4.0
B Very Good 75 - 89 3.0 - 3.4
C Good 60 - 74 2.0 - 2.9
D Poor 45 - 59 1.0 - 1.9
F Very poor 00-44
I Incomplete
S Supplement
Q Disqualified

4
 Note: - Candidates with grade A, B and C will qualify for the NVA, GPA will not be
applicable for support subject assessment. These pass marks will also apply for
continuous assessment.

10.1. Weight and Contributions

a) Continuous assessments in all subjects shall carry 60% and final
assessment shall carry 40%);
b) For support subjects with practical and theory components, the
practical component shall carry 60% and the theory component shall
carry 40%
c) Field attachment is a pre requisite for taking final examinations and and
award
d) Final assessment shall carry 40% in all subjects components i.e
theory, practical(project work) and support subjects;

10.2. Assessment plan

Due to semisterization some modules of the syllabus will be completed before
the end of the training circle hence the need for preparation of an
assessment plan.

LEVEL MODULES
II Engineering Science (ES) All Modules

11.0. REFERENCE MATERIALS

11.1. REQUIRED TEXT BOOKS:

1. Abbott A. F (1989) Physics 5th edition, Heinemann educational
ISBN: 0-35-67014-X.
2. L. E. Folivi and A. Godman (1981) New Certificate Physics (New
edition) Longman, ISBN: 0- 582 – 650151.
3. Arthur Atkinson (1980) Complete Junior Physics (SI edition)
Longman.
4. A. J. Sadler and D. W. S Thorning (1996) Understanding
Mechanics.

5
 5. Oxford University Press, ISBN: 0-19-914097-9.
Erika and Richard Coward (1987) A question of Physics Basil
Blackwell Ltd ISBN: 0-631-90350-X.
6. A Holderness and J. Lambert (1987) A new certificate chemistry
6th edition
Heinemann Educational Publishers, ISBN: 0-435-64429-7.
7. Hannah and Hillier (1995) Applied Mechanics, Longman,
ISBN: 0-582-256321.
8. R. A. Higgins (1977) Properties of Engineering Materials.
9. Ken Smith (1981) Mechanical and Engineering Principles (Vol. I)
Pitman, ISBN: 0-273-016016.
10. Titcomb G. R. A (1979) Fundamentals of Engineering Science
Hutchinson of London.
11. Hughes and Hughes (1977) Engineering science in SI Units 2nd
edition, Longman Group Ltd, London.

11.2. RECOMMENDED BOOKS:

1. Besanco R. J. and Jenkins T. H General Engineering Science
for technicians 3rd edition SI Units Oxford University Press.
2. John Hannah and M. J. Hillier (1992), Mechanical engineering
Science,

12.0. TEACHERS QUALIFICATIONS

The minimum qualification for a teacher who teaches engineering science should be as
follows:
1. Holder of a diploma in education majoring in physics and mathematics or physics
and chemistry.
2. Holder of ordinary diploma in engineering or F.T.C certificate.
3. Holder of diploma in technical education.
4. Teaching Certificate.
a. (At least one year teaching experience)

6
13.0. CONTENT OUTLINE: ENGINEERING SCIENCE
MODULE NO. 1 MODULE TITLE: BASIC CONCEPTS OF ENGINEERING SCIENCE ELEMENT DURATION: 3HR
UNIT NO. 1.1 UNIT TITLE: INTRODUCTION TO ENGINEERING SCIENCE
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
1.1.1 The trainee should be At the end of this element, 1. The teacher to guide Ability of trainees to: References:
The nature able to describe groups the trainee should be able trainees to identify the 1. Explain the physical 1. Physics 5th edition by
of science. of sciences. to: physical sciences and sciences and their A. F. Abbott.
1. Describe the physical define them. application in 2. Certificate chemistry
sciences. 2. The teacher to guide everyday life by Lambert and
2. Describe the biological trainees to identify the situations. Holderness.
sciences. biological sciences and 2. Explain the biological
3. Relate the physical sciences give definitions of each. sciences and their Teaching and learning
with engineering science. 3. The teacher to lead application in daily materials:
trainees identify that life. 1. Cards
the physical sciences 3. Explain engineering 2. Living things.
are related to science and show its
engineering science. application in
4. Trainees in small everyday life
groups to define situations.
engineering science
and relate it with the
physical sciences.

7
MODULE NO. 1 MODULE TITLE: BASIC CONCEPTS OF ENGINEERING SCIENCE ELEMENT DURATION: 3HR
UNIT NO. 1.1 UNIT TITLE: INTRODUCTION TO ENGINEERING SCIENCE
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
1.1.2 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Importance of able to describe the element, the trainees to discuss how 1. Apply the
engineering role of engineering trainee should be engineering science can knowledge of Teaching and learning
science. science. able to: be applied in their engineering materials:
1. Describe the respective occupations. science in their 1. Charts
application of 2. The teacher to occupations. 2. Handouts.
engineering demonstrate on how 2. Develop their
science in their skills can be developed skills in different
occupations. by adequate knowledge ways according
2. Relate the of engineering science. to their
practical skills 3. Trainees to discuss the occupations.
with the theory of importance of applying
engineering the knowledge of
science. engineering science in
their occupations.

8
MODULE NO. 1 MODULE TITLE: BASIC CONCEPTS OF ENGINEERING SCIENCE ELEMENT DURATION: 6HRS
UNIT NO. 1.1 UNIT TITLE: INTRODUCTION TO ENGINEERING SCIENCE
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
1.1.3 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Matter. able to describe matter element, the trainee trainees brainstorm on the 1. Describe the 1. Holderness, A and
and the behaviours of should be able to: meaning of matter. behaviours of Lambert J. (1987). A
matter. 1. Define matter. 2. The teacher to guide matter. new certificate
2. Describe the three trainees to explain how 2. Describe the states chemistry Heinemann
states of matter. matter can exist in three of matter and their education.
3. State the states. conversion from
conversion of 3. The teacher to guide one state to Teaching and learning
matter from one trainees to describe the another. materials:
state to another. ways which can be used to 3. Describe the 1. Flipcharts.
4. State the physical change matter from one physical 2. Handouts.
changes of matter. state to another. (temporary) and
5. State the chemical 4. Trainees to discuss how the chemical
changes of matter. matter can be physically (permanent)
and chemically changed changes of states.
from one state to another
and the differences
between physical and
chemical changes.

9
MODULE NO. 1 MODULE TITLE: BASIC CONCEPTS OF ENGINEERING SCIENCE ELEMENT DURATION: 6 HRS
UNIT NO. 1.2 UNIT TITLE: MEASUREMENTS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
1.2.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Quantities. able to describe the element, the trainee trainees to identify the 1. Mention the three 1. Abbott A. F. (1989)
three fundamental should be able to: three fundamental fundamental Physics Heinemann
quantities and the 1. Explain the quantities i.e. length, quantities. education.
derived quantities. quantities of mass and time. 2. Mention the units ISBN: 0-435-67014-X
length, mass and 2. The teacher to guide of length, mass and 2. Titcomb G. R. A (1979)
time. trainees to identify the time. Fundamentals of
2. Explain the units of units used to measure 3. Mention the basic engineering science.
length, mass and length, mass and time. units of length,
time. 3. The teacher to guide mass and time.
3. Identify the basic trainees to identify the 4. Convert lower units
units of length, basic units of length, to higher units and
mass and time. mass and time. vice versa e.g.
4. Convert similar 4. Trainees to practise millimetres to
units. how to convert units of decimetres, grams
5. Derive other length, mass and time. to kilograms and
quantities from 5. Trainees to practise seconds to hours.
fundamental how to derive other 5. Derive other
quantities e.g. quantities from quantities from the
density and fundamental quantities. fundamental
volume. quantities.

