SSS2 Auto Mechanical Work Scheme of Work First Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1 – 3
AUTOMOBILE ENGINE A PETROL ENGINE i. Two stroke cycle (S.I.E) ii. Principle of Operation iii. Comparison between two stroke and four stroke cycle. iv. Engine Construction e.g. Single and multi cylinder engine
By the end of the lesson, students should be able to: i. Identify petrol engine as one of heat engine ii. Explain the principles of operation Two Stroke cycle. iii. Explain the working sequence of four stroke cycle engine. iv. Differentiate between single and multi-cylinder engine.
Students in small groups i. inspect a car or vehicle engine ii. Examine iii. Sketch. iv. Dismantle and repair.
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
i Video clips. ii. Life Petrol Engine or chart iii. Expert involved as a resource person
4 – 5
AUTOMOBILE ENGINE A DIESEL ENGINE i. Two stroke cycle (C.I.E) ii. Four stroke cycle (C.I.E) iii. Principle of operation iv. Comparison between diesel and Petrol engine. v. Similarities between Diesel and Petrol
By the end of the lesson, students should be able to: i. Ascertain Diesel Engine as one of the heat Engine. ii. Explain the principle of operation of Two stroke cycle. iii. Explain the working sequence of Four stroke cycle. iv. Differentiate between Diesel and Petrol Engine. v. State the similarities of Diesel and Petrol engine
Students in small groups i. inspect a car or vehicle engine ii. Examine iii. Sketch. iv. Dismantle and repair.
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
ideo clis:.riiife:Dieel.onine or chart.iii. Visual Aid.iv. Expert invited as Resource Person.
6
AUTOMOBILE ENGINE i. construction detail of cylinder blocks, heads, gasket, cylinder liners and sump etc. ii. Forms of Engine Arrangement e.g. inline Engine, Vee – Engine Horizontal opposed etc.
By the end of the lesson, students should be able to: i. ascertain the engine construction detail and form of Arrangement ii. describe the construction details of engine component e.g. piston cylinder block cylinder head etc iii. Explain the forms of Engine Arrangement.
Students in small groups i. inspect a car or vehicle engine component. ii. Examine iii. Sketch
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
7
MID-TERM BREAK
8
TRANSMISSION SYSTEM i. Components of a transmission A. CLUTCH: i. construction and operation of single and multi-plate. ii. Faults and Diagnosis. B.GEARBOX i. Construction and operation of Gear box ii. Types of Gear box. iii. Function. iv. Faults and Diagnosis.
By the end of It a lesson students should be able to: i. ascertain clutch and Gear boxes component of transmission system. ii. mention the function of clutch and Gear box. iii. illustrate on types of clutch and Gearbox. iv. Explain the construction and operation of each clutch and Gearbox. v. Demonstrate the operation, of clutch and Gearbox. vi. Rectify fault and diagnosis faults in related to clutch and Gearbox.
Students in small groups i. inspect a car or vehicle engine ii. Examine iii. Sketch. iv. Repair, dismantle and repair
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
10
TRANSMISSION SYSTEM A.UNIVERSAL JOINT i. Types ii. Construction detail iii. Function B. PROPELLER SHAFT i. Types. ii. Function iii. Construction detail C. REAR AXLE ii. Function ii. Types. iii. Construction detail
By the end of tine lesson, students should be able to: i. Ascertain universal joint, propeller shaft and rear sale. ii. State the function of Universal joint, propeller shaft and Rear axle. iii. Mention the types of universal joint, propeller shaft and rear axle. iv. describe the construction detail universal joint, propeller shaft and Rear axle.
Students in small groups i. inspect a car or vehicle engine ii. Examine iii. Sketch. iv. Repair, Dismantle and repair
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
Resource person
11-12
REVISION /
PROJECT
13
EXAMINATION
Auto Mechanical Work Scheme of Work SSS2 Second Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
REVISION /
WELCOME TEST
REVISION/WELCOME TEST
2.
SUSPENSION SYSTEM
By the end of the lesson, students should the able to: i. ascertain suspension system. ii. identify and sketch the main components. iii. state the function of each components of suspension system.
Students in small groups i. Inspect a vehicle suspension system ii. Examine iii. Sketch iv. Repair, Dismantle, Assembly
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
i. Video clips. ii. Live vehicle suspension system or chart. iii. Expert involved as resource person
3-4
STEERING SYSTEM i. steering components, e.g. king pin, steering column, stub axle etc. ii. Function of steering system. iii. Steering Geometry. iv. Steering gear box v. Faults and diagnosis. vi. Adjusting steering.
By the end of the lesson, students should be able to: i. ascertain steering system: ii. identify end sketch a steering system. iii. illustrate the components of steering. iv. Explain the function of steering v. Mention the types of steering gearbox. vi. describe the faults and diagnosis method. vii. demonstrate and explain the adjusting of steering.
