draft td syllabus 2011

®

CARIBBEAN EXAMINATIONS COUNCIL®

Caribbean Secondary Education Certificate®

~.I CXC 13/GISYLL 10

Published in Jamaica, 2010 by lan Randle Publishers 11 Cunningham Avenue P.O Box 686 Kingston 6 www.ianrandlepublishers.com

© 2010, Caribbean Examinations Council

ISBN 978-976-637-480-8 {pbk)

NOT FOR TEACHING AND EXAMINATION

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher.

Cover and book design by Jan Randle Publishers

Correspondence related to the syllabus should be addressed to:

The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.l.

Telephone: {876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: [email protected] Website: www.cxc.org

..

Copyright © 2010 by Caribbean Examinations Council The Garrison, St Michael BB14CB8, Barbaclos

~. 1 rvr l?tr.~vr r rn

This document CXC 13/G/SYLL10 replaces CXC 13/0/SYLL 00/ A1 issued in 2000.

Please note that the syllabus has been revised and amendments are indicated by italics.

First issued 2000 Revised 2010

Please check the website, www.cxc.org for updates on CXC's syllabuses.

eft. I CXC 13/G/SYLL 10


Contents

Rationale .... ... ......... ... ...... ..... .. ... .... .. .... ... ......................... ...... .. ............. ...... ...... ... .. .. ........ ...... 1

Performance Outcomes ..... .. .. ...... .. .. .. ......... .............. .. ..... ..... .. .. ...... ...... .. ....... .... ....... .. .... .. .... . 2

Organization of the Syllabus ..... ... ...... ..... ... ........... .. ........... ....................... ....................... ..... 3

Preparation and Supervision .... ... .... ........ ....... ....... ........ .. ............ ... ..... ..... ... ...... ......... ... ..... ... 4

Measuring Outcomes ................. .... .. ..... ............................................ ...... .. ......... ................ ... 4

Assessment ... .......................... ...... ................. .. ............ ..... .. .. ............. .. ... ......... ................. ..... 5

Methods of Assessment. ................ ..... .. ....... .................... ....... ........ ....... ........... ...... ............... 5

Knowledge, Skills and Attitudes (KSAs) ...... ....... .. ............................. .... ................................. 6

Portfolio Assessment. .......... ...... .... .. .. ...... .. ..... .. .... .. .... ... ..... .. ........ ..... ... .................. .. ........ .... . 7

Feedback ....... .. ... .... ......... .. .............. ... ................. .. ............ .... ....... ........ .. .... ....... .... ..... ........ .. .. 9

Performance Indicators .......... .. .... ......... ............... ........... ..... ........................ ..... ............... ..... 9

Verification .......... .................... ....... .... ... ...... ........ ..... ............. .. ........ ................. ..... .... ..... ....... 9

Certification ............ .... ..... ... .. .............. ..... .. .. _ ............. ............... ............. ....... .. .. .. .. .. ........ .. .. .... 10

Competency Status .................................. .. ....... _ ............ ....... ........ ................. ...... ......... .. .. .. .. .. 10

Format of the Examination ............. ....... .......................... ........ ... ........... .. ....... .......... .. .......... 12

School Based Assessment ............ ... ........................... ............... .......... ..... .............................. 13

Suggested Activities for the SBA .. ...... ..... .......... ...... ...... ...... .... ..... ..... .............. ........... ..... ....... 14

Regulations for Resit Candidates .... ........ ......... .. .......... .. ....... ..... .... ........... ... ....... .. ... .. .. ........ .. 19

M odule 1 - Fundamentals of Drawing ......... ........ ............. .. ...... .. .... .. ...... ................... ....... .... 20

Module 2A - Geometrical Construction {Plane Geometry) ........... ... ...... .. .... ..... .................... 24

Module 28 - Geometrical Construction (Solid Geometry) ..... ..... ......... .... .... ........ .... ... .......... 32

M odule 3- Building Drawing ....... ..... .......... ................ .. ........ ............. .................... ...... ......... 37

Module 4 -Mechanical Engineering Drawing ............................. ............. .................... .......... 44

Recommended Minimum Equipment /Materia l for Technical Drawing Syllabus .......... ...... SO

Recommended Texts ......... ....... ....... ... .... ... .... ......... .. ...... ....... ... ....................... ... ................... 52

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.. TECHNICAl DRAWING SYllABUS

• RATIONAlE Technical Drawing is a visual means of communicating clearly and concisely all the information (drawings, dimensions, notes, specifications) necessary to transfer an idea or concept into reality. It is based on the principles of projection in two-dimensional and three-dimensional representations and has its most common application in the field of manufacturing, engineering, architecture and construction where it is used to document and support the design process. This is accomplished by communicating ideas about the shape, form, dimension, materials, manufacturing methods and finishes of articles to be produced. Technical Drawing plays an indispensable role in determining the quality and competitiveness of finished products in the design process and is, therefore, an important pre-requisite for the cognate Industrial Technology programmes as well as an integral component of the general education curriculum. The competencies are pitched at Level 2 in regional and international Qualification Framework. Level 2 represents factual knowledge and the ability to apply cognitive and practical skills with the use of relevant information to solve routine problems under supervision with some autonomy; a skilled supervised worker. A good understanding of the various aspects of industry, technology and the wider environment is promoted by Technical Drawing.

The CSEC Technical Drawing is organised as a modular curriculum and utilises the principles of Competency Based Education, Training and Assessment (CBETA) to improve skills and performance standards (subject specific and industry) in geometric construction, descriptive geometry, electrical, mechanical, and manufacturing and construction drafting. The broad range of competencies are geared toward enabling learners to perform a series of spatial visualization, technical communication, interdisciplinary and employability skills for post-secondary studies, lifelong learning and for entry-level jobs. These competencies encompass the attributes of the Ideal Caribbean Person, the /.!NESCO Pillows of Learning, the infusion of critical thinking ond the concepts of Multiple Intelligences and Constructivism.

The cognitive and technical communication skills and visualliteracies to be acquired are useful in the pursuit of careers in interior designs, design engineers, engineering and architectural drafting, drafter assistant, drafter technician and computer-aided drawing assistant.

Technical Drawing plays a vital role in the development of aesthetic awareness, interest and enjoyment in leisure time pursuits and refinement of students' critical thinking skills and judgements through the design process, analysis of designs and the production of drawings responsive to the demands of local, regional and international manufacturing sectors.

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~. I CXC 13/G/SYLL 10


• PERFORMUCE OUTCOMES On completion of the syllabus, candidates should demonstrate competency in:

(i) reading, interpreting and producing drawings to industry standards;

(ii) understanding the relationship between Technical Drawing and the Design Process;

(iii) safe and cooperative work, health and environmental practices;

(iv) critical employability skills through team V"Ork and project-based learning and .assessment;

L~ (v) the use of design software packages for the interpretation and productiOJ'.l .of a· variety of

drawings;

(vi) understanding the principles of entrepreneurship in Technical Drawing;

(vii) understanding career opportunities in Technical Drawing and its related fields;

(viii) understanding the principles of quality control in drawing productions;

(ix) the application of norms, codes, regulations and ;.specifications relatefJ. to the drafting industry;

(x) evaluating their performance against established criteria;

(xi) the application of technology and new developments in the :drafting industry.

CANDIDATE POPULATION

The CSEC Technical Drawing is designed to be covered in the final two years of the five-year secondary school programme and is .intended for candidates enrolled in a full-time programme. However, candidates who do not attend school full-time may undertake the course by observing the following guidelines:

A. Regulations for Private Institutions

(i) Candidates entering for the examination through private institutions recognized by the Council will be required to complete all the components of the respective proficiencies.

{ii) The School-Based Assessment of such candidates must be monitored by the tutors in the institution through which they register.

B. Regulations for Private Candidates

{i) "A private candidate is one not entered through a school or other approved educational institution".

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(ii) A private candidate will be required to complete all the components of the respective proficiencies.

(i ii) A private candidate must identify a teacher/tutor from a registered institution (school/technical institute/community college) who will assess and approve the candidate's submission for the School Based Assessment component of the syllabus. The name, school, ond territory of the identified teacher/ tutor should be submitted to the Council on registration for the subject.

AlliED SUBJECTS

School candidates should be encouraged to include the following subjects in their programme of study: one of the Industrial Technology subjects (Building Technology; Mechanical Engineering Technology; Electrical and Electronic Technology), English A, Mathematics, Physics.

• ORGANIZATION OF THE SftUBUS The syllabus is divided into four (4} Modules:

MODULE 1 MODULE 2

MODULE3 MODULE4

Fundamentals of Drawing Geometrical Construction

(a) Plane Geometry (b) Solid Geometry

Building Drawing Mechanical Engineering Drawing

Candidates are expected to undertake MODULE 1: Fundamentals of Drawing, MODULE 2: Geometrical Construction and EITHER MODULE 3: Building Drawing OR MODULE 4: Mechanical Engineering Drawing.

The modules outline the performance criteria, assessment criteria, content and suggested teaching and learning activit ies. Coverage of the Modules is scheduled for commencement in the final two years of the full secondary school programme with a ~~ggested 420 hours for completio~ A rpinimum of six 40-minute periods per week with no single period{ s recommended for fUll coverage of the syllabus. The Modules are geared toward the development of competencies, using standards (subject and industry) as the basis for certification. The standards describe the behavioural criteria and performance through evidence that a candidate attains. They, therefore, allow for significant flexibility. The performance and assessment criteria determine the expected level of candidates' performance. The assessment is individual and process based. It, therefore, does not have a pre determined exit t ime, but is flexible, catering for both entrants and re-entrants to pursue the syllabus.

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~ I cxc 13/G/SYLL 10


+ PREPARATION AND SUPERVISION For effective delivery and assessment of the modules, institutions must ensure the:

1. availability of the resources, through partnerships with industries, f irms and other institutions;

2. comprehension of the assessment and certification requirements by all students;

3. readiness of candidate to demonstrate his or her knowledge and skills;

4. high teaching and assessment standards through the Quality Control Procedures;

5. continuous assessment;

6. meaningful use of the job task, job analysis, performance criteria and rating sheets;

7. planning and organization of a work experience component during in school an~ out of school schedules. This is critical for the development of competencies which are not achievable in the institution;

8. stortthe preparation of the portfolios immediately delivery of the programme commences;

9. internal verifiers

The use of an Internal Verifier is recommended for the Technical Drawing Course. These are internal technical persons in the institutions responsible for ensuring the quality of the delivery and assessment of the modules in each unit. They assist the teachers/facilitators in the preparation of the delivery and assessment schedules, monitor the progress of portfolios and teachers and students recording keeping. They support and work at ensuring accuracy consistency in the application of learning experience to achieve the performance standards;

10. delivery and assessment plans. This is on indispensible quality control activity and is encouraged as a joint activity between the teachers arid students. These are developed at the beginning of the delivery of the programmes;

11. monitor the building completion and maintenance of the portfolios, ensuring the demonstration of competencies in all modulf!s. Maintain internal records for the portfolios.

+ MEASURING LEARNING OUTCOMES At this critical stage, students would have grasped the learning expectations of the various modules. Mechanism will then have to be developed to determine the achievement of the performance criteria. Using Gagne's model of learning outcomes, the following mechanisms are recommended in the preparation of activities for the various assessment methods:

1. Declarative knowledge 2. Procedural knowledge 3. Strategic Knowledge 4. Motor skills 5. Attitudes

The mechanisms are aimed at measuring the unique competencies and critical behaviours to be acquired from the Technical Drawing programme.

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+ ASSESSMENT

The assessment of the Technical Drawing programme integrates the principles of CBETA.

They are criterion referenced and must include evidences of the ranges and depth of skills, knowledge and application taught per module, through the teachers/facilitators', peer, authentic and self assessments. The tasks are structured to achieve a balance in both formative (developmental} and the summative Uudgemental} roles of assessment.

1. Peer Assessment

Aims at developing the students to make independent judgements by involving them in evaluating and making decisions on other student's work. Its used as a group work activity involving a variety of assessment methods to develop students' team work and cooperative learning skills.

2. Self Assessment

Aims to supplement teachers' assessment. It is an effective resource in allowing students to make judgements about their own learning and in allowing them to work at their own pace.

3. Authentic Assessment

Aims at providing a clear relationship with the knowledge, skills and attitudes being developed and the delivery and assessment activities. Authentic tasks are real and mirror realistic training which is transparent and evokes a strong commitment to study.

• METHODS 01 ASSISSMI/11

The performance criteria, assessment criteria and content support the design of assessments. The criteria outline the benchmark for delivery and assessment success of the modules. Assessment is done in conjunction with the delivery of the programme and includes:

I . Oral and written examinations. 2. Direct Observation. 3. Interview. 4. Demonstration of practical {sketches and drawings). 5. Dual training (institution and industry. Effective for practicum}. 6. Negotiated (learning contracts agreement between the staff and students}. 7. Computer-based (provides flexibility in the time, location or even the questions being

answered by students. Effective with multiple- choice questions}. 8. Portfolio

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~. I cxc 13/G/SYLL 10


• 111/WlEDG£ SKIUIANDAifl/UDES IISAsl

A competency is a useful tool for understanding how knowledge, skills and attitudes integrate to influence job performance. Competencies are broad grouping of knowledge, skills and attitudes that enable a person_ to be successful at a number of similar tasks.

Knowledge, skills and attitudes are the three outcomes of learning. Learning is a permanent change in cognition (understanding and thinking) that results from experience and that directly influences behaviour.

Elements of Knowledge

1. Declarative 2. Procedural 3. Strategic

Declarative Knowledge

This refers to information which is acquired and which is placed into memory. It is a person's store of factual information about a subject matter. Factual/earning is manifested when the student is able to recall or recognize specific blocks of information.

Procedural Knowledge

This knowledge results from the application of the declarative knowledge. It is governed by a person's ability to understand the information .acquired and know when and how to organize and apply it.

Strategic knowledge

This is highest level of knowledge. Decl.arative·(facts) and procedural knowledge (procedures) are the foundation of strategic knowledge. It is used for planning, monitoring and evaluating goal- directed activity.

A skill is the capability ta perform successfully a series of tasks developed as a result of training and experience. A person's skill is reflected by how well he/she is to carry out a specific action.

Levels ofski/1

These relate to the degree to which a skill becomes routine (compilation) or automatic (automaticity). A person is in the compilation stage when the skill is being learnt or recently learnt. Much thought about the specific actions to perform the skills is required. Automaticity is the degree of mastery of the skill. At this level the skill becomes routine and is performed without much thought being given to the specific actions required to perform it.

Attitudes

These represent a person's beliefs and opinions that influence (support or inhibit) his/ her behaviour.

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• PORTFOliO ASSESSMENT

PORTFOLIO ASSESSMENT

The portfolio is a student-centred communication approach that adequately reflects the teaching and learning experiences through authentic activities. This assessment provides teachers/facilitators an opportunity to participate in the progress of the students in a very broad context including the observation of the students in exploring, experimenting, taking risks, developing creative solutions and learning to access or make judgements (competent or not competent) about their own performances. The portfolio places a high premium on quality and even more so when the quality of education and how to improve it becomes a critical aspect of the roles and responsibilities of educational institutions (teachers/facilitators and students). It provides a strong feedback loop of continuous evaluation and improvement in teaching and learning and is one of the major quality assurance vehicles for the provision of tangible and intangible evidences, attesting to the quality (relevance, validity, reliability) of educational delivery, assessment and outputs.

For the Technical Drawing Course, students will compile two portfolios:

1. A working student and teacher/facilitator- centred portfolio.

2. The SBA Portfolio.

The working student and teacher/facilitator centred portfolio is the formative evaluative tool which commences with the delivery of the programmes. It is a compilation of all the learning experiences throughout the programmes.

The SBA Portfolio is the summative or performance based evaluation tool, used for assigning grades for paper 03, the SBA.

CHARACTERISTIC OF THE PORTFOLIO ASSESSMENT

Portfolio Assessment is multi-dimensional in nature and has the following characteristics of quality:

1. It is continuous and ongoing, providing both formative and summative evaluation opportunities for monitoring the students' progress while they work toward the achievement of the learning outcomes.

2. It uses a wide variety of tangible and intangible (practical and written), reflecting various aspects of the delivery and learning processes.

3. It is reflective, providing students an opportunity to analyse their performance and track the development of their competencies.

4. Assessment results are used to improve the delivery and learning processes.

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CHARACTERISTICS OF THE PORTFOLIOS

They:

1. reflect the performance outcome and criteria of the programmes being undertaken (from the beginning of the delivery process to the stage of being competent);.

2. focus on the essential competencies which are performance-based;.

3. contain samples of work from the commencement of the programme to the end;

4. contain evidences that represent a variety of assessment methods;

5. Contain the results of assessments of students' work.

PLANNING THE PORTFOLIO

This is a collaborative activity between the teachers/facilitators and students.

Steps.

1. Discussion with the students of the importance of the portfolio as a means of monitoring and evaluating their progress.

2. Selection of the artefacts for the portfQiio. These must reflect the learning outcomes and experiences.

3. Organization of the evidence (cover page, table of contents, performance outcomes, artefacts, literary work, evaluation, reflection, others).

4. Evaluation schedule.

5. Maintenance and storage.

6. Reflection of the students' experiences. This can take the form of a journal, a learning log or other forms.

EVALUATION OF THE PORTFOLIO

The teachers/facilitators are encouraged to use a variety of scoring strategies to evaluate the portfolio. This activity is a joint approach between the teachers and students for the selection of the criteria that will be used to assess and evaluate the evidences, throughout the instructional period, formative throughout and summative at the end. The use of assessment rubrics are recommended for the portfolio.

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COMPETENCY STATUS

Certification status is based on criterion referenced evaluation.

Mastery: a range of 34 - 30 determined by using the average of the aggregated Paper 01, Paper 02 and Paper 03 score.

Competent: a range of 29- 25 of the average of the aggregated Paper 01, Paper 02 and Paper 03 Score.

Developing Competency: a range of 24 - 19 of the average of the aggregated Paper 01, Paper 02 and Paper 03 Score.

Not Yet Competent: a range of 18 - 0 of the average of the aggregated Paper 01, Paper 02 and Paper 03 Score.

Competency Status Range Master 34-30 Competent 29-25 Developing Competency 24-19 Not Yet Competent 18-0

+ FEEDBACK Feedback is an integral process in CEBETA. High quality feedback consists of the following elements:

1. A clear criteria against which to judge the comments. 2. Detailed comments which are related to the performance of the students. 3. Comments that are geared at improvement.

+ PERIDRIIANCE INDICATORS 1. Portfolios. 2. Checklist. 3. Task sheet. 4. Job analysis sheet. 5. Quality control procedures. 6. Training and Assessment Plans. 7. Internal Competency records. 8. External Verifiers Records. 9. Moderation reports.

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~- ~ CXC 13/G/SYLL 10


• IIER/1/CAn0/1 Verification is a quality control measures that validate the delivery and assessments activities and the results reflect candidates own performance. The use of an internal verifier is recommended for the verification process.

• CERTIFICADON Certification is a formal recognition of assessed competencies, based on well defined standards that include the criteria of a job well done.

The units will be assessed for the award of a Competency certificate. This is a formal recognition or proof of verified competencies through a series of assessment of well defined performance criteria. The certificate represents the capacity of the student and the competencies he has in performing them.

• COMPDl/ICYSTATUS Competencies are statements of the characteristics that the-students perform. They represent the integration and application of learnt knowledge, skills and affective qualities relevant to function meaningfully and profitably in employment and lifelong learning. Candidates, based on the assessment of their performance throughout the programme, may be deemed:

(i} Master (ii) Competent (iii) Developing Competency (iv) Not Yet Competent

DEFINITION OF PROFILE DIMENSIONS

The Technical Drawing course is an integral component of the Technical and Vocational Education and Training {TVET) programme offered by the Council. It will be examined for certification at General Proficiency. Candidates have the option of using either the Traditional Drawing Method (drawing board and tee square) or Computer Aided Drafting method/applications (AutoCAD. Autosketch) to achieve the performance criteria. Teachers/Facilitators are encouraged to keep abreast of the changes in the recommended text tor AutoCAD and AutoSKETCH and to use the latest versions published bv these authors.

In each paper, items and questions will be classified according to the kind of cognitive and psychomotor competencies made as follows:

{i) Knowledge and Comprehension; {ii) Use of Knowledge; {iii) Practica l skills. The practical skills are inextricably linked to the knowledge skills.

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Knowledge and Comprehension (KC}

Knowledge

Comprehension

Use of Knowledge (UK}

Application

Analysis and Interpretation

Synthesis

Evaluation

Practical Ability:

~. 1 CXC 13/G/SYLL 10

The ability to identify, remember, and grasp the meaning of basic facts, concepts and principles.

The ability to: select appropriate ideas, match, compare and cite examples of facts, concepts and principles in familiar situations; explain familiar phenomena in terms of theories, laws and principles.

The ability to: use facts, concepts, principles and procedures in unfamiliar situations; transform data accurately and appropriately; use common characteristics as a basis for classification; use formulae accurately for computations.

The ability to: identify and recognise the component parts of a whole and interpret the relationships between those parts; identify causal factors and show how they interact with each other; infer, predict and draw conclusions; make necessary and accurate calculations and recognise the limitations and assumptions of data.

The ability to: combine component parts to form a new meaningful whole; make predictions and solve problems.

The ability to make reasoned judgements and recommendations based on the value of ideas and information and their implications.

Use tools, materials, processes and instruments in problem solving situations and to gather, analyse, design and create new ideas products and services.

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The syllabus coverage required is as follows:

GENERAL PROFICIENCY

MODULE 1:

MODULE 2:

EITHER

MODULE 3:

OR

MODULE 4:

Fundamentals of Drawing

Geometrica l Construction (a) Plane Geometry (b) Solid Geometry

Bui lding Drawing

Mechanical Engineering Drawing

+ FORMAT OF THE EXAMINATION GENERAL PROFICIENCY

Paper 01 . (1 hour 15 minutes)

Paper02 (1 hour 30 minutes)

Paper03 SBA

A paper common to General Proficiency. Sixty {60) multiple choice items on Modules 1 and 2. Each item will be worth one mark.

Plane and Solid Geometry Eight questions on Module 2 - four questions will be set on Plane Geometry and four on ~olid Geomet ry. Candidates must attempt four questi.OQS, t~o· from' each part. "Each question will be worth 20 marks d istributed fn the rat~o 4:7:9 for (Knowledge), (Application), and (PractiCai Ability).

School Based Assessment (SBA) is an integral part of candidates' assessment in t he course covered by this program. It is intended to assist candidates in acquiring certain knowledge, skills and attitudes that ar-e associat-ed with the programme, but not tested on the multiple-choice and free response papers, Papers 01 and 02. The tasks for the SBA are derived from the performance criteria which include the assessment criteria and content As an integral part of the programme, candidates will be required to complete at least two portfolios. · the first portfolio, a working teacher/facilitator- student ·portfolio documents the competencies developed as a result of the tea:ching and learning, experiences throughout the programme. This portfolio represents the formative assessment of the programme and is a compilation of all t he learning experiences. The second portfolio is the School Based Assessment portfolio and will include assignments from the following modules:

Module 2- Plane and Solid Geometry, and Module 3- Building Drawing OR Module 4 - Mechanical Drawing and shou ld form part of the learning activities to enable the candidate to achieve the performance outcomes of the programme.

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• SCHOOL BASED ASSESSMENT RATIONALE

School Based Assessment (SBA) is an integral part of candidates' assessment in the course covered by this ·program. It is intended to assist candidates in acquiring certain knowledge, skills and attitudes that are associated with the programme. The tasks for the SBA are derived from the modules and should form part of the learning activities to enable the candidate to achieve the performance criteria. School Based Assessment provides an opportunity to individualise a part of the program to meet the needs of candidates. It facilitates feedback to the candidates at various stages of the experience. This helps to build the self-confidence of candidates as they proceed with their studies.

School Based Assessment also facilitates the development of the critical competencies emphasized by this program, and enhances the validity of the examination on which candidate performance is reported, therefore, making significant and unique contribution to both the development of relevant skills and the testing and rewarding of candidates for the development of those skills.

During the course of study, candidates obtain marks for the competence they develop and demonstrate in undertaking their SBA assignments. These marks contribute to the final grades that are awarded to candidates for their performance in the examination.

The guidelines provided in this document for selecting appropriate tasks are intended to assist teachers and candidates in formulating assignments that are valid for the purpose of SBA. The guidelines provided for the assessment of the assignments are intended to assist teachers in awarding marks that are reliable indicators of the achievement of candidates in the SBA component of the program. In order to ensure that the scores awarded by teachers are consistent with the CXC standards, the Council will undertake the verification of a sample of the SBA assignments marked by each teacher.

School Based Assessment Portfolio

As an integral part of the programme, candidates will be required to complete at least two portfolios. The first portfolio, a working teacher/facilitator- student portfolio documents the competencies developed as a resu lt of the teaching and learning, experiences throughout the programme. This portfolio represents the formative assessment of the programme and is a compilation of all the learning experiences. The second portfolio is the School Based Assessment portfolio and will include assignments from the following modules:

Module 2- Plane and Solid Geometry, and Module 3- Building Drawing OR Module 4- Mechanical Drawing

This will verify the candidates' ability to design/redesign a Building component or Mechanical Engineering device/ gadget to solve a simple functional problem in one of the fourteen categories, namely:

Categories

i. Agriculture/Fishing viii. Health facilities ii. Business/office ix. Manufacturing iii. Communication x. Power

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iv. Construction xi. Recreation v. Household xii. Recycling vi. Education facilities xiii. Sports vii. Environment xiv. Transportation

Candidates will be required to prepare a complete set of warRing drawings of the Building component as follows:

• Sketch • Plan/Floor Plan • Elevations • Section a I View • Foundation Plan or Roof Plan or Detail

For Mechanical Engineering drawing, candidates will be required to produce the following drawings:

• Sketch

• One Orthographic

• One Full section

• Pictorial sketch

• Parts List

All drawings and sketches should be kept in the portfolio which will be assessed by the teacher/facilitator, internal verifier and moderator. The portfolio will carry 100 marks - (14 for Knowledge, 38 for Application and 48 for Practical Ability) and will account for 40% of the composite score.

NB: The facilitator should prepare candidates f.or the drawing project by discussing with them the stages in the design process: Identification of the problem, design of initial ideas to solve the problem, proposed solution, development and testing of models/prototypes, development of working drawings, notes and sketches to explain each step.

The drawing project must be done in its entirety in the classroom/laboratory. Since this project is part of School-Based Assessment, it must be done under the guidance of the teacher but must be the candidate's own work.

Candidates who opt to use the Traditional Drawing Method for Paper 02 and Paper 03 may, nevertheless, opt to do the SBA drawing project using the Computer Aided Drafting method/ application.

+ SUGGESTED ACTIVITIES FOR THE SBA The following provides some suggested activities which could be used to enhance the learning experience provided by the SBA. Th is is by no means an exhaustive list as teachers/facilitators are encouraged to exp lore other creative activities intended to transform the learning environment.

1. Oral questioning 2. Oral presentation of design justification 3. Presentation of design justification to teacher/facilitator to visiting Architect/Engineer in a

formal atmosphere 4. Internet exploration- evidence

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5. Freehand sketching 6. Use of on-site situations when cand idates could easily take measurements, soil tests. 7. Use of real machine parts 8. Guest speakers from industry 9. Peer assessment of designs 10. Group assignments and marking 11. Site visits

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~.I cxc 13/G/SYLL 10


CARIBBEAN EXAMINATIONS COUNCIL SCHOOL BASED ASSESSMENT

MARK SCHEME

SUBJECT: TECHNICAL DRAWING (GEOMETRY) PROFICIENCY: GENERAL YEAR: ....... . CENTRE#: ........... .

CANDIDATE#: ................ . TERRITORY: ........................... NAME OF TEACHER: ............ ........................ .

PROBLEM 1: PLANE GEOMETRY

KNOWLEDGE MARKS APPLICATION MARKS PRACTICAL ABILITY

Max Max

4 7

--- - - - · ----

PROBLEM 1: SOLID GEOMETRY

KNOWLEDGE MARKS APPLICATION MARKS PRACTICAL ABILITY

M ax Max

<

4 7

------ -------------- --- --

TOTAL MARKS

KNOWLEDGE APPLICATION PRACTICAL ABILITY

- - -- ----

J8 114 17

~. 1 CXC 13/G/SYLL 10

MARKS

Max

9

--

MARKS

Max

9

118

CARIBBEAN EXAMINATIONS COUNCIL SCHOOL BASED ASSESSMENT

MARK SCHEME


SUBJECT: TECHNICAL DRAWING (GEOMETRY) PROFICIENCY: GENERAL YEAR: ....... . CENTRE#: ........... .

CANDIDATE#: TERRITORY: NAME OF TEACHER: .................................... .

KNOWLEDGE MARKS APPLICATION MARKS PRACTICAL ABILITY MARKS I Max Max Max 1

Knowledge of: Principles of: Practicality of: :

- Statement of the problem 1 - Justification of design 5 - Design 6 I

- Conditions 1 - Conditions 5 - Working drawings i

• Floor Plan 3 - Design principles 1 - Working drawings 6 • Foundation plan/Roof 2

- Working drawings 2 - Design plan/ Details

• Elevations 2 • Functionality 2 • Sect ional Elevations 3

- Dimensioning 1 • Suitability of materials • Conforming to building 2

standards - Dimensions 4

- Dimensioning 2 2

.. - Techniques

• Linework/Quality 4 - Dimensioning 2

• Lettering 2

- Neatness of presentation 2

6 24 30 ~--- - -- L________ -- --- -·--·---

TOTAL MARKS=

18

~-~ CXC 13/G/SYLL 10

CARIBBEAN EXAMINATIONS COUNCIL

SCHOOL BASED ASSESSMENT

MARK SCHEME


SUBJECT: TECHNICAL DRAWING (GEOM ETRY) PROFICIENCY: GENERAL YEAR: ....... . CENTRE#: ... ........ .

CANDIDATE#: ......... ....... . TERRITORY: ............... ......... ... NAME OF TEACHER: ........................ ............ .

KNOWLEDGE MARKS APPLICATION MARKS PRACTICAL ABILITY MARKS

Max Max Max

Knowledge of: Principles of: Accuracy of :

- Statement of the problem 1 - Justification of design 4 - Design 6

• Specific

- Conditions 1 - Conditions 3 - Working drawings

• Operation • Pictorial Sketch 3 • Sectional View 2

I

- Drawings: - Drawings ..

- Dimensions 4 . . • Pictorial Sketch 1 • Pictorial 3 - Dimensioning Techniques 2

• Sectional · 5 • Sectional 2 - Design. - Linework/Linetypes 4

• Function 2 • Outline

• Safety 2 • Centre Line - Dimensioning • Suitabi lity of materials 2 • Hidden Line

• Section Line

1 - Text/Print

• Name of Project 4 - Dimensioning 3

• Category 2 .;·· .

- Neatness/CAD presentation 2

6 24 30

19

t.l CXC 13/G/SYLL 10

+ REGUlATIONS FOR RESIT CANDIDATES A 'Resit Candidate' is any candidate that that has not mastered some or all the required competencies in the modules of the programme or a candidate who wishes to improve on his/her competency level.

Resit candidates will be required to complete (re-do) ONLY those modules in which the required competency levels have not been attained. Candidates have only 12 months (determined from the date of the fast sitting) to register for re-sit of the required modules.

Resit candidates who obtained 50% or more of the SBA total may choose not to repeat their SBA provided that they rewrite the examination not later than the subsequent year.

Candidates who obtained less than 50% of the total SBA marks must be re-assessed during Terms 1 and 2 (or within the first 6 months) of the year of the examination.

WEIGHTING

The percentage weighting of the examination components is as follows:

Paper 1 Paper 2 Paper 3 School Based Assessment

General 20 27 33 40

DISTRIBUTION OF MARKS BY PAPER AND PROFILE

General Proficiency {level 2 competency) Profiles Paper 1 Paper 2 Paper3

Knowledge 30 16 19 Application 24 28 39 Practical Ability 6 36 42

30 80 100

The percentage weighting of the Profile dimensions is as follows:

Profile Knowledge Application Practical Ability


General 24 38 38

20

SBA

14 38 48 100

Total

71 115 114 300


+ MODUlE 1: FUIIDAMEIITALS OF DUWING

PERFORMANCE CRITERIA

Upon completion of the Module, candidates should be able to demonstrate competencies accordingly:

1. the fundamentals of Technical Drawings are understood and executed in accordance with standard codes {local, regional and international) and instructional guidelines;

2. proficiency in the use of equipment, tools and materials are demonstrated in accordance to standard principles and practices in traditional and conventional drawing methods;

3. the principles of freehand sketching is understood and applied in accordance to standards, specifications and instructional guidelines;

4. safety and maintenance standards governing the use of drawing tools, equipment and materials are demonstrated according to specifications and instructional guidelines.

1. MODULAR UNITS

1.1

TOOLS, EQUIPMENT, MATERIALS, LETIERING, DIMENSIONS, SCALES

ASSESSMENT CRITERIA

explain the importance of Technical Drawing to industry;

UNEWORK,

CONTENT

Define Technical Drawing, uses of graphic communications in industry, traditional and conventional methods (manual and computer aided), functions of Technical Drawing as a universal language, govern by local and· international conventions, standards and codes, application in the design. process, the development of cognitive and manipulative skills, codes and regulations governing Technical Drawing in industry (regulation of practices, rules regarding methods of drawing and symbols, achievement and maintenance of quality), electrical, engineering and building codes and regulations, American National Standards Institute (ANSI), International Standards Organization(ISO) standards, British Standards (BS).

MODULE 1 FUNDAMENTALS OF DRAWING (cont'd)

MODULAR UNITS TOOLS, EQUIPMENT, MATERIALS, LETTERING, DIMENSIONS, SCALES (cont'd)

ASSESSMENT CRITERIA

1.2 outline the various tools, equipment and materials used in technica l drawing;

1.3 demonstrate the use of equipment, tools and materials;

1.4 classify the different types of lines used in Technical Drawing;

1.5 apply basic lettering and dimensioning techniques;

~. I cxc 13/ G/ SYLL 10

22

LINE WORK,

CONTENT

Equipment: Drawing boards, tee squares, stools, desk lamps, ceiling lamps, pencil sharpeners, computers, printers, scanners, multi media devices, cameras, production equipment. Tools: Drawing instruments (set squares, compasses, - dividers, scales, templates, protractors, French curves). Materials: Drafting pencils, pens, papers, erasers, dusting brushes, sand paper, pen cleaning solvent. Functions of the various equipment, tools and materials, construction materials, safety and maintenance procedures, labeled diagrams.

Simple projects to demonstrate the correct use of equipment, materials and tools (manual and computer). Use the various drafting media and techniques. Principles of the alphabet of lines and dimensioning, prepare title blocks and other drafting formats. Establish and maintain Quality Control Procedures (QCP), maintenance and storage of tools and equipment, safety procedures, task sheet, job analysis sheet, checklist.

Principles of the alphabet of lines, types of lines (straight, curve and irregular), functions, characteristics and line quality with illustrations (manual and computer), QCP, check list .

Uses of lettering and dimensioning, freehand and other techniques, block and inclined styles, linear, angular and circular standard dimensions, general and local notes, apply basic tolerancing techniques, examples of each style in simple practice exercises, quality contro l for uniformity (size, height), task sheet, job analysis sheet, QCP, checklist.


MODULAR UNITS TOOLS, EQUIPMENT, MATERIALS, LETIERING, DIMENSIONS, SCALES (cont'd)

ASSESSMENT C RITER/A

1.6 read and convert measures using various scales;

2. MODULAR UNITS FREEHAND SKETCHING

1. 7 apply 'the principles of freehand sketches;


LINE WORK,

CONTENT

Convert various measurement using measuring scales, discuss full, half and quarter scale drawings, applying ratios in engineering and construction drawings according codes and regulations, task sheet, job analysis sheet, checklist.

Use of grid and plane papers. Draw building and engineering components; operating principles .of projection in freehand orthographic and pictorial representations, presentation drawings, proportional sketching of bu ilding and engineering features using standard graphic symbols. Task · shee~, job analysis sheet, QCP, checklist.

1.8 produce 3-D solid mod.el drawing of building and engineering components;

· Building and building detai ls. Shaped

3. MODULAR UNITS THE DESIGN PROCESS

1.9 explain the steps in the design process;

blocks,: building and engineering tools, use grid, snap, isoplane settings. Task sheet, job analysis sheet, QCP, checklist.

Select a design project in t he institution. Elements of design {line, space, form, proportion, harmony, dominance, finishes) . Principles of design (aesthetics ergonomics, economics, mateiral, construction). The design process (identification of the problem, design of initial ideas to solve the problem, proposed solution, development and testing of models/prototypes, development of working drawings, notes and sketches to explain each step).


MODULAR UNITS THE DESIGN PROCESS (cont'd)

ASSESSMENT CRITERIA

1.10 discuss drawing skills in the design process;

1.11 design bu ilding and engineering components given design specifications.

Suggested Teaching and learning Activities

CONTENT

Working drawings. Principles of projection. Use of manual and computer-aided drafting functions. Codes and regulations.

Task sheet, job analysis sheet, QCP, checklist, codes and regulations.

To facilitate students' attainment of the performance and assessment criteria of this Section, teachers/facilitators are advised to engage students in the teaching and learning activities listed below.

1. Utilize resource persons from drafting firms/industry, subjects specialists and practitioners to make presentations and perform demonstrations for students.

2. Utilize internal staff (trained) to assist students through team teaching.

3. Use video presentations and computer-assisted learning (commercial and student developed), interactive boards, Internet, and CO's ta enhance learning.

4. Integrate institutional and industry training through partnerships.

5. Arrange site visits ta industries, drafting firms and suppliers af drawing equipment, tools, materials for students to observe standard processes and new drawing resources. Encourage students to prepare reports and discussed these in group interactions.

6. Assign practical work for students ta apply the concepts (workshops, warksites); encourage peer assessment.

7. Assign students to participate in group work presentations, discussions and assessment.

B. Encourage students participation in the development of the Quality Control Standards; this activity is a partnership between the teachers and the students. Teachers and students are, therefore, encouraged to determine the key components of quality and ensure that set standards are maintained.

9. Monitor the completion and maintenance of the portfolio, ensuring the demonstration of competencies in all areas. Maintain internal records for the portfolio.

24



• MODUlE 2A: GEOMRRICAl CONSTRUCnON lPlANE GEOMETRYJ


Upon completion of the module candidates should be able to demonstrate competencies accordingly:

1. the principles of plane geometry is understood and applied in the construction of geometric figures in accordance to specifications, standards and instructional guidelines;

2. the principles of plane geometry is understood and demonstrated in the analysis and solution of design problems in construction and engineering;

3. proficiency is demonstrated in the use of plane geometry tools, materials and equipment in accordance to standards and instructional guidelines;

4. proficiency in the application of plane geometry to solve drawing problems are applied in accordance to standards and instructional guidelines;

5. established safety and maintenance standards are observed in the use of plane geometry tools, equipment and materials.

MODULAR UNITS PLANE GEOMETRY

2.1

ASSESSMENT CRITERIA

apply plane geometric construction principles using manual and computeraided methods;

CONTENT

Define plane geometry (dea ls wi th the geometry of flat surfaces, two-dimensional -2-D). Define geometrical terms and concepts: Plane Geometry, lines, angles, triangles, quadrilaterals, circles, tangents, polygons, areas, perimeters perpendicular, parallel, radius, diameter, circumference, arc.

LINES

Definitions, types, procedures, tools, equipment, materials, prepare drawing paper (border line, title block, notes).

• Draw perpendicular to a given line, at a point on the line or from a point outside the line

• Draw a line parallel to a given line, divide straight lines and angles geometrica lly (parts of equal lengths and the use of proportion and rations).

Task sheet, job analysis sheet, QCP, checklist.

MODULE 2A GEOMETRICAL CONSTRUCTION (PLANE GEOMETRY) (cont'd)

MODULAR UNITS PLANE GEOMETRY (cont'd)

ASSESSMENT CRITERIA

26

~. 1 CXC 13/G/SYLL 10

CONTENT

ANGLES

Definition, types, properties, procedures, tools, equipment, materials. • Replicate geometrical shapes using

angle vertices, and converging lines as points of reference

• Copy or transfer given angles • Bisect given angles • Bisect angles formed by two lines • Construct angles {90, 75, 60, 30, 22Y2

degrees)

Dimensioning, lettering techniques, line characteristics. Task sheet, job analysis sheet, QCP, checklist.

TRIANGLES

Definition, types, properties, procedures, tools, equipment, materials. Operations: Construct triangles given: • Three sides • Two angles and one side • Two sides and included angle • Perimeter and proportion of sides • Altitude and base angles • Perimeter and base angles


QUADRILATERALS

Definition, types, properties, procedures, tools, equipment, materials.

Construct a square given: • The length of one side • The perimeter • The diagonal length



MODULE 2 GEOMETRICAL CONSTRUCTION (PLANE GEOMETRY) (cont'd)

MODULAR UNITS PLANE GEOMETRY {cont'd)

ASSESSMENT CRITERIA CONTENT

Const ruct a rectangle given:

• The length of the diagonal and one side • The perimeter and the length of one

side.


Construct a parallelogram given :

The lengths of two adjacent sides and an angle

• The perpendicular height, one side length and one internal angle.


Construct a rhombus given the length of one diagonal and the length of one side.

Task sheet, job analysis sheet, QCP, checklist .

. Construct a trapezium given the lengths of the sides, the perpendicular distance between them and one angle. Task sheet, job analysis sheet, QCP, checklist.

Construct a regular hexagon and octagon given the distance across flats (A/F), distance across corners (A/C). Task sheet, job analysis sheet, QCP, checklist.

POLYGONS

Definition of polygons (regular and irregular), properties, types.

Construct any regular polygon given:

• the length of a side, • the diagonal or within a given circle.



ASSESSMENT CRITERIA

28

~. 1 CXC 13/G/SYLL 10

CONTENT

POLYGONS (cont'd)

Construct any irregular polygon given the length of the sides and the included angles. Task sheet, job analysis sheet, QCP, checklist.

CIRCLES

Definition of a circle . . Properties and relationship of the va rious parts of a circle (circumference, diameter, radius, sector, segment) .

Definition of inscribed, circumscribed and escribed circles. Relationship of the bisectors of the interior angles to the inscribed circle, relationship between the perpendicular bisector of a line and the circumscribed circle.

Construct a circle to pass through

• t hree given points; • a fixed point and touching a line at

a given point; • two given points and touching a

given line; two given points and touching a given circle.

Draw three circles which touch each other given the positions of the three centres;

Construct the inscribed, circumscribed and escribed circles of any given triangle and any given regular polygon.


Draw three circles which touch each other given the positions of the three centres;




ASSESSMENT CRITERIA

2.2 construct tangents to given specifications;

2.3 apply the basic principles of analytic geometry to conic sectfons;

CONTENT

Construct the inscribed, circumscribed and escribed circles of any given triangle and any given regular polygon.

Task sheet, job. analysis sheet, ·QCP, checklist.

Definition of a tangent. Properties of tangents. Tangencies of circles, arcs and strai~ht lines, internal and external tangents, centres and tangency points.

• draw arcs tangential to two straight Jines at acute, right and obtuse angles;

• construct the common internal and external tangents to two given circles;

• draw an arc tangential to two given circles of different radii;

• draw lines, arcs and circles to blend tangentially to create geometric shapes.


Determine and construct the path of points in simple mechanisms. Compare ellipse, parabola and hyperbola, definition, properties and characteristics of each.

• construct an ellipse using the Foci (major and minor axis), rectangular and concentric circle methods;

• construct a parabola using the locus (distance of the vertex from the directric) and rectangular methods (span and height);

• construct a hyperbola with a given ratio 3:2 (transverse axis and the F focus);

• construct the tangents and normal to the curves;

• construct an Archimedean spiral given the pole and the longest and shortest radii;


MODULAR UNITS PLANE GEOM ETRY (cont'd)

ASSESSMENT CRITERIA

2.4 illustrate the path of points in simple mechanisms;

2.5 compute the areas of plane geometrical figures using formulae;

2.6 determine the areas of plane geometrical figures using graphs;

2.7 draw plane geometrical figures equal in areas to other figures;

2.8 divide triangles and polygons into a number of equal and proportional parts;

2.9 reduce and enlarge plane figures by linear measurements, ratio of sides and ratio of areas;


30

CONTENT

• construct an involute given the diameter of the circle.


Use simple mechanism in collaboration with industry, firms and the Industrial Technology programmes (sliding ladders, rotating cranks, screws threads, cones, helica l and square springs, the cycloid, the epicycloids, the hypocycloid, the helix, others}.


Definition of area. Calculate the areas of rectangles, triangles, circles, squares, polygons and quadrilaterals. Formulae use and accuracy.

Graphical determination of areas of laminae and combined plane figures. Use grids to determine areas of spaces, task sheet, job analysis sheet, QCP, checklist.

Rectangles equal in area to triangles, squares equal in area to rectangles and triangles, triangles equal in areas to quadrilaterals and polygons, squares equal in area to quadrilaterals and polygons.