10
MODULE NO. 2 MODULE TITLE: FORCES IN EQUILIBRIUM ELEMENT DURATION: 6 HRS
UNIT NO. 2.1 UNIT TITLE: TURNING EFFECTS (MOMENT OF FORCES)
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
2.1.1 The trainee should be At the end of this The teacher should: Trainee’s ability to: References:
Moments able to describe element, the trainee 1. Explain the meaning of 1. State the 1. Byron, John (1985) steps
and moment of force and should be able to: force and deduce its SI principle of in physics, Oxford
equilibrium. explain principle of 1. Define force and Unit. moment. University Press.
moments. give its SI Unit. 2. Lead trainees to state 2. Define moment 2. Hughes and Hughes
2. Define moment of principle of moments. and state its SI (1977) Engineering
force and give its 3. Perform an experiment Units. Science in SI Units 2nd
SI Unit. to verify relationship 3. State triangle of edition.
3. Mention examples between sum of forces law. Longman Group Ltd.
of the moment of a clockwise and 4. State polygon of London.
force. anticlockwise moments. forces law. Teaching and Learning
4. State the principle 4. Deduce the SI Units of 5. Perform materials:
of moments. a force from its experiments on 1. Meter rule
5. Explain conditions definition. triangle of forces 2. Spanner
for equilibrium of 5. Solve problems on law and polygon 3. Pegs
forces. turning forces. of forces law. 4. Force board/ table
6. Perform experiment for 5. Pivot
verification of triangle 6. Pulley
of forces law and 7. Weight.
polygon of forces law.

11
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
7. Explain the three states
of equilibrium and how
to allocate the centre of
gravity.
8. Deduce the conditions
for equilibrium of forces
e.g. sum of forces in
one direction is equal to
the sum of forces in the
opposite direction.

12
MODULE NO. 2 MODULE TITLE: FORCES IN EQUILIBRIUM ELEMENT DURATION: 6 HRS
UNIT NO. 2.2 UNIT TITLE: VECTORS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
2.2.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Force able to resolve forces. element, the trainee trainees in resolution of 1. List scalar and 1. Titcomb, G. R. A (1982)
vectors. should be able to: forces by scale drawing. vector quantities. Fundamentals of
1. Resolve a force into 2. The teacher to lead 2. Compute simple jib Engineering Science.
two components by trainees to describe and crane 2. Hughes and Hughes (1977)
scale drawing and scalar and vector problems. Engineering Science in
by calculation. quantities. 3. State the SI Units 2nd edition.
2. Explain the 3. Trainees to find resultant conditions for three Longman Group Ltd.
difference between of more than two forces non-parallel forces London.
scalar and vector by calculation and by to maintain a rigid Teaching and Learning
quantities. scale drawing. body in Materials:
3. Define resultant 4. Trainees to calculate equilibrium. 1. Meter rule
and equilibrant of reaction when parallel 4. Define the terms 2. Graph paper.
forces. forces act on a beam. “Resultant” and
4. Add and subtract 5. Trainees to solve “Equilibrant”
vectors. problems involving concurrent and
relative velocities. coplanar forces.
6. The teacher to prepare a
study tour where
trainees can see cranes
e.g. container terminal at

13
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
Kurasini DSM and
TAZARA workshops.
7. Trainees to practice
addition and subtraction
of vectors.

14
MODULE NO. 3 MODULE TITLE: DYNAMICS ELEMENT DURATION: 4 HRS
UNIT NO. 3.1 UNIT TITLE: LINEAR MOTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.1.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
General able to describe the element, the trainees to brainstorm 1. Describe the 1. Abbott A. F. (1989)
terms general terms used in trainee should be on the terms motion. general terms. Physics 5th edition
description. linear motion. able to: 2. Trainees to brainstorm 2. Differentiate Heinemann educational.
1. Define speed and on the concept of between scalar ISBN: 0-435-67014-X
explain what is actual speed of a body. and vector
meant by 3. Trainees to give quantities. Teaching and Learning
average speed. examples of bodies in 3. Perform materials:
2. Describe actual motion. calculations 1. Graph paper
speed. 4. Trainees to describe related to motion 2. A car or motor cycle.
3. Differentiate scalar and vector of bodies.
scalar and vector quantities. 4. Solve relative
quantities. 5. The teacher to lead velocity
4. Describe velocity trainees to differentiate (ferrymen)
and uniform between distance and problems.
velocity. displacement.
5. Describe 6. The teacher to lead
acceleration and trainees to describe
uniform velocity and uniform
acceleration. velocity.

15
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
7. The teacher to lead
trainees to describe
acceleration,
deceleration and
uniform acceleration.
8. Trainees to practise
calculations on finding
average speed and
acceleration.

16
MODULE NO. 3 MODULE TITLE: DYNAMICS ELEMENT DURATION: 4 HRS
UNIT NO. 3.1 UNIT TITLE: LINEAR MOTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.1.2 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Equations of able to derive the element, the trainee trainees describe 1. Derive the three 1. Abbott A. F. (1989)
motion. equations of motion should be able to: acceleration and show equations of Physics 5th edition
and use them. 1. Describe acceleration. how to obtain the first motion from the Heinemann
2. Derive the first equation of motion. general terms. educational. ISBN: 0-
equation of motion 2. The teacher to guide 2. Use the three 435-67014-X
from the definition of trainees on how equations of
acceleration. distance covered by a motion in
3. Describe average moving body is related different
velocity and distance. to average velocity and problems.
4. Use the results of time.
average velocity to 3. The teacher to guide
derive the second trainees to use the
equation of motion. results obtained in part
5. Eliminate time (2) above to find the
between the first and second equation.
second equation so 4. The teacher to guide
as to achieve the trainees on how to
third equation of expand and factorize
motion. the result of the first

17
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
equation and to include
the second equation so
as to get the third
equation.
5. Trainees practise the
use of the three
equations.

18
MODULE NO. 3 MODULE TITLE: DYNAMICS ELEMENT DURATION: 5 HRS
UNIT NO. 3.1 UNIT TITLE: LINEAR MOTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.1.3 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Graphs of able to draw graphs of element, the trainees draw graphs of 1. Present uniformly 1. Coward E. (1987). A
linear linear equation and to trainee should be uniformly accelerated accelerated question of physics.
equations. solve problems of motion able to: motion from given motion Basil Blackwell Ltd.
by graphical method. 1. Present uniformly information. graphically. ISBN: 0-631-90350-X
accelerated 2. Trainees to practise 2. Calculate
motion calculation of distance distance and find Teaching and Learning
graphically. from velocity time average velocity Materials:
2. Use velocity time graph. from velocity 1. A car or bicycle
graphs to solve 3. Trainees to practise the time graphs. 2. Graph papers.
problems o linear use of velocity time 3. Solve problems
motion. graphs to find average on uniformly
velocity. accelerated
4. The teacher to guide motion
trainees to identify the graphically.
difference between
acceleration and
retardation.