Students as a small groups i. Inspect a steering system. ii. Examine. iii. Sketch. iv. Repair, Dismantle, Assembly
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
i. Video clips: ii. Live vehicle steering system or chart. iii. Expert involved as resource person.
5-6
ENGINE LUBRICATION i. Oil properties ii Oil pumps types iii. Oil qualities iv. Oil filters
By the end of the lesson, students should be able to: i. ascertain the engine lubrication ii. identify and sketch oil pumps types iii. mention the properties of a lubricant iv. illustrate an oil filters used.
Students in small groups i. Inspect a vehicle lubricant ii. Examine iii. Sketch iv. Repair, Dismantle, Assembly
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
7
MID-TERM BREAK
8-9
COOLING SYSTEM COMPONENTS i. Air cooled ii. Water cooled iii. Differences between Air and Water Cooling system.
By the end of the lesson, students should be able to: i. ascertain the cooling system components. ii. mention the components of Air and Water cooled engine ii. state the function of each component in air and Water cooled engine iv. Explain the differences between the Air cooling and water cooling system.
Students in small groups i. Inspect a vehicle cooling system. ii. Examine iii. Sketch iv. Repair, Dismantle, Assembly
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
i. Video clips. Ii. Live vehicle cooling system or chart. ii. Expert Involved as Resource person
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
10
(a) state concept entrepreneurship (b) entrepreneurship education (c) Outline of an entrepreneur (d). Importance of entrepreneurship
By the end of the lesson. students should be able to: 1. explain the term entrepreneurship; 2. examine the concept entrepreneurship education critically; 3. Outline the importance of entrepreneurship; 4. analyse the qualities of an entrepreneur.
1. Whole class discussion on the meaning of entrepreneurship 2. Students, in small groups, discuss the term entrepreneurship education and share their knowledge with the class. 3. Students, as a class discuss the importance of entrepreneurship. 4. Students, in the same groups critically analyze the qualities of an entrepreneur.
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
Auto Mechanical Work Scheme of Work SSS2 Third Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1 – 2
CARBURATOR AND AIR CLEANER OR FILTER i. Introduction ii. Definition iii. types iv. Operation v. Fault and Remedy
By the end of the lesson, students should be able to: i. ascertain the Carburetor and Air cleaner. ii. defined what carburetor and Air cleaner is all about. iii. State the teen of Carburetor and Air cleaner, iv. mention the types of carburetor and Air cleaner. v. Demonstrate and explain the operation of carburetor bad air cleaner. vi. describe the faults and remedy of carburetor and air cleaner.
Students in small croups i. Inspect a vehicle carburetor and air cleaner. ii. Examine iii. Sketch iv. Dismantle assembly and repair.
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
i. Video clips. ii. Poster or chart diagram. iii. Expert
3 – 4
WORKSHOP MANAGEMENT i. Definition. ii. Functions. Purpose. iv. Concept of Authority and responsibility in business set up.
By the end of the lesson, students should be able to: Ascertain the workshop management. ii. Define what management is all about. iii. Explain the function of management. iv. state the purpose of managing money, men, material end machines. v. Examine the concept of authority and responsibility in business set
Students in small groups. visit to Automobile industries
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
Poster or chart diagram organization chart). ii. Video clips. iii. Expert as Resource person.
5 – 6
ENTERPRISE. i. Definition ii. Types iii. Objective iv Advantages and Disadvantages
By the end of the lesson, students should be able to:
Students in small groups visit to Automobile industries
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
7
Mid-term break
8
ENTERPRISE i Definition ii. Types. iii. Objective. iv. Advantages and Disadvantages.
By the end of the lesson, students should be able to:
Students in small groups visit to Automobile industries
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
i. Organisation chart or Poster. ii. Expert as Resource Person
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
9
Basic concepts of marketing (a) Meaning of marketing (b) Methods of marketing (c) Importance of marketing (d) Marketing /distribution channel chart.
By the end of the lesson, students should be able to: 1. describe the term marketing; 2. examine the methods of marketing; 3. Analyse the importance of marketing; 4. create a flow chart of the marketing of channel distribution.
1 Students, as a class, brainstorm on the term marketing. 2. Whole class discussion on the different methods of marketing chart of distribution channels of marketing. 3. Small group discussion on why marketing is important. 4. Small groups activities on marketing
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
By the end of the lesson, students should be able to: 1. highlight the factors to be considered in product price tag; 2. Distinguish between the term packaging & Branding; 3. develop a feasibility study for setting up a profitable business or a production unit; 4. creatively design a befitting packaging for their products.
1 Whole class discussion on the factors to be considered before fixing a product price. 2. Students, in pairs, discuss the differences between packaging & branding. 3 Students, in small groups, present a feasibility study a said production or business setup (Group project). 4. Students, in the same groups, produce or come up with befitting packages for their products.
• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination
