SACRED HEART HIGH SCHOOL, AKA OFFOT, UYO

AKWA IBOM STATE

LESSON PLAN FOR WEEK 2 ENDING SEPTEMBER 27, 2024

DATE SUBJECT CLASS LESSONS & TOPICS PERIODS DURATION
September Basic JS 3 DRAWING PRACTICE 2 40 Minutes
22 – 27, Technology (CONT’D) – OBLIQUE
2024 DRAWING
- Meaning of
Oblique Drawing
- Types/Methods of
Oblique Drawings
- Difference between
Isometric Drawing
and Oblique
Drawing
Metal Work SS 1 ENGINEERING 2 40 Minutes
MATERIALS
(DESCRIPTION OF
METALS)
- Definition of
Metals
- Difference between
Metals and Non-
Metals
Technical SS 1 BOARD PRACTICE 2 40 Minutes
Drawing - Meaning of Board
Practice
- Techniques for
fixing drawing
paper on the
drawing board
- Drawing of
borderline and title
block
- Freehand Lettering
Metal Work SS2 METAL JOINING 2 40 Minutes
PROCESSES (CONT’D)
– BRAZING
- Definition of
brazing
- Brazing operations
- Brazing materials,
tools and
equipment
Technical SS2 SPECIAL. CURVES 2 2 40 Minutes
Drawing (CONT’D)
Constructions of:
- Parabola
 - Hyperbola
- Ellipse

NOTES OF LESSON FOR WEEK TWO (2) ENDING SEPTEMBER 27, 2024
Date: September 23 - 27, 2024
Subject: Basic Technology
Topic: Oblique Drawing
Class: JS3
Age: 12+ years
Gender: Mixed
Duration: 40 Minutes
Behavioural Objectives: At the end of the lesson, the students should be able to:
(i) Explain the meaning of oblique drawing
(ii) Explain types or methods of oblique drawing
(iii) Highlight the differences between isometric drawing and oblique drawing
(iv) State the advantage of oblique drawing over isometric drawing
Previous Knowledge: The students have been taught pictorial drawing and isometric drawing as one type
of pictorial drawing
Instructional Materials: Charts, drawing instruments and materials, pictures, related online materials,
Basic Science and Technology textbook 3, Lesson Notes.
Entry Behaviour: The teacher enters the class holding the teacher’s set of drawing instruments and
displays same in the class before the students. This arouses their interests towards the lesson.
Introduction: The teacher introduces the lesson by recapping the previous lesson on isometric drawing
and highlighting the major points of an isometric shape.
Presentation
STEP 1: MEANING OF OBLIQUE DRAWING
Oblique drawing is also a pictorial method of drawing. This is a method of drawing the shape of solid
object in which the projection angles are drawn at an angle 45° to the horizontal plane. It recognizes
objects in three (3) dimensions i.e. length, breadth, and depth.

STEP 2: METHODS OF OBLIQUE DRAWING

There are two specific types of oblique drawings. These are:
1. CAVALIER METHOD: This type of oblique drawing is obtained when the receding axis of an
angle 45° is drawn in full length. That is, in this drawing, one axis is horizontal, and the other is
vertical while the third axis is at 45° to the horizontal line.
2. CABINET OBLIQUE: This is obtained when the receding axis of an angle 45° is drawn
at half the length. In this drawing, one axis is horizontal, and the other is vertical while
the third axis is from 30° to 60° to the horizontal line. Such drawing resembles much with
the actual image. The dimensions on the horizontal and vertical axes are given from the
actual scale, whereas the scale on the inclined plane is 1/2 or 2/3 of the actual scale.

ORIENTATION OF AN OBJECT IN OBLIQUE VIEW

The selection of the direction of an object is very important for making the oblique drawing explanatory.
For this purpose, the longer side of the object is kept along the horizontal axis. Also, the more detailed
and the side having more curves is taken along the horizontal axis. While the size with fewer details is
kept along the receding axis.
STEP 3: DIFFERENCES BETWEEN ISOMETRIC DRAWING AND OBLIQUE DRAWING
In isometric drawing, objects are shown as if they are being viewed from the edge, whereas, in oblique
drawing, objects are shown as if they are viewed face on.
In isometric drawing, angles are inclined at 30° to the horizontal, whereas, in oblique drawing, angles are
drawn at 45° or 60°.