19
MODULE NO. 3 MODULE TITLE: DYNAMICS ELEMENT DURATION: 3½HRS
UNIT NO. 3.2 UNIT TITLE: ANGULAR MOTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
3.2.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Radians. able to describe the element, the trainees to describe the 1. Explain the 1. Sadler A. J. (1996),
circular measure. trainee should be relationship between measure of angle Understanding Mechanics
able to: degrees and radians. in radians. Oxford University press.
1. Relate the 2. Trainees to practice to 2. Relate the ISBN: 0-19-914097-9
measure of measure the radius of measure of
angles in the circle. angles in radians Teaching and Learning
degrees, minutes 3. Trainees to practice with the measure Materials:
and seconds with calculating the angles in 1. A rope
the measure of circumference of the degrees. 2. A meter rule.
angles in radians. circle. 3. Calculate the
2. Describe the 4. The teacher to guide circumference of
circumference of trainees to describe the a circle in units.
a circle in units. radian. 4. Changing angles
3. Describe the 5. Trainees to practise from degrees to
meaning of a calculations on radians radians and
radian. under the supervision radians to
of the teacher. degrees.

20
MODULE NO. 3 MODULE TITLE: DYNAMICS ELEMENT DURATION: 3½HRS
UNIT NO. 3.2 UNIT TITLE: ANGULAR MOTION
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
3.2.2 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Linear and able to describe element, the trainees describe angular 1. Explain angular 1. Sadler A. J. (1996),
angular linear and angular trainee should be speed as the rate of change speed, (give Understanding Mechanics
speed. speed. able to: of the angle at the centre examples of Oxford University press.
1. Relate linear and of the circle. things moving on ISBN: 0-19-914097-9
angular speed. 2. The teacher to guide a circular path 2. Ttcomb, G. R. A (1982)
2. Convert angular trainees to convert the and relate linear Fundamentals of
speed in different angular speed measured in and angular Engineering Science.
settings. rev/min to rad/min, rev/s to speeds). Hutchinson of London.
rad/min, rad/s to rev/min. 2. Convert angular
3. The teacher to guide speed measures Teaching and Learning
trainees to identify how in different Materials:
linear speed can be settings. 1. Cords (strings)
converted to angular speed 3. Convert linear 2. Stones
by the relation between speed to angular
linear and angular speeds. speed.
4. Trainees to practise solving 4. Solve problems
calculations on linear and on linear and
angular speed. angular speed.

21
MODULE NO. 3 MODULE TITLE: DYNAMICS ELEMENT DURATION: 3 HRS
UNIT NO. 3.2 UNIT TITLE: ANGULAR MOTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
3.2.3 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Motion on a able to describe the element, the trainees to identify how 1. Describe acceleration 1. Sadler A. J. (1996),
circular path direction of acceleration trainee should be a body is said to be of bodies on a Understanding
and central for a moving body on a able to: accelerating while circular path. Mechanics Oxford
force. circular path and the 1. Describe moving on a circular 2. Solve problems University press.
force acting on the body acceleration of a path at constant speed. concerning ISBN: 0-19-914097-9
as it accelerates. body moving on 2. Trainees to work in acceleration for
a circular path at groups to solve motion of bodies on a Teaching and Learning
constant speed. problems on circular path. Materials:
2. Describe the acceleration for bodies 3. Solve problems 1. Cords (strings)
force acting on a moving on a circular concerning central 2. Stones
body following a path. force for motion of 3. Meter rule.
circular path. 3. The teacher to guide bodies on a circular
trainees to identify the path.
central force acting on
a body moving on a
circular path and to
solve problems
concerning central
force.

22
MODULE NO. 4 MODULE TITLE: DETERMINATION OF PRESSURE ELEMENT DURATION: 4HRS
UNIT NO. 4.1 UNIT TITLE: PRESSURE DUE TO SOLIDS AND FLUIDS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.1 The trainee should be At the end of this 1. Teacher should lead Trainee’s ability to: References:
Pressure due able to describe the element, the trainee trainees to define 1. State the units of 1. Folivi, L. E and Godman
to solids. concept of pressure. should be able to: pressure. pressure. A. (1981), New
1. Define the term 2. Teacher to discuss with 2. List common certificate physics
pressure. trainees the everyday applications of Longman.
2. State the life application of pressure due to ISBN: 0582650151
application of pressure due to solids. solids. 2. Hughes and Hughes
pressure due to 3. Trainees to calculate 3. State results from engineering science in
solids. pressure when the experiment SI Units 2nd edition
3. Calculate pressure rectangular solids rest performed (that Longman.
when rectangular on different sides. of lifting bucket Teaching and Learning
solids rest on 4. Trainees to lift a bucket of water). materials:
different sides. of water using: 4. Calculate 1. Bucket of water, thin
 A thick handle pressure when wire.
 A thin handle. rectangular solids 2. Rectangular blocks.
In order to assess the rest on different
effect of pressure. sides.

23
MODULE NO. 4 MODULE TITLE: DETERMINATION OF PRESSURE ELEMENT DURATION: 5 HRS
UNIT NO. 4.1 UNIT TITLE: PRESSURE DUE TO SOLIDS AND FLUIDS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
4.1.2 The trainee should be At the end of this 1. Teacher to demonstrate Trainee’s ability to: References:
Pressure in able to compute problems element, the and explain: 1. Define pressure at 1. Coward E. (1987), a
fluids. on pressure in fluids as trainee should be (a) The fact that a liquid a point in a liquid. question of physics.
per requirement. able to: finds its own level. 2. List application of
1. Verify the (b) The spurting out of pressure in a liquid. Teaching and learning
variation of water from the holes 3. Explain reason why materials:
pressure in a of a container which pressure inside a 1. A container with
liquid with depth. are at different liquid increases holes punched at
2. Describe pressure depths with depth. different depths.
at a point in a (c) The relation 4. Perform
liquid. Pressure = ‫ﻡ‬gh calculations by
3. Compute 2. Trainees to perform using the principle
problems on experiments to verify the of pressure
pressure in fluids. principle of hydraulic transmission in
press/ lift. fluids.
3. Trainees to perform
calculations on the
principle of the hydraulic
press.

24
MODULE NO. 4 MODULE TITLE: DETERMINATION OF PRESSURE ELEMENT DURATION: 6HRS
UNIT NO. 4.1 UNIT TITLE: PRESSURE DUE TO SOLIDS AND FLUIDS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.1.3 The trainee should be At the end of this Teacher to explain and Trainee’s ability to: References:
Archimedes able to describe element, the trainee demonstrate: 1. State Archimedes 1. Hughes and Hughes
principle and Archimedes principle should be able to: Archimedes principle. principle. Engineering science
law of and law of floatation. 1. Describe experiments Law of floatation. 2. Describe an in SI Unit 2nd edition.
floatation. for measuring relative Trainees to: experiment which Longman London.
densities of various (a) Perform experiment illustrate 2. Coward A (1987),
substances by which illustrates Archimedes Questions of Physics
Archimedes principle. Archimedes principle. principle. Blackwell.
2. Determine up thrust (b) Solve problems 3. State law of
of a body immersed involving Archimedes floatation. Training and learning
in a liquid. principle. 4. Solve problems materials:
3. State law of (c) Solve problems on involving 1. Compression balance
floatation. floatation and up Archimedes 2. Spring balance
4. Describe hydrometer. thrust of a liqu0id. principle. 3. Measuring cylinder
(d) Teacher to discuss 5. Solve problems on 4. Eureka can
with trainees the flotation and up 5. Beaker, wood, lead
construction of a thrust of liquids. 6. Block, string
hydrometer and its 7. Water
uses. 8. Kerosene
9. Alcohol