Similar and proportional triangles, construction principles, task sheet, job analysis sheet, QCP, checklist. Principles involved in reducing and enlarging areas of figures, task sheet, job analysis sheet, QCP, checklist.



MODULE 2 GEOMETRICAL CONSTRUCTION {PLANE GEOMETRY) {cont'd)


ASSESSMENT CRITERIA

2.10 discuss the application of vectors in the engineering, building and architectural designs;

2.11 apply plane geometric construction principles in the design of simple projects;

2.12 analyze design problems using plane geometric construction principles;

Suggested Teaching and learning Activities

CONTENT

Magnitude and direction, vectors in force diagrams, Sl unit of force, Newtons law of reaction, forces in equilibrium. Moments of movements, centres of gravity, (Cog), Sf unit of moments, formu lae use and accuracy.

This can be a collaborative arrangement with the Industrial Technology programmes operating in or out of your institution, using a team approach. Introduce the principles of entrepreneurship. Task sheet, job analysis sheet, QCP, checklist.

Collaborate with the Industrial Tec~~ology programmes. Analyze problems within the sch6ol or in the external environment. Prepare report (findings, conclusions, recommendations).

To facilitate students' attainment of the performance and assessment criteria of this Section, facilitators are advised to engage students in the teaching and learning activities listed below:

1. Combine institutional and industry training (dual). Through the partnership with industries, firms, manufacturers, national training agencies, other institutions and suppliers, institute site visits to include demonstratio.n of the operations and information relating to indl..!stry drafting codes and regulations;

2. Establish partnerships .with industries for the exposure of students to the world of work through job placement, work experience, job shadowing and apprenticeship and for the facilitators to keep abreast with current industrial processes, materials and technology.

3. Demonstrate the essential geometrical principles and concepts using experiments and ideas from the environment. Use video presentations where applicable and Internet based simulations.


5. Assign practical work for students to apply the concepts (workshops, worksites); encourage peer assessment.



7. Encourage students participation in the development of the Quality Control Standards; this activity is a partnership between the teachers and the students. Teachers and students are, therefore, encouraged to determine the key components of quality and ensure that set standards are maintained.


32



+ MODULE 28: GEOMETRICAL CONSTRUCTION (SOLID GEOMETRY)


Upon completion of the modules candidates should be able demonstrate competencies accordingly:

1. the principles and practices of projecting lines, planes, and views in solid geometry are understood and applied in accordance with specifications, standards (local and international} and instructional guidelines;

2. proficiency in the use of equipment, tools and materials are demonstrated in accordance to standard principles and practices in traditional and conventional drawing methods;

3. the principles of freehand sketching, pictorial and orthographic projections are understood and applied in accordance to standards, specifications and instructional guidelines;

4. safety and maintenance standards governing the use of drawing tpols, equipment and materials are demonstrated according to specifications and instructional guidelines.

M ODULAR UNIT SOLID GEOMETRY

ASSESSMENT C RITERIA

2.1 compare t he various types of pictorial drawings;

2.2 prepare pictorial drawings of geometric sol ids;

CONTENT

Types of pictorial drawings (isometric, exploded isometric, oblique, perspective, oblique - cabinet drawing) characteristics and uses of each, importance of pictoria l drawings, advantages, disadvantages, equipment, tools and materials, principles of projection for points, lines, lines, planes from one views to the other.

Define solid geometry (geometry of threedimension - 3-0 solids in three planes, height, w idth and depth).

OPERATONS: Manual (sketching and use of instruments) and Computer-aided methods.

i. ISOMETRIC PROJECTION

Prepare drawings • of regular shaped objects; • of irregular shaped objects; • of objects with inclined surfaces; • given the plan and front elevation; • with isometric circles;

with isometric curves; • prepare exploded isometric drawings;

Task sheet, job analysis sheet, QCP, safety procedures, checklist.

MODULE 2 GEOMETRICAL CONSTRUCTION {SOLID GEOMETRY) {cont'd)

MODULAR UNIT SOLID GEOMETRY

ASSESSMENT CRITERIA

2.3 prepare orthographic drawings of geometrical solids;

~. I CXC 13/G/ SYLL 10

34

CONTENT

ii. OBLIQUE PROJECTION

Draw geometric solids in • cavalier projection;

in Cabinet projection.

Draw figures with curves and circles in Cabinet and Cavalier Oblique projections.


iii. PERSPECTIVE PROJECTION

Draw geometric so lids in • 1-point perspective; • 2-point perspective.


Discuss the principles of First and Third angle projections, planes of projection: horizonta l and vertical planes. Plans and views. Profile plane and the end view, ISO standards.

OPERA TONS: Manual (sketching and use of instruments) and Computer-aided methods.

Simple models. Truncated solids (rectangular prism and pyramid, hexagonal prism).



MODULE 2 GEOMETRICAl CONSTRUCTION (SOLID GEOMETRY) (cont'd)


ASSESSMENT CRrrERIA

2.4 prepare sectional views of geometrical solids;

2.5 determine the true shapes of sectioned surfaces of geometric solids;

2.6 prepare auxiliary drawings;

2.7 determine the true lengths of stra_ight lines by revolution and auxiliary · methods;

2.8 prepare surface developments;

CONTENT

Define sectional views, discuss their importance in drawings, types of sectional views, their characteristics and uses, section plane lines (X-X, Y-Y), hatch lines.

OPERATIONS:

Prepare drawings containing: • full sections; • half sections;

offset sections; • revolved sections; • removed sections; • broken out sections.

Task sheet, job ana lysis sheet, QCP, safety procedures, checklist.

Cones, cylinders, prisms and pyramids. Task sheet, job analysis sheet, QCP, safety procedures, checklist.

Definition of an auxiliary view, its importance and characteristics, primary auxiliary views and auxiliary views that include curved lines, auxil iary planes of projection, oblique planes inclined to horizontal and vertical planes.

Straight lines and lamina inclined to both horizontal and vertical planes.


The importance of surface development to the sheet metal industry, construction methods (parallel line, radial development, development by triangulation), lines of intersection, determine true lengths of edges and true shapes of surfaces, frustum, formulae use and accuracy.

MODULE 2 GEOMETRICAL CONSTRUCTION (SOLID GEOMETRY) (cont'd)


ASSESSMENT CRITERIA

2.9 construct curves of interpenetration of geometric solids with their axes in the same plane;

2.10 draw helical spring of circular cross-section;

2.11 draw orthographic views given pictorial drawings;

2.12 prepare pictorial drawings given orthographic views;

~- ~ CXC 13/G/SYLL 10

36

CONTENT

OPERATIONS:

Prepare development of: • prisms, cylinders, cones and pyramids • Truncated hexagonal pyramid,

truncated cylinder; • intersecting pipes joined at ·go and 60

degree angles; • cylinders joined at 90 and 60 degree

angles (large and small cylinder); • transition piece.


lines of intersection and their importance in joining solids. Curve of interpretation, horizontal sections, and angles of axes of joined solids.

OPERATIONS: • Find the intersecting lines of two prisms

and between a prism and a pyramid. • Draw the curve of interpenetration of

two cylinders and of a cylinder intersecting a cone.


Helix curves, pitch, lead.

Construct a single helical curve on a cylinder.





MODULE 2 GEOMETRICAL CONSTRUCTI-ON (SOLID GEOMETRY) (cont'd)


ASSESSMENT CRITERIA

2.13 apply orthographic and pictorial projections to solve drawing problems.

Suggested Teaching and Learning Activities

CONTENT


To facilitate students' attainment of the performance and assessment criteria of this Section, teachers/facilitators ore advised to engage students in the teaching and learning activities listed below.



3. Use video presentations and computer-assisted learning (commercial and student developed}, interactive boards, Internet, and CO's to enhance learning.

4. Integrate institutional and industry training through partnerships.

5. Arrange site visits to industries, drafting firms end suppliers of drawing equipment, tools, materials for students to observe standard processes and new drawing resources. Encourage students to prepare reports and discussed these in group interactions.



8. Encourage students participation in the development of the Quality Control Standards; this activity is a partnership between the teachers and the students. Teachers and students ore, therefore, encouraged to determine the key components of quality and ensure that set standards ore maintained.


+ MODULE 3: BUILDING DRAWING



1. building codes and standards are understood and applied in the interpretation and preparation of building drawings;

2. proficiency in the selection and application of appropriate scales far various building drawings is developed in accordance to standards, specifications and instructional guidelines;

3. the principles of freehand sketching and working drawings are understood and applied in accordance to standards, specifications and instructional guidelines;

4. safety and maintenance standards governing the use of drawing tools, equipment and materials are demonstrated according to specifications and instructional guidelines;

5. the principles of drawings are applied in the analysis and solution of building design problems.

1. MODULAR UNITS BUILDING CODES AND MATERIALS

ASSESSMENT CRITERIA

3.1 discuss types of drawings used in the building industry;

3.2 compare various types architectural drawings;

of

3.3 evaluate standard architectural practices;

3.4 prepare architectural drawings to specifications;


CONTENT

Types (site plans, location plans, building plans, sectional views), uses and characteristics of each, building codes and regulations as applied to standard building drawing procedures, labelled sketches.