STEP 4: ADVANTAGES OF OBLIQUE DRAWING OVER ISOMETRIC DRAWING

Oblique drawing has an advantage over isometric drawing. The advantage is that an oblique view shows
the true shape and size of the front of the object, which can be very important for showing dimensions or
specifications.

Class Activity: The teacher encourages the students to participate actively in the lesson by engaging in
class discussions and exercises.
Summary: The teacher summarizes the lesson by revising and highlighting key points.
Evaluation: The teacher evaluates the students on the lesson thus:
(i) What is oblique drawing?
(ii) Mention the types of oblique drawing that are available
(iii) State the major differences between oblique drawings and isometric drawings
(iv) What is the advantage of an oblique drawing over an isometric drawing?
Conclusion: The teacher concludes by ensuring the students copy their notes and understand the lesson.
Assignment: Draw an oblique view of a rectangular box on an A4 paper.

NOTES OF LESSON FOR WEEK TWO (2) ENDING SEPTEMBER 27, 2024
Date: September 23 - 27, 2024
Subject: Metal Work
Topic: Engineering Materials
Class: SS1
Age: 13+ years
Gender: Mixed
Duration: 40 Minutes
Behavioural Objectives: At the end of the lesson, the students should be able to:
Define metals
State the difference between metals and non-metals
Previous Knowledge:
Instructional Materials:
Entry Behaviour:
Introduction:
Presentation

NOTES OF LESSON FOR WEEK TWO (2) ENDING SEPTEMBER 27, 2024
Date: September 23 – 27, 2024
Subject: Technical Drawing
Topic: Board Practice
Class: SS1
Age: 13+ years
Gender: Mixed
Duration: 40 Minutes
Behavioural Objectives: At the end of the lesson, the students should be able to:
(i) define board practice
(ii) explain the techniques for fixing drawing paper on the drawing board
 (iii) draw border line and title block
(iv) carry out freehand lettering
Previous Knowledge: The students have been taught drawing instruments and materials and can identify
same.
Instructional Materials: Drawing instruments and materials, Mathematical Set, Pictures, related online
materials, Technical drawing textbook, Lesson Notes.
Entry Behaviour: The teacher enters the class holding the teacher's set of drawing instruments and
displays same in the class before the students. This arouses their interests towards the lesson.
Introduction: The teacher introduces the lesson by asking the students questions about their previous
knowledge on the basic aspects of the topic.
Presentation
STEP 1: BOARD PRACTICE
Board practice is the activity students engage in so that they can master the art of using the drawing board
and drawing materials to draw whatever task that might be required of them.
In board practice, students learn how to set the drawing paper on the drawing board, how to use the tee-
square to draw lines, and how to enter the necessary drawing details that are required for a show of good
drawing abilities. These are the things a good draughtsman does before he starts any drawing. It shows he
is a professional in the practice of technical drawing.

STEP 2: TECHNIQUES FOR SETTING PAPER ON THE DRAWING BOARD

Outlined below are the steps that are taken when trying to set a drawing paper on a drawing board.
1) Cut out four small pieces of a masking tape and paste them at the four corners of the drawing
board.
2) Place the drawing sheet on the drawing board and place the tee square on the drawing sheet.
3) Align the stock of the tee square one if the sides of the drawing board, and carefully align the
longer side of the drawing sheet to one of the sides of the tee square blade.
4) Once the head stock is set with the board, and the side of the paper sets with the side of the tee
square blade, use one hand to press the tee square down to the paper, and use the other free hand
to paste the masking tapes on the four corners of the paper.
5) Enter you border lines on the four sides of the drawing sheet. The border line is always 1cm or
10mm from the brink of the drawing sheet sides.
6) Finally, enter the title block at the bottom right corner of the drawing sheet. The title block has a
dimension of 75mm by 32mm. It is then divided into four equal rows of 0.8cm or 8mm apart,
where such details like Name, Title, Class, and Date are entered.