25
MODULE NO. 4 MODULE TITLE: DETERMINATION OF PRESSURE ELEMENT DURATION: 4 HRS
UNIT NO. 4.2 UNIT TITLE: ATMOSPHERIC PRESSURE
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.2.1 The trainee At the end of this 1. The teacher to guide Trainee’s ability to: References:
Measuring should be able to element, the trainee trainees in performing 1. Perform experiments 1. Abbott A. F. (1989)
atmosphere describe and should be able to: experiments such as: on air pressure. Physics 5th edition
pressure. measure 1. Describe the existence (a) Fountain pen 2. Solve problems on Heinemann educational.
atmospheric of atmospheric experiment. air pressure. ISBN: 0-435-67014-X
pressure. pressure by (b) Collapsing tin 3. Construct the simple
experiments. experiment. barometer and to Teaching learning
2. Describe the main (c) Tumbler and cardboard use it to measure materials:
features and mode of experiment. atmospheric 1. Bunsen burner
action of some devices (d) Magdeburg hemispheres pressure. 2. Tin
used to verify the experiment. 3. Water
presence of 2. Trainees to practise in 4. Tumbler
atmospheric pressure. groups to describe the 5. Cardboard
3. Construct the simple action of devices and to 6. Hemispheres model.
barometer. discuss problems on air
4. Measure atmospheric pressure.
pressure by using a 3. Trainees to practise
barometer and to construction and to use
explain the use of other the simple barometer.
types of barometers.

26
MODULE NO. 4 MODULE TITLE: DETERMINATION OF PRESSURE ELEMENT DURATION: 3HRS
UNIT NO. 4.2 UNIT TITLE: ATMOSPHERIC PRESSURE
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
4.2.2 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Common able to describe the element, the trainee trainees explain the 1. Describe the 1. Engineering Science
devices effects of atmospheric should be able to: following: devices which Abbott A. F. (1989)
depending pressure on some 1. Identify the devices (a) Drinking straws depends on air Physics 5th edition
on air common devices which which work and pipette. pressure. Heinemann educational.
pressure. depends on support of properly in the (b) The syringe 2. Explain the ISBN: 0-435-67014-X
air pressure in order to presence of air (c) The bicycle pump importance of air
work. pressure. (d) The siphon pressure. Teaching learning
2. Describe the action (e) The lift pump 3. Prove the materials:
and importance of (f) The force pump. existence of air 1. Straws
air pressure in 2. Trainees to practise in pressure by 2. Pipette
different common groups answering experiments. 3. Syringe
devices which work questions on air 4. Siphon
under air pressure. pressure. 5. Lift pump model
6. Force pump model.

27
 MODULE NO. 5 MODULE TITLE: SIMPLE MACHINES ELEMENT DURATION: 4 HRS
UNIT NO. 5.1 UNIT TITLE: BASIC CONCEPTS OF SIMPLE MACHINES
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA STRATEGIES ASSESSMENT LEARNING RESOURCES
5.1.1 The trainee should be At the end of this 1. The teacher to lead Trainee’s ability to: References:
Meaning of able to describe various element, the trainee trainees to the description 1. Define a machine. 1. Folivi L. E and Godman,
machine. types of machines. should be able to: of a simple machine. 2. List examples of A (1987) New
1. Explain the meaning of a 2. The teacher to lead simple machines. Certificate Physics
simple machine. trainees to describe the 3. Define terms “M.A”, Blackwell
2. Define the terms “load” terms “load” and “effort” as “V.R” and efficiency ISBN: 0-63190350-x.
and effort as applied to applied to simple machines. together with loads 2. Titcomb G. R. A (1979)
simple machines. 3. Trainees to discuss in and efforts. Fundamentals of
3. Define terms mechanical groups the importance of Engineering Science
advantage velocity ratio using simple machines. 3. Hughes and Hughes
and effort of a machine. 4. The teacher to discuss with Engineering Science
4. Describe efficiency of a trainees the concept of in SI Units 2nd edition.
machine. machine efficiency.
5. The teacher to lead Teaching learning
trainees to define properly materials:
mechanical advantage and
velocity ratio.
6. The teacher to discuss with
trainees why no machine
has 100% efficiency.

28
MODULE NO. 5 MODULE TITLE: SIMPLE MACHINES LEMENT DURATION: 5 HRS
UNIT NO. 5.1 UNIT TITLE: BASIC CONCEPTS OF SIMPLE MACHINES
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
5.1.2 The trainee should be At the end of this 1. Trainees to give examples Trainee’s ability to: References:
Performance of able to describe element, the trainee of classes of levers (first, 1. Solve problems on 1. Titcomb G. R. A (1979)
simple different types of should be able to: second and third class) determination of Fundamentals of
machines. simple machines. 1. Identify the three used in everyday life. M.A, V.R and Engineering science
classes of levers. 2. The teacher to guide efficiency of Hutchinson of London
2. Determine the “M.A” trainees to discuss the pulleys, levers,
and “V.R” and fact that the classification wheel and axle, Teaching learning
efficiency of various of levers depends on the and inclined plane. materials:
types of simple position of the fulcrum 2. Compare the result 1. Wheel and axle
machines. with respect to the load of the efforts 2. Hydraulic press
3. Apply: and effort. obtained when 3. Two syringes of
(a) Wheel and axle 3. Trainees to perform lifting the load different sizes.
(b) Inclined plane calculations on using a single fixed
(c) Hydraulic jack mechanical advantage, pulley and
(d) Screw jack velocity ratio and combination of a
(e) Pulleys in efficiency of a machine fixed and movable
lifting loads. under the supervision of pulley.
the teacher. 3. Classify the levers
4. The teacher to elaborate into three classes.
fulcrum of levers and 4. Describe a simple
present to the trainees: a machine.

29
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
pair of scissors, wheel
barrow, nut cracker and
claw hammer.
5. The teachers to guide
trainees to discuss why it
is easier to push a drum
up a plank on to a lorry
than to lift it vertically.
6. The teacher to guide
trainees to discuss the
main features of the
wheel and axle, pulleys,
inclined plane, screw jack
and hydraulic jack.

30
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 3.5 HRS
UNIT NO. 6.1 UNIT TITLE: TEMPERATURE
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING
RESOURCES
6.1.1 The trainee should At the end of this 1. The teacher to guide trainees’ Trainee’s ability to: References:
Thermometers be able to describe element, the trainee describe the construction of 1. Construct 1. Abbott A. F. (1989)
and the thermometers and should be able to: mercury thermometers, and thermometers. Physics 5th edition
temperature the temperature 1. Describe types and alcohol thermometers. 2. Describe the Heinemann
scales. scales. construction of 2. The teacher to guide trainees’ thermometric fluids. educational.
thermometers. explain the advantages of 3. Describe the fixed ISBN: 0-435-67014-X
2. Describe the fixed mercury over alcohol. points.
points. 3. The teacher to guide trainees’ 4. Measure temperature Teaching and learning
3. Describe describe the upper and lower by using materials:
temperature and fixed points. thermometers. 1. Mercury
the temperature 4. The teacher to guide trainees 5. State the temperature 2. Alcohol
scales. describe measurement of scales. 3. Capillary tubes
temperature, the celcius and 4. Heat sources
thermodynamic temperature 5. Ice
scales. 6. Water
5. Trainees to practice solving 7. Thermometers
problems on thermometers and 8. Manometer.
the temperature scales.

31
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 2.5 HRS
UNIT NO. 6.2 UNIT TITLE: THERMO EXPANSION
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
6.2.1 The trainee At the end of this 1. The teacher to guide trainees Trainee’s ability to: References:
Expansion should be able to element, the to describe internal energy. 1. Describe internal 1. Abbott A. F. (1989)
of solids describe trainee should be 2. The teacher to guide trainees energy. Physics 5th edition
and liquids. expansion of able to: relate internal energy and 2. Relate heat and Heinemann
solids and liquids. 1. Describe heat as heat. internal energy. educational.
internal energy. 3. The teacher and trainees to 3. Describe the ISBN: 0-435-67014-X
2. Describe the discuss the behaviour of movement of 2. Titcomb G. R. A (1979)
thermo particles in solids when particles in heated Fundamentals of
expansion of heated. solids. engineering science.
solids. 4. The teacher to demonstrate 4. Explain the curling of
3. Describe the the working of a bimetallic the bimetallic strip. Teaching and learning
thermo strip when heated. 5. Derive equations of materials:
expansion of 5. The teacher to describe the linear expansion of 1. Water bath
liquids. coefficients of: solids and volume 2. Test tubes
 Linear expansion of a expansion of liquid. 3. Kerosene
solid 6. Perform calculations 4. Turpentine
 Volume expansion of a on expansion of 5. Hydrometer
liquid solids and liquids. 6. Beaker
 Anomalous expansion of 7. Thermometer
water. 8. Heat source.

32
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
6. Trainees to practise
calculations on linear
expansion and volume
expansion.

33
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 3 HRS
UNIT NO. 6.2 UNIT TITLE: THERMO EXPANSION
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
6.2.2 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Heat capacities able to describe heat element, the trainee trainees to describe the 1. Describe heat 1. Abbott A. F. (1989)
and the heat capacity and to use should be able to: temperature change. capacity. Physics 5th edition
equation. the heat equation. 1. State specific heat 2. The teacher to guide 2. Differentiate heat Heinemann
capacities of trainees to describe heat capacities of different educational.
substances. capacity of a substance. substances. ISBN: 0-435-67014-X
2. Describe the heat 3. The teacher to guide 3. Develop the heat 2. Titcomb G. R. A (1979)
equation. trainees to relate heat equation. Fundamentals of
capacities of different 4. Use the heat engineering science.
substances. equation to solve
4. The teacher to guide problems. Teaching and learning
trainees to describe the materials:
heat equation. 1. Water
5. Trainees to practice 2. Copper
calculations using the heat 3. Heat source.
equation.

34
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 3 HRS
UNIT NO. 6.3 UNIT TITLE: THERMAL EXPANSION OF GASES
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT RESOURCES
6.3.1 The trainee should At the end of this 1. The teacher to highlight Trainee’s ability to: References:
Volume and be able to determine element, the trainee the relation of volume and 1. Describe constant 1. Abbott A. F. (1989)
temperature the relationship should be able to: temperature at constant pressure. Physics 5th edition
of a gas at between volume and 1. Relate volume and pressure. 2. Relate volume at Heinemann educational.
constant temperature of a temperature of air at 2. Trainees to draw the graph temperature at ISBN: 0-435-67014-X
pressure. fixed mass of air at constant pressure. of volume against constant pressure. 2. Physics for today and
constant pressure. 2. Describe the graph temperature. 3. Describe the tomorrow.
of volume against 3. The teacher to guide graph of volume
temperature. trainees describe the use of against Teaching learning
3. State Charles Law. the graph. temperature. materials:
4. Describe the increase 4. The teacher to lead 4. Describe Charles 1. Graph paper.
in volume of a gas. trainees to explain the Law.
statement of Charles Law. 5. Use Charles Law
5. The teacher to lead to solve problems.
trainees to discuss the 6. Describe the
volume expansivity of increase in volume
gases. of a gas per
6. Trainees to perform degree centigrade
calculations on the gas rise in
laws. temperature.

35
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 2.5 HRS
UNIT NO. 6.3 UNIT TITLE: THERMAL EXPANSION OF GASES
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
6.3.2 The trainee should be At the end of this 1. The teacher to lead Trainee’s ability to: References:
Expansion of a able to determine the element, the trainee trainees to describe the 1. Describe constant 1. Abbott A. F. (1989)
gas at constant relationship between should be able to: relation between volume. Physics 5th edition
volume. pressure and the 1. Relate pressure and pressure and 2. Relate pressure and Heinemann educational.
temperature of a temperature of a temperature of air at temperature at ISBN: 0-435-67014-X
fixed mass of air at gas at constant constant volume. constant volume. 2. Physics for today and
constant volume. volume. 2. The teacher to guide 3. Draw and use the tomorrow.
2. Draw graph of trainees to draw the graph of pressure
pressure against graph of pressure against temperature. Teaching learning
temperature. against temperature. 4. State the pressure materials:
3. State the pressure 3. The teacher to guide law. 1. Graph paper.
law. trainees to identify the 5. Describe the Kinetic
4. Explain the Kinetic use of the graph. theory of matter.
theory of matter. 4. The teacher to lead 6. Perform calculations
trainees to state the on pressure law.
pressure law and explain
its appluication.
5. The teacher to guide
trainees to the
description of the Kinetic
theory of matter.

36
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
6. Trainees to perform
calculations on the
pressure law.

37
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 2.5 HRS
UNIT NO. 6.3 UNIT TITLE: THERMAL EXPANSION OF GASES
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING
RESOURCES
6.3.3 The trainee should At the end of this 1. The teacher to lead trainees Trainee’s ability to: References:
Expansion of be able to element, the trainee to describe the relation 1. Describe constant 1. Abbott A. F. (1989)
a gas at determine the should be able to: between pressure and temperature. Physics 5th edition
constant relationship 1. Relate pressure and volume of air at fixed 2. Relate pressure and Heinemann
temperature between pressure volume of air at temperature. volume of air at educational.
and the gas and the volume of constant 2. The teacher to lead trainees constant temperature. ISBN: 0-435-67014-X
equation. a fixed mass of air temperature. to state Boyles law. 3. State Boyle’s Law. 2. Titcomb G. R. A
at constant 2. State Boyle’s Law. 3. The teacher to lead trainees 4. Derive the general gas (1979)
temperature. 3. Derive the general to derive the general gas equation. Fundamental of
gas equation equation. 5. Solve questions using engineering
(i.e. PV =constant) 4. Trainees to perform Boyle’s Law. science.
T
calculations using Boyles 6. Solve questions using
Law. the general gas Teaching learning
5. Trainees to perform equation. materials:
calculations using the gas 1. Heat source.
equation.

38
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 2 HRS
UNIT NO. 6.4 UNIT TITLE: HEAT TRANSFER
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
6.4.1 The trainee should At the end of this 1. The teacher to lead Trainee’s ability to: References:
Conductors be able to describe element, the trainee trainees describe 1. Explain the meaning of 1. Abbott A. F. (1989)
and thermal conductors of heat. should be able to: conductivity of heat in conduction in Physics 5th edition
conductivity. 1. Identify good and materials. materials. Heinemann
bad conductors of 2. The teacher to lead 2. Distinguish good and educational.
heat. trainees describe the bad conductors. ISBN: 0-435-67014-X
2. Describe ignition good conductors of heat 3. Describe the ways of
point of a gas. and the bad ones. reducing heat loss. Teaching learning
3. Compare thermal 3. The teacher to lead 4. Describe the ignition materials:
conductivities of trainees to the point of a gas. 1. Oven
different materials. description of how a 5. Perform experiments to 2. Slag wool or glass fibre
flammable gas reaches verify difference in 3. Wire gauze
ignition point. thermal conductivities 4. Copper wood, iron
4. The teacher to guide of materials. lead, aluminium
trainees to compare 6. Perform experiments to 5. Metal trough
thermal conductivities of show conduction of 6. Water
materials such as wood heat through liquids. 7. Wax
and copper by 8. Mercury
experimentation. 9. Test tubes.

39
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
5. Trainees to do
experiments on
conduction of heat
through liquids.

40
MODULE NO. 6 MODULE TITLE: HEAT ELEMENT DURATION: 2 HRS
UNIT NO. 6.4 UNIT TITLE: HEAT TRANSFER
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
6.4.2 The trainee should be At the end of this 1. The teacher to lead Trainee’s ability to: References:
Methods of able to describe the element, the trainee trainees do an experiment 1. Perform experiments 1. Abbott A. F. (1989)
heat ways of heat transfer should be able to: of heating a metal rod at on conduction. Physics 5th edition
transfer. through materials. 1. Describe conduction one end and feel the 2. Describe conduction Heinemann
through solids. conduction of heat. using the Kinetic educational.
2. Describe convection. 2. The teacher to guide and theory of matter. ISBN: 0-435-67014-X
3. Describe radiation. trainees to discuss the 3. Describe heat 2. Titcomb G. R. A (1979)
transfer of heat energy transfer by Fundamentals of
through a metal rod by convection. engineering science.
using the kinetic theory of 4. Show convection
matter. currents in water by Teaching and learning
3. The teacher to using experiment. materials:
demonstrate heat transfer 5. Explain the formation 1. Metal rod
by convection through of land and sea 2. Bunsen burner
gases and liquids. breeze. 3. Test tube
4. Trainees to do experiments 6. Describe radiant 4. Water
to show convection heat. 5. Metal
currents in water using 7. Explain how heat 6. Gauze
crystals of potassium from the sun reaches 7. Beaker
permanganate. the earths surface. 8. Potassium
permanganate.

41
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
5. The teacher to guide 8. Perform experiments 9. Crystals
trainees to explain land to detect radiant 10. Thermometer
and sea breezes. heat. 11. Concave.
6. The teacher to discuss the
concept of radiation with
trainees.
7. The teacher and trainees to
discuss how heat from the
sun reaches the earth.
8. The teacher to
demonstrate the detection
of radiant heat.
9. Trainees to perform
experiment to detect
radiant heat from source
e.g. the sun.

42
 MODULE NO. 7 MODULE TITLE: STRENGTH OF MATERIALS ELEMENT DURATION: 3.5HRS
UNIT NO. 7.1 UNIT TITLE: PROPERTIES OF MATERIALS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
7.1.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Mechanical able to describe element, the trainee trainees to describe 1. Mention and 1. Hannah and Hillier
properties of mechanical properties should be able to: different engineering describe (1995) Applied
materials. of materials. 1. Describe strength of materials. engineering mechanics Longman
materials. 2. Trainees to discuss the materials. ISBN: 0-582-256321.
2. Describe the general difference in strength 2. Describe the 2. R. A. Higgins (1977)
terms e.g. between materials. general terms. Properties of
 Brittleness 3. The teacher to guide engineering
 Ductility trainees describe the materials.
 Elasticity general terms. Teaching learning
 Plasticity materials:
 Malleability 1. Cast iron
 Toughness 2. Mild steel
 Hardness 3. Tensometer
4. Universal testing
machine.

43
MODULE NO. 7 MODULE TITLE: STRENGTH OF MATERIALS ELEMENT DURATION: 4 HRS
UNIT NO. 7.2 UNIT TITLE: STRESS AND STRAIN CURVE
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
7.2.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Effects of forces able to describe effects element, the trainee trainees describe 1. Identify the type of 1. Ken Smith (1981)
on materials. of tensile and should be able to: stretch, compression, forces causing Mechanical and
compressive forces on 1. State distortions shear and twist as distortion in Engineering
materials. produced by forces. forces are applied to materials. Principles (Vol. I)
2. State hook’s law. fixed objects. 2. State hook’s law. Pitman
3. Perform calculations 2. The teacher to guide 3. Perform ISBN: 0-273-01601-6
on stress, strain, trainees describe calculations. Teaching learning
factor of safety, hook’s law. materials:
percentage reduction 3. The teacher to give 1. Charts
in area and examples on some 2. Spring.
percentage calculations,
elongation. concerning stress,
strain, factor of safety,
percentage reduction
and percentage
elongation.
4. Trainees to practise in
small groups solving
problems on strength
of materials.

44
MODULE NO. 8 MODULE TITLE: WORK, ENERGY AND POWER ELEMENT DURATION: 3 HRS
UNIT NO. 8.1 UNIT TITLE: WORK
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING ASSESSMENT LEARNING RESOURCES
STRATEGIES
8.1.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Basic concepts of able to describe work element, the trainee trainees to give the 1. Describe work 1. Abbott A. F. (1989)
work. and perform should be able to: ordinary definition of scientifically. Physics 5th edition
calculations related to 1. Define work. work. 2. Explain the concept Heinemann
work done. 2. Describe the unit of 2. The teacher to guide of a joule (J). educational.
work as per definition trainees to explain 3. Describe the units ISBN: 0-435-67014-X
and state other the scientific of work. 2. Sadler A. J (1996)
higher units. definition of work. 4. Perform Understanding
3. Perform calculations 3. The teacher to guide calculations on mechanics Oxford
on work done trainees to explain work done. University press.
4. Describe the concept the basic unit of work ISBN: 0-19-914097-9
of weight. and other higher
units. Teaching learning
4. Trainees to practise materials:
in solving problems 1. Objects
on work done. 2. Charts
5. Trainees to describe
the concept of
weight.

45
MODULE NO. 8 MODULE TITLE: WORK, ENERGY AND POWER ELEMENT DURATION: 4.5 HRS
UNIT NO. 8.2 UNIT TITLE: ENERGY
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
8.2.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Basic concepts able to describe energy element, the trainee trainees to define 1. Describe energy 1. Abbott A. F. (1989)
of energy. and calculate energy should be able to: energy and give its and state the units Physics 5th edition
gained or lost. 1. Define energy. unit. of energy. Heinemann
2. Describe the forms of 2. The teacher to guide 2. Mention the forms educational.
energy. trainees mention the of energy and ISBN: 0-435-67014-X
3. Calculate the amount forms of energy and perform some 2. Sadler A. J (1996)
of energy gained or perform some calculations. Understanding
lost. calculations. 3. State how energy mechanics Oxford
3. The teacher to guide can be converted University press.
trainees to discuss how from one form to ISBN: 0-19-914097-9
energy can be another.
converted from one 4. Perform Teaching learning
form to another. calculations on materials:
4. The teacher to guide energy gained or 1. Petrol, diesel
trainees to calculate lost. 2. Objects.
energy gained and
energy lost.
5. Trainees to practise
calculations on energy.

46
MODULE NO. 8 MODULE TITLE: WORK, ENERGY AND POWER ELEMENT DURATION: 4.5HRS
UNIT NO. 8.3 UNIT TITLE: POWER
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
8.3.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Basic concepts able to describe power. element, the trainee trainees to brainstorm 1. Define power and 1. Abbott A. F. (1989)
of power. should be able to: the concept of power. state its SI Unit. Physics 5th edition
1. Define power. 2. Trainees to perform an 2. Measure power Heinemann
2. State how power can experiment to show and calculate educational.
be transmitted by a power transmission by power from given ISBN: 0-435-67014-X
torque. a torque. information. 2. Sadler A. J (1996)
3. Work out power. 3. The teacher to guide Understanding
trainees to perform mechanics Oxford
calculations on power. University press.
4. The teacher to guide ISBN: 0-19-914097-9
trainees to solve
problems concerning Teaching learning
power. materials:
1. Objects
2. Drawings.