Block, site and general location plans (foundation, floor, others). Uses, key service and structural features, operations, scales used, building codes and regulations as applied to standard building drawing procedures, conventional symbols, labelled sketches.

line characteristics, lettering and dimensioning, symbols, conventions.

i. OPERATIONS

• Prepare drawings to given scales (sketching in proportion, working drawings to scales).

38


MODULE 3 BUILDING DRAWING {cont'd)

1. MODULAR UNITS BUILDING CODES AND MATERIALS (cont'd)


• Produce 2-D and 3-D solid model drawings of building or its components (Drawing Aids, drawing construction lines (c-lines) using cross, parallel with full distance, drawing outline, inserting dim.ension, hatching, using mirror copy, saving and printing.


ii. SITE WORK

• Prepare working plans of building sites. • Prepare site plans.

Information Sheet: Importance of site investigation. Common site clearance practices: demolishing, salvaging, cutting, burning, earthmoving and disposing.Factors important to site layout: slope, layout of land, drainage, sewer disposal, fencing, lqcating boundaries, building regulations for site layout. Components of site plans. Elementary introduction to sub-soils.

Task sheet, job analysis sheet, QCP, checklist

iii. FOUNDATIONS

• Prepare simple working drawings of foundation work (simple concrete foundations for level and sloping ground).

• Prepare sketches for concrete foundations of buildings.

Prepare sketches for simple reinforcement of foundation work.

Task sheet, job analysis sheet, QCP, checklist

• Prepare drawings of common footings used in building construction (position of foundation wall, footing).

• Draw foundation plans (line type, line weight, layer, hatching, offset).

MODULE 3 BUILDING DRAWING (cont'd}

1. MODULAR UNITS BUILDING CODES AND MATERIALS (cont'd}



iv. FLOOR PLANS AND ELEVATIONS

• Design and layout a simple floor plan from given specifications.

• Make a freehand sketch of a floor plan. • Draw floor plans to given scales. • Draw elevations of buildings.

Information Sheet: Orientation and relationship of rooms, positioning of walls, windows, doors, stairs, arches, bathroom and kitchen symbols. line work, dimensioning, annotation. Measuring to scale. Projections and orientation, ground line, floor line, doors and windows in elevation, height of roof, fascia eave, rendering. Making blocks, inserting blocks, design centre, polyline, ACR, Ellipse break. Hatching tool palettes, Properties, drafting settings, dimension techniques, multi-line text, viewports


v. FLOORS

• Prepare drawings showing various types of floor and floor section (timber and concrete).

Information Sheet: Solid, hollow and suspended ground floor, floor covering (tiles, screed, others).


vi. INTERNAL AND EXTERNAL WALLS AND FINISHING

• Draw details of various types of wall. • Draw detailed framed timber partition. • Make working drawings of wall details.

Information Sheet: Stone rubble, concrete block, brick, and composite walls. Internal and external rendering (sectional details). Load and non-load bearing walls. Treatment of openings in walls. Plastering to walls and ceilings. Internal and external renderings. Section details. Task sheet, job analysis sheet, QCP, checklist.

40


MODULE 3 BUILDING DRAWING (cont'd)

1. MODULAR UNITS BUILDING CODES AND MATERIALS (cont'd)


vii. ROOFS

• Draw plan and elevations of various types of roof and roof structure.

• Prepare working drawings of roof anchorage systems. Prepare a working drawing of a roof showing truss details.

• Prepare working drawings showing open and closed eaves.

Information Sheet: Common types of roofs found in the region. Roof terms: ridge plate, common rafters, hip rafters, valley rafters. Flat roofs in tjmber · .and reinforce concrete, gable-end roofs. Pitched roof construction with various coverings. Treatment of gutters, parapets and vent pipes.

Methods of anchorage, hurricane cl ips/straps; bolts. Simple contemporary timber trusses. Eave details, dimensioning and annotations. Roof properties, proof slab properties.


viii. DOORS AND WINDOWS

•

•

•

Prepare drawings showing various types of door and window and their fittings. Draw a detailed section of a sliding window in a masonry wall. Prepare typical sectional drawings to show door and window details.

Information Sheet Internal and external doors with linings and frames. Common types of windows. Horizontal and vertical sliding windows. Window casements, ironmongery and louvres. Positioning of hinges and locks, plastic hinges and locks.



1. · MODULAR UNITS BUILDING CODES AND MATERIALS (cont'd)

ASSESSMENT CRITERIA


CONTENT

ix. STAIRWAYS

• Draw stairs and calculate risers from given heights.

• Prepare drawings of common inside stairway. • Prepare a sectional working drawing of a

straight flight staircase. • Prepare a detailed drawing of the parts of a

step.

Information Sheet: Principle of construction of stair-wells, dog leg, straight flight sta irs with landings, quarter turn(l-shape), half-turn-both timber and simple and reinforced concrete.


x. SECTIONS

• Prepare full sectional drawings of single-storey buildings using the principle of orthographic projections (foundations, floors, walls, roofs.

42



1. MODULAR UNITS BUILDING CODES AND .MATERIALS (cont'd)

ASSESSMENT CRITERIA


CONTENT

Computer Aided Application Information Sheet: Absolute coordinate, polar coordinate, tool bars, standard tool bar- command line, status toolbar, docking toolbars, setting grid, snap (iometric projection - isoplane), Units, Drawing limits, model space, paper space, title block, templates, layout, create file, save file, layers, drafting settings, dimension, dimension style, text-single and multi-zoorr:, realtime zoom, realtime PAN, windpw offset, drafting setting, mirror image, polar tracking, UCS icon, 3D views, Plan view, World Coordinate System {WCS), Z axis, Name views, save views, OSNAP, Rotation Hatching, Design Centre, viewport scale, annotation detail, line type, line weight.

Task sheet, j ob analysis sheet, QCP, checklist.

xt PIPE DRAWINGS

• Prepare orthographic single-line pipe drawing. • Prepare isometric single-line pipe drawing.

Information Sheet: Types of pipes (steel, cast iron, brass and copper, copper tubing, plastic),

characteristic and uses of each type. Parts or material list. Piping symbols. Types of pipe drawings (single-line and double-line), functions and drawing principles, codes and conventions, schematic symbols for pipe fittings, valves, breaks, connections, machines and devises, pipe threads, flanges, principles of dimensioning, (centre to centre, leader lines, general notes, vertex to vertex).


To facilitate students' attainment of the performance and assessment criteria of this Section, facilitators are advised to engage students in the teaching and learning activities listed below.




3. Use video presentations and computer-assisted learning (commercial and student developed}, interactive boards, Internet, and CD's to enhance learning.

4. Integrate institutional and industry training through partnerships;

5. Arrange visits to construction site to view site plans, their interpretation and use in building operations. Establish alliance with architects, firms and local, regional and building associations to keep abreast of innovations, technology, equipment, tools, in architectural drafting. Encourage students to prepare reports and discussed these in group interactions.




9 . Monitor the completion and maintenance of the portfolio, ensuring the demonstration of competencies in all areas. Maintain internal records for the portfolio.

44



+ MODULE 4: MECHANICAL.ENGINEERING DRAWING



1. proficiency in the concepts and conventions for the interpretation and creation of engineering drawings are understood and applied in accordance to standards and instructional guideline;

2. the principles and techniques of sketching, working and assembly drawings are understood and applied in accordance to standards, specifications and instructional guidelines;

3. safety and maintenance standards governing the use of drawing tools, equipment and materials are demonstrated according to specifications and instruction~/ guidelines;

4. the principles and standards of engineering drawings ore applied in the analysis and solution of engineering design problems.

ASSESSMENT CRITERIA

4.1 discuss standards governing engineering drawings;

4.2 analyze represent(!tions of standard engineering components;

4.3 prepare drawings showing the symbols of machine parts and components;

4.4 prepare drawings showing welding and brazing symbols of fabricated parts and components;

4.5 outline standards for lettering and dimensioning in engineering <;ira wings;

CONTENT

Standards relating to line styles and types, lettering, drawing sheets, engineering components and f~atures, abbreviations and t erms, symbols, surface finishes, tolerance, ISO limits and fits.

Conventional presentations of features, terminologies, symbols and abbreviations, bearings, metric screw thread, shafts, springs, gears, knurl, flat on round, square, lap, countersink, counterbore, spot face, chamfer, bevel, tubular sections, bush, bearing, housing, boss, rib, curved slot, fillet, key, keyway, bolts, screws and studs, pins, springs, worm and wheel, shaft ends, splines, welding and brazing.

Conventions, task sheet, job analysis sheet, QCP. Checklist.

Conventions, task sheet, job analysis sheet, QCP, checklist.

Rules, types of dimensions, types of lettering, characteristics, practice exercises, task sheet, job analysis sheet, checklist.

MODULE 4 MECHANICAL ENGINEERING DRAWING (cont'd)

ASSESSMENT CRITERIA

4.6 prepare engineering drawings.

~.I cxc 13/G/SYLL 10

CONTENT

i. OPERATIONS

Prepare Title Block

B.S. 308 1984 parts 1 and 2; Engineering Drawing Office Practice - PD 7308; ISO 9000; Title of Drawing, Scale, Date of Drawing, Name of Draftsman, Drawing number, Revisions, Symbol of Projection, Lettering; Size of Drawing Sheets, Use of Guidelines.


