Technical Drawing is a key part of science and technical education. It teaches students how to create accurate and detailed drawings of objects, buildings, and systems. This subject helps students develop skills to visualize and communicate ideas through drawings, which are important in engineering, architecture, and industrial design.
The Lagos State Unified Scheme of Work for Technical Drawing in SS1 is carefully designed to teach students the basics of technical drawing. It covers topics such as geometric constructions, orthographic projections, isometric drawings, and how to use drawing tools and materials. Each topic builds on what students have previously learned, helping them move from simple to more complex ideas step by step.
Studying Technical Drawing in SS1 with this scheme gives students a strong and thorough introduction to the subject. It provides the important skills and knowledge needed for future studies and careers in engineering, architecture, and other technical fields.
At the end of the SSS1 session, students can;
Assessment methods for technical drawing in SSS1 include practical assignments, where students create detailed drawings and projects; written tests to evaluate their understanding of theoretical concepts; and continuous assessment through class participation and exercises. Additionally, students may undergo practical examinations, demonstrating their proficiency with drawing instruments and CAD software.
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| CLASS | SS1 | |
| SUBJECT | TECHNICAL DRAWING | |
| TERM | SECOND TERM | |
| WEEKS | TOPICS | LEARNING OBJECTIVES |
| 1 | INTRODUCTION TO POLYGONS – Properties and construction of polygons | At the end of the lesson, students should be able to: i. recognize polygon shaped sign boards on the roads with respect to its properties ii. mention and differentiate between various types of polygon iii. construct regular and irregular polygons on different sizes using different methods |
| 2 | INTRODUCTION TO POLYGONS – Properties and construction of polygons | At the end of the lesson, students should be able to: i. recognize polygon shaped sign boards on the roads with respect to its properties ii. mention and differentiate between various types of polygon iii. construct regular and irregular polygons on different sizes using different methods |
| 3 | INTRODUCTION TO POLYGONS – Properties and construction of polygons | At the end of the lesson, students should be able to: i. recognize polygon shaped sign boards on the roads with respect to its properties ii. mention and differentiate between various types of polygon iii. construct regular and irregular polygons on different sizes using different methods |
| 4 | SCALES | At the end of the lesson, students should be able to: i. place dimensions on objects using the appropriate scale ii. explain the term scale and it’s uses iii. list types of scales iv. distinguish between plain and diagonal scales v. read measurements on plain and diagonal scales vi. express a scale as a representative factor (RF) |
| 5 | ENLARGEMENT AND REDUCTION OF PLANE FIGURES | At the end of the lesson, students should be able to: i. explain the applications of enlargement and reduction of plane figures ii. enlarge and reduce plain figures based on ratios of areas iii. reproduce plain figures to a given scale |
| 6 | ENLARGEMENT AND REDUCTION OF PLANE | At the end of the lesson, students should be able to: i. explain the applications of enlargement and reduction of plane figures ii. enlarge and reduce plain figures based on ratios of areas iii. reproduce plain figures to a given scale |
| 7 | MID-TERM BREAK | |
| 8 | EQUAL AREAS OF SIMILAR FIGURES | At the end of the lesson, students should be able to: i. outline the principles of determining figures of equal areas ii. convert the shape of a plain figure to another of equal area by construction iii. determine areas of plain figures graphically |
| 9 | EQUAL AREAS OF SIMILAR FIGURES | At the end of the lesson, students should be able to: i. outline the principles of determining figures of equal areas ii. convert the shape of a plain figure to another of equal area by construction iii. determine areas of plain figures graphically |
| 10 | TANGENTS AND TANGENCY – Properties and construction of tangents | At the end of the lesson, students should be able to: i. explain the relationships between centers, normal and tangents ii. explain the principles and applications of tangency iii. construct tangents to a circle of a given point outside the circle iv. construct tangents to two equal and unequal circles v. explain the practical application of tangency |
| 11 | TANGENTS AND TANGENCY – Properties and construction of tangents | At the end of the lesson, students should be able to: i. explain the relationships between centers, normal and tangents ii. explain the principles and applications of tangency iii. construct tangents to a circle of a given point outside the circle iv. construct tangents to two equal and unequal circles v. explain the practical application of tangency |
| 12 | REVISION/EXAMINATION | |
| 13 | ||
| CLASS | SS2 | |
| SUBJECT | TECHNICAL DRAWING | |
| TERM | THIRD TERM | |
| WEEK | TOPICS | LEARNING OBJECTIVES |
| 1 | REVISION | |
| 2 | LOCI, PARABOLA, HYPERBOLA ECLIPSE | At the end of the lesson, students should be able to: i. identify and explain common types of loci ii. construct different types of loci iii. plot and trace the loci of given points iv. plot and trace the loci in a simple crank mechanism |
| 3 | LOCI, PARABOLA, HYPERBOLA ECLIPSE | At the end of the lesson, students should be able to: i. identify and explain common types of loci ii. construct different types of loci iii. plot and trace the loci of given points iv. plot and trace the loci in a simple crank mechanism |
| 4 | LOCI, PARABOLA, HYPERBOLA ECLIPSE | At the end of the lesson, students should be able to: i. identify and explain common types of loci ii. construct different types of loci iii. plot and trace the loci of given points iv. plot and trace the loci in a simple crank mechanism |
| 5 | PRISM | At the end of the lesson, students should be able to: i. describe prism ii. recognize objects with the shape of a prism eg cube, maths set iii. construct various types of prism iv. use cardboard to produce prism |
| 6 | PYRAMIDS AND CONE | At the end of the lesson, students should be able to: i. describe pyramids and cones ii. identify objects that look like pyramids and cones eg buckets, funnel, etc iii. construct various types of pyramids iv. use cardboard to produce pyramid and cone |
| 7 | MID-TERM BREAK | |
| 8 | SURFACE DEVELOPMENT | At the end of the lesson, students should be able to: i. explain the principles and importance of surface development ii. construct surface development of fustrum of solids, right and oblique solids |
| 9 | SURFACE DEVELOPMENT | At the end of the lesson, students should be able to: i. explain the principles and importance of surface development ii. construct surface development of fustrum of solids, right and oblique solids |
| 10 | DIMENSIONING | At the end of the lesson, students should be able to: i. measure the size of the student bench, door, blackboard, etc in millimeter ii. explain and apply the principles guiding dimensioning with illustration iii. visualize a box having a circle or irregular curve |
| 11 | CONSTRUCTION OF ISOMETRIC | At the end of the lesson, students should be able to: i. explain isometric drawing and isometric axis ii. draw blocks involving lines, arcs and circles iii. describe the various techniques used in drawing isometric circle iv. visualize a box having a circle or irregular curve v. draw an isometric cube showing isometric eclipse |
| 12 | REVISION/EXAMINATION | |
The recommended Technical Drawing textbooks and materials for SSS1 include but are not limited to the following:
Materials