47
MODULE NO. 9 MODULE TITLE: FRICTION ELEMENT DURATION: 4 HRS
UNIT NO. 9.1 UNIT TITLE: BASIC CONCEPTS OF FRICTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
9.1.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Frictional able to describe element, the trainee trainees to describe the 1. Explain the 1. Arthur Atkinson (1980)
forces. friction. should be able to: forces which causes meaning of Complete Junior Physics
1. Identify the causes friction. friction and the Longman Titcomb G. R.
of friction. 2. The teacher to guide causes of A (1979)
2. Identify the types of trainees to identify friction. 2. Fundamental of
friction. different types of 2. Describe the engineering science
3. Identify how friction friction. types of friction.
produces heat. 3. Trainees in small 3. Describe the Teaching learning
groups to give effects of friction materials:
examples of things on objects, such 1. Objects
which produces heat as heat 2. The human body
when subjected to production. 3. Spring balance and
frictional forces. weights.

48
MODULE NO. 9 MODULE TITLE: FRICTION ELEMENT DURATION: 4. HRS
UNIT NO. 9.1 UNIT TITLE: BASIC CONCEPTS OF FRICTION
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA STRATEGIES ASSESSMENT LEARNING RESOURCES
9.1.2 The trainee should At the end of this 1. The teacher to guide trainees Trainee’s ability to: References:
Factors be able to describe element, the trainee to mention the causatives of 1. Explain the effect 1. Arthur Atkinson (1980)
affecting the factors which should be able to: friction. of friction in Complete Junior
friction. friction depends on. 1. Describe the factors 2. Trainees to do experiments ordinary life Physics Longman
which affect friction on different types of situations. 2. Titcomb G. R. A (1979)
and the laws of surfaces. 2. Describe the Fundamentals of
friction. 3. The teacher to guide trainees difference of Engineering science.
2. Describe how friction is to mention the ways of friction on smooth
produced. reducing friction. and on rough Teaching learning
3. Describe how friction 4. The teacher to lead trainees surfaces. materials:
can be reduced. in an experiment to show 3. Describe the 1. Objects
4. Calculate the how more friction is importance of 2. Surfaces
coefficient of friction. produced between rough reducing friction. 3. Lubricants
surfaces than between 4. Determine the 4. Wooden blocks.
smooth surfaces. efficiency of
5. Trainees to perform an friction.
experiment to determine the
coefficient of friction.

49
MODULE NO. 9 MODULE TITLE: FRICTION ELEMENT DURATION: 2.5 HR
UNIT NO. 9.1 UNIT TITLE: BASIC CONCEPTS OF FRICTION
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
9.1.3 The trainee should be At the end of this 1. The teacher to Trainee’s ability to: References:
Advantages able to describe the element, the trainee facilitate discussion 1. Describe the 1. Arthur Atkinson (1980)
and advantages and should be able to: with trainees on the advantages of Complete Junior
disadvantages disadvantages of 1. Explain how friction is ordinary importance of friction. Physics Longman
of friction. friction. useful in ordinary life friction in life. 2. State the usefulness 2. Titcomb G. R. A (1979)
situations. 2. Trainees to give of friction in the Fundamentals of
2. Explain how friction is examples about places fields of engineering. Engineering science.
useful in the fields of where friction can be 3. Outline the negative
engineering. applied in fields of effects of friction. Teaching learning
3. Explain the engineering. materials:
disadvantages of 3. The teacher to guide 1. Saws
frictions. trainees to describe 2. Grinding stone
the disadvantages of 3. Wooden blocks.
friction.

50
MODULE NO. 10 MODULE TITLE: ELECTRICITY ELEMENT DURATION: 5HRS
UNIT NO. 10.1 UNIT TITLE: CURRENT ELECTRICITY
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
10.1.1 The trainee should be At the end of this 1. The teacher should Trainee’s ability to: References:
Electromotive able to differentiate element, the trainee lead trainees: 1. Explain the meaning 1. Folivi L. E and
force and electromotive force should be able to:  To list common of e.m.f of a cell. Godman A (1981)
potential (e.m.f) and potential 1. Define an electromotive sources of 2. Define quantity of Blackwell
difference. difference (d). force (e.m.f) of a cell. electricity. electricity and state its ISBN: 0-631-90350-
2. Measure the e.m.f of a  To the meaning of SI Unit. X
cell. e.m.f 3. Explain the reason 2. Titcomb G. R.
3. Define potential  Discuss with why the e.m.f of a cell (1979)
difference (d) across a trainees the is best measured Fundamentals of
conductor. implication of using voltmeters of Engineering
4. Measure (d) across a internal resistance extremely high science (Revised
conductor of a cell. resistance. by M. Jackson)
2. Trainees to: 4. Calculate e.m.f (E) of Hutchinson
 Define unit of a cell and (d) in a Educational Ltd.
quantity of circuit.
electricity (the Teaching and
coulomb) learning materials:
 Define unit of 1. Dry cells
potential difference 2. Battery
(the volt). 3. Potentiometer

51
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING
RESOURCES
 Discuss the 4. Voltmeter
difference of e.m.f 5. Connecting wires.
and (d).
3. Teacher to
demonstrate how to
measure e.m.f with
voltmeter and current
with an ammeter.
4. Trainees to perform an
experiment to connect
cells in:
 Series
 Parallel.

52
MODULE NO. 10 MODULE TITLE: ELECTRICITY ELEMENT DURATION: 6HRS
UNIT NO. 10.1 UNIT TITLE: CURRENT ELECTRICITY
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA STRATEGIES ASSESSMENT LEARNING
RESOURCES
10.1.2 The trainee should be At the end of this 1. The teacher should lead Trainee’s ability to: References:
Resistance able to describe element, the trainee trainees to 1. Define the terms 1. Abbott A. M (1989)
to electric electric resistance. should be able to:  Establish the relation R current and resistance. Physics 5th edition
current. 1. State the factors which = L/A where L = 2. Define resistivity and Heinemann
determine the length and A= area. give its SI Units educational
resistance of a  Define resistivity of a 3. Derive the following ISBN: 0-273-
conductor. conductor and give its expressions: 01601-6
2. Define the resistivity of SI Unit.  RT = R1 + R2 + R 3

a conductor and state 2. The teacher should when resistors are Teaching and
connected in series
its SI Units. demonstrate the effective learning materials:
 1/RT = 1/R1 + 1/R2 +
3. Derive an expression resistance when two or 1. Cells
1/R3 in parallel.
for the equivalent more resistors are 2. Potential meter
4. Solve problems related
resistance of two or connected in series and in 3. Accumulator
to resistors in series
more resistors in series parallel. 4. Ammeter
and resistors in parallel
and in parallel 3. Trainees in small groups to 5. Voltmeter.
5. Calculate internal
4. Determine the internal derive an expression for
resistors problem when
resistance of two or the equivalent resistance of
cells are connected in
more cells in series. two or more resistors in
series and in parallel.
series and in parallel from
first principles.