Computer Aided application

Absolute coordinate, polar coordinate, toolbars, standard toolbar - command line status toolbar, setting grid, snap (isometric projection - isoplane), Units, Drawing limits, model space, paper space, title block, templates, layout, create file, save file, layers, drafting settings, dimension, dimension style, text-single and multi-line, text styles, line-weight, line type, rendering, 30, hatching, offset, annotation detail, z axis, Design Centre, print/plot, flyouts.


ii. ORTHOGRAPHIC VIEWS

• Represent simple machine parts and components in orthographic views; first angle or third angle projection.

Projects: vee blocks, plumber block, tool holders, tool post, connecting rod, pulley frame, pulleys, pulley yoke, lever bracket, machine vice body, shaft bearing, angle plate base, pivot block, bearing block, axle support.


• Represent simple machine parts and components in scaled orthographic views; first angle or third angle projection.

Scales: Reduction 1:2; 1:5; 1:25; 1:50; 1:100; 1:500. Scale: Enlargement: 2:1, 5:1, 10:1, 25:1, 50:1, 100:1. Diagonal scale. Indicate the scale used.

46




Draw construction lines (c-lines) using cross, paralle l with full distance, draw outline, insert dimension; mirror copy drawing, insert angle dimension, draw centre lines, draw and dimension fillets and chamfer. Draw tangent lines, break objects, hatching, surface texture symbols, leader lines, hidden detail lines, use of shaft generator, save and print drawing.

Dimensions, text, fillet, chamfer tools, toolbars, Printing - model space, paper space, template, layout scale factor.

Hatching tool palettes, properties, drafting settings, dimension techniques, multi-line text, viewports.

·· Task sheet, job analysis sheet, QCP, checklist.

• Dimension drawings.

Stop (Extension) lines, dimension lines, arrowheads, leaders, overall dimensions, chain dimensioning, linear dimensioning, dual dimensioning, angular dimensioning, arrangement of dimensions, tolerance dimensions, radius, diameter, circles, arcs, metric screw threads.

Task sheet, job ana lysis sheet, QCP, checklist.

iii. SECTIONS

• Prepare sectional drawings of simple machines, machine parts and components.

Information Sheet: Types of sections (full, half, part, off-set, revolved, removed).

Local sectional plan and elevations of vee block, plumber block, connecting rod, pulleys, lever bracket, machine vice body, shaft bearing, angle base plate, support block, support arm, support plate, brackets, jig body, shaper quadrant, tension block, bearing block, lathe too l post, link connector, compound rest, crank.



ASSESSMENT CRITERIA

~- ~ CXC 13/G/SYLL 10

CONTENT

iv. ENGINEERING FASTENERS

• Prepare orthographic drawings and sketches of engineering fasteners

Engineering fasteners: Temporary fasteners: Nuts and bolts, screws, studs, cotters, locknuts, slotted nuts, castle nut, self- locking nut, spring washers, saddle keys, round keys, feather keys, parallel keys, taper keys, woodruff keys, split pins. Permanent fasteners: Rivets, conventional representation of welds, and brazings: fillet, vee, butt, spot. Indicate direction, site and location of weld.

v. ASSEMBLY DRAWINGS

• draw plan and elevations in first angle or thirdangle projection of assembled machine parts and components.

Task sheet, job analysis sheet, QCP. Checklist.

Assemblies of .shaft and pulleys, casters, jigs and fixtures, machine and bench vices, bearing assemblies, universal couplings, lathe steady, pulley and hook, shaft block and bearing, tool supports and holders, lathe tail stock, valve link connector, connecting rod and bearing, screw jack, scribing block, clamping devices, vee block and clamp, crank and pin, footstep bearing, clapper box, eccentrics, tool rest, pipe vice, swivel.

vi. SECTION . • Draw sectional plans and elevations of

assembled machine parts.

Parts list given machine components showing Parts No. Name of Parts, Number required, Material, Remarks, balloon referencing.

Printing- model space. Paper space, template, layout, scale factor.


• Interpret and prepare working drawings of machine parts and components.


48



ASSESSMENT CRITERIA


CONTENT

vii. SKETCHING

• Make sketches of engineering components.

Sketch engineering features using standard graphic symbols, sectional assemblies.

Using drawing aids: grid, snap, isoplane setting.


• Produce 3-D solid model drawing of engineering components.

Shaped blocks, chisels, punches, nuts and bolts, hammers, saws, vee block, clamps, mallets, anvil, lathe tools, drill bits, taps and dies, reamers, welded joints, lathe tail stock, lathe centres, spanners, wrenches, tri-square, snips, stakes, hand groover, rivet snap, tap wrench.

Task sheet, job analysis sheet, QCP, Checklist.

To facilitate students' attainment of the performance and assessment criteria of this Section, facilitators are advised to engage students in the teaching and !'earning activities listed below.


2. Utilize internal staff (trained} to assist students through team teaching.

3. Use video presentations and computer-assisted learning (commercial and student developed}, interactive boards, Internet drafting sites, and CO's to enhance learning.

4. Integrate institutionaL.and industry training through partnerships.

5. Arrange site visits to industries, drafting firms and suppliers of drawing equipment, tools, materials for students to observe machine parts, components and their operations. Establish alliance with local, regional and engineering associations to keep abreast of innovations, technology, equipment, and tools in engineering drafting. Encourage students to prepare reports and discussed these in group interactions.


MODULE 4 MECHANICAL ENGINEERING DRAWING (c ont'd}

7. Assign students to participate in group work presentations, discussions and assessment;



10. Participate in the annual exhibition of the Industrial Technology programmes in the institution. Display working drawings of components manufactured for exhibition.

50



+ RECOMMENDED MINIMUM EQUIPMENT /MATERIAL FOR

TECHNICAL DRAWING SYLLABUS

TRADITIONAL DRAWING METHOD (For a Class of 20)

Any suitable classroom can be converted into a Drawing Room with the addition of Drawing Boards.

1.

2. 3. 4 . 5. 6.

EQUIPMENT

Drawing boards OR

Dual drawing desks OR

Drawing tables Half imperial tee-squares Pair of set squares Protractors, scales and f rench curves Templates Set of drawing instruments

In addition, students will be required to have the following:

(a) A hand towel or cheese cloth; (b) A good eraser; (c) Pencil- grades HB, F, H 2H.

COMPUTER AIDED DRAFTING METHOD (For a Class of 10)

QUANTITY

20

10

20 20 20 20 20 20

It is the responsibility of schools that select the Computer Aided D.rafting option to ensure that the required hardware and software are in place to achieve the objectives of the syllabus.

Recommended Hardware

1. PC fitted with an Intel 80486 or Pentium CPU with the following features:

a minimum of 16 Mbytes memory (RAM); hard disk with at least 70 Mbytes of f ree space to allow Computer-Aided drafting files to load.

2. A 17 inch VGA monitor 3. Mouse and Keyboard 4. Laser Printer/Plotter 5. UPS/other power protection devices

10

10 10 each 1

Recommended Software

1. CAD programme

OR

2. Any other Compute;· Aided Drafting software package offering the advanced features required to complete the syllabus objectives.

NB: The School Edition ot the software package selected should be purchased to facilitate its (legal) use on multiple computers.

52

~- ~ CXC 13/G/SYLL 10

+ RECOMMENDED TEXTS

Bankhole, A. and Bland S.

Bankhole, A. and Bland S.

Boycott, R.W. and Bolan, J.

Duncan

Duncan and Davis

Duncan, M.

Finkelstein, E.

Frey, D.

Frey, D.

Goetsh, N.

Maguire, D and Simmons C.

Marl ing, K.

Scoa, E.

Yarwood A.

Yarwood, A.

Yarwood, A.

Yarwood, A.

Western Zone Office 6 July 2010


. Technical Drawing 2 Mechanical Drawing, Essex: Longman Group UK Limited, 1990. ·

Technical Drawing 1: Plane and Solid Geometry, Longman, 1991.

Graphics & Design, London: Edward Arnold (Publishers) Ltd., 1985. ·.

Estimating & Design. Blessed [)igital Services.

Second Steps in Technical Drao..ving. Blessed Digital Services.

The latest version in AUTOCAD -'.

.··\ ·. Second Steps in Technical Drawing, 2005, Republic < Trinidad and Tobago

AUTOCAD 2009 and AUTOCAf) LT 2009 (Bible (Wiley).

AUTOCAD 2009 and AUTOCAD L T 2009 {No ExperiencE Required).

AUTOCAD 2010 For Dummit~s.

Chalk Technical Drawing 4th ed ition, Delmar Publishers, 2000.

A Manual of Engineering Drawing, London: Edward Arnold, 1995.

Geometric and Engineerir1g Drawing (2nd Edition), London: Edward Arnold, 1991.

Technical Drawing 3: Bvilding Drawing, Longman, 1992.

The Motivate Series, Tech';'lical Drawing with Design, 1994.

Technical Drawing With. Design, London: The Macmillan Press Ltd., 1994.

An Introduction to .A.utoCAD Release 14, England: Addison Wesley Longman Ltd .. , 1998.

An Introduction to AutoCAD LT for Windows 95, England: Addison Wesley Longman Ltd., 1996.

Engineering Drawi!Jg Practice Parts 1 and 2. London: British Standards Institution.

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draft td syllabus 2011

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