53
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA STRATEGIES ASSESSMENT LEARNING
RESOURCES
4. Trainees to discuss the
internal resistances of cells
when arranged in series
and parallel

54
MODULE NO. 10 MODULE TITLE: ELECTRICITY ELEMENT DURATION: 5HRS
UNIT NO. 10.1 UNIT TITLE: CURRENT ELECTRICITY
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA STRATEGIES ASSESSMENT LEARNING RESOURCES
10.1.3 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Ohms Law. able to describe element, the trainee trainees state Ohms law. 1. State Ohms Law 1. Erika and Coward R.
electric Ohms law. should be able to: 2. The teacher to discuss with 2. State formular for (1987) a question of
1. State Ohms law trainees concept of current calculating Ohms Physics. Blackwell
2. State experiment which and that of voltage (d). law. ISBN: 0-631-90350-x
shows how Ohms law 3. Trainees to perform 3. Describe an 2. Titcomb G. R. A (1979)
can be verified experiment to show experiment which Fundamentals of
(tested). relationship between flow verifies Ohms law. Engineering science
of current and potential 4. Comment on the
difference. results obtained Teaching learning
4. Trainees to draw a graph and give reasons materials:
on a graph paper for in case of errors. 1. Battery
verification of potential 5. Solve problems on 2. Resistor
difference (v) against Ohms law. 3. Ammeter
current (I). 4. Voltmeter
5. Trainees to calculate 5. Switch
current, resistance and 6. Connecting wire.
voltage in a circuit.

55
MODULE NO. 10 MODULE TITLE: ELECTRICITY AND MAGNETISM ELEMENT DURATION: 7HRS
UNIT NO. 10.2 UNIT TITLE: ELECTROMAGNETISM
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
10.2.1 The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Magnetic able to describe element, the trainee trainees to revise the basic 1. Define 1. Erika and Coward R.
effect of an magnetic effect of an should be able to: principles of magnetism. electromagnetism. (1987) a question of
electric electric current. 1. Show that an electric 2. The teacher to lead 2. List uses of Physics. Blackwell
current. current produce a trainees to the experiment electromagnetism ISBN: 0-631-90350-x
magnetic field. of demonstrating deflection in daily life. 2. Titcomb G. R. A (1979)
2. Identify the direction of a compass needle under 3. State flemings left Fundamentals of
of the magnetic field or over a wire carrying an hand rule and right Engineering science
by the right hand electric current. hand screw (grip)
screw (grip) rule. 3. The teacher to guide rule. Teaching and learning
3. State flemings left trainees to investigate the 4. Make an materials:
hand rule. magnetic fields associated electromagnet. 1. Horse shoe magnet
4. Show the with an electric current 5. Make a simple source of d.c. current
characteristics of flowing through a solenoid electric bell in compass needle, iron
magnetic lines of and a straight wire. groups (project). nails, battery, electric
forces in parallel 4. The teacher to lead 6. Show that currents bell, dry cell, bicycle bell.
wires flowing in the trainees in an experiment in parallel wires
same direction and that identifies movement of flowing in the same
that the opposite a conductor carrying a direction attract
direction. current in a magnetic field. each other while
currents in parallel

56
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT LEARNING RESOURCES
5. The teacher to guide wires flowing in
trainees to state right hand opposite directions
screw rule. repel each other.
6. The teacher to lead
trainees identify the rule
for the polarity of a coil
carrying current.
7. Trainees draw diagram of
an electric bell and label its
parts.
8. Trainees to discuss the
mode of action of an
electric bell.

57
 MODULE NO. 10 MODULE TITLE: ELECTRICITY AND MAGNETISM ELEMENT DURATION: 7 HRS
UNIT NO. 10.2 UNIT TITLE: ELECTROMAGNETISM
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
10.2.2 The trainee should be At the end of this 1. The teacher should Trainee’s ability to: References:
Electromagneti able to describe element, the trainee demonstrate the 1. State faradays law of 1. Titcomb G. R. A (1979)
c induction. electromagnetic should be able to: production of an induced electromagnetic Fundamentals of
induction. 1. Explain the meaning current using a coil and a induction. Engineering science
of an induced magnet. 2. State the meaning of (Revised by M. Jackson)
current. 2. Trainees to experiment electromagnetic Hutchinson Educational
2. Give the meaning of the production of induction and lenz’s Ltd.
electromagnetic electricity by a magnetic law 2. Atkinson A and Smith A
induction. field. 3. Compare mutual and new complete junior
3. State 3. The teacher should self induction of physics.
(a) Faraday’s law demonstrate factors that electrical circuit. Teaching and learning
of govern the induced e.m.f 4. Solve problems on materials:
electromagneti e.i. number of turns induced e.m.f 1. Galvanometer
c induction speed of coil or magnet, 2. Coil
(b) Lenz’s law of strength of magnetic 3. Centre – zero
electromagneti field and cross section galvanometer
c induction area of coil. 4. Bar magnets
4. Differentiate 4. Trainees to discuss self 5. Spiral springs coil of
between self and and mutual induction in different number of
mutual induction. electrical circuits. turns, coil of different
cross section areas.

58
14.0. APPENDEX I. LIST OF MODULE FOR ENGINEERING SCIENCE
MODULE UNIT ELEMENTS
1. Basic Concepts of Engineering Science 1.1. Introduction to engineering science 1.1.1. The nature of science.
1.1.2. Importance of engineering science.
1.1.3. Matter.
1.2. Measurements 1.2.1. Quantities.
2. Forces in Equilibrium 2.1 Turning effects (moment of forces) 2.1.1. Moments and equilibrium.
2.2 Vectors 2.2.1 Force vectors.
3. Dynamics 3.1. Linear motion 3.1.1. General terms description.
3.1.2. Equations of motion.
3.1.3. Graphs of linear equations.
3.2. Angular motion 3.2.1. Radians.
3.2.2. Linear and angular speed.
3.2.3. Motion on a circular path and central
force.
4. Determination of Pressure 4.1 Pressure due to solids and fluids 4.1.1. Pressure due to solids.
4.1.2. Pressure in fluids.
4.1.3. Archimedes principle and law of
floatation.
4.2 Atmospheric pressure 3.2.4. Measuring atmospheric pressure.
3.2.5. Common devices depending on air
pressure.

59
MODULE UNIT ELEMENTS
5. Heat 5.1 Temperature 5.1.1. Thermometers and the temperature
scales.
5.2 Thermal expansion of solids and liquids 5.2.1 Expansion of solids and liquids.
5.2.2 Heat capacities and the heat equation.
5.3 Thermal expansion of gases 5.3.1. Volume and temperature of a gas at
constant pressure.
5.3.2. Expansion of a gas at constant volume
5.3.3. Expansion of a gas at constant
temperature and the gas equation.
5.4 Heat transfer 5.4.1. Conductors and thermo conductivity.
5.4.2. Methods of heat transfer.
6. Simple Machines 6.1 Basic concepts of simple machines 6.1.1 Meaning of machine
6.1.2 Performance of simple machine.
7. Work, Energy and Power 7.1 Work. 7.1.1 Basic concepts of work.
7.2 Energy. 7.2.1 Basic concepts of energy.
7.3 Power 7.3.1 Basic concepts of power.
8. Friction 8.1 Basic concepts of friction. 8.1.1 Frictional forces.
8.1.2 Factors affecting friction.
8.1.3 Advantages and disadvantages of
friction.

60
MODULE UNIT ELEMENTS
9. Strength of Materials 9.1 Properties of materials. 9.1.1 Mechanical properties of materials.
9.2 Stress and strain curve. 9.2.1 Effects of forces on materials.
10. Electricity and magnetism 10.1 Current electricity. 10.1.1 Em.f and potential difference.
10.1.2 Resistance to electric current.
10.1.3 Ohms law.
10.2 Electromagnetism 10.2.1 Magnetic effect of an electric current.
10.2.2 Electromagnetic induction.

61