STEP 3: DRAWING OF BORDERLINE AND TITLE BLOCK

A. BORDER LINES: Border lines are also called margins. A space of about 10-15mm is
left all around the drawing paper and is demarcated with straight lines. They beautify the
drawing paper and protect the drawing inside.
B. TITLE BLOCK: The title block gives necessary information about the drawing such as
name of designer, school, class, date, scale etc. The title block is usually at the bottom
right-hand corner of the drawing paper.
STEP 4: FREEHAND LETTERING
In Technical drawing practice, details of drawing are specified by using letters, numbers, codes and or
symbols for better understanding of the object drawn. Although stencils are used to enter these details in a
more lucid and clearer way, but because stencils are not always available, freehand entry of these details
has to be used.

There are two ways of lettering drawing, and there are two styles for lettering drawing. The two ways are
in Capital Letters and Small Letters; while the two styles are Upright style and Slant Style. The letters,
etc., are written between guidelines that are 4mm apart. That means the letters, etc., have a height of
approximately 4mm high.

Class Activity: The teacher encourages the students to participate actively in the lesson by engaging in
class discussions and exercises.
Summary: The teacher summarizes the lesson by revising and highlighting key points.
Evaluation: The teacher evaluates the students on the lesson thus:
(i) What is board practice in technical drawing?
(ii) List the techniques for fixing drawing paper on a drawing board
(iii) What is (a) borderline (b) title block
(iv) What is freehand lettering?
Conclusion: The teacher concludes by ensuring the students copy their notes and understand the lesson.
Assignment: With the help of your drawing board, tee-square, A3 paper and other instruments, draw a
border line and a tile block showing the following:
1. Name
2. School
3. Class
4. Subject
5. Date and
6. Scale.
NOTES OF LESSON FOR WEEK TWO (2) ENDING SEPTEMBER 27, 2024
Date: September 23 – 27, 2024
Subject: Technical Drawing
Topic: Special Curves 11 (Cont’d)
Class: SS2
Age: 14+ years
Gender: Mixed
Duration: 40 Minutes
Behavioural Objectives: At the end of the lesson, the students should be able to:
i. Construct involutes of various geometrical shapes
ii. Construct cycloid, epicycloid, hypocycloid and trochoids
Previous Knowledge: The students have an idea about conic sections of parabola, hyperbola and ellipse
from their previous class and can draw and construct these sections using various methods.
Instructional Materials: Charts, drawing instruments and materials, cardboard models, pictures, related
online materials, Technical Drawing textbook.
Entry Behaviour: The teacher enters the class holding cardboard models of cones and various conic
sections and displays same in class. This arouses the interest of the students towards the lesson.
Introduction: Special curves are curves with well known properties. Loosely speaking, they are
“interesting” for one reason or another. Special curves range from the fairly simple (circles, ellipses, and
hyperbolas) to the relatively complex (algebraic curves, butterfly curves, and the Peano curve). They have
a multitude of possible features like straight lines, cusps, and singularities. This lesson dwells more on
cycloidal curves which is the second part of the series. The students have been introduced to the part one
which deals with conic sections and their constructions and applications.
Presentation
STEP 1: CONSTRUCTION OF INVOLUTES
A: Involutes of a Line
STEPS
I. Given line AB, use line AB as a radius and B as a centre to draw a semicircle AC.
II. Now, use AC as a radius and A as a centre to draw another semicircle CD.
III. With BD as a radius and B as a centre, draw a semicircle DE.
IV. Repeat this pattern until the drawing is complete. Darken all outlines.

Figure 1: Involute to a line

B: INVOLUTES OF A TRIANGLE
STEPS:
 I. Given triangle ABC, extend the sides of the triangle to any convenient length as shown in the
figure below.
II. Using CA as a radius and C as a centre, strike arc AD terminating at the intersection of the
extension BD.
III. With BD as a radius and B as a centre, strike arc DE.
IV. With AE as a radius and A as a centre, strike arc EF to complete the one revolution.

Figure 2: Involute to a triangle

C: INVOLUTE OF A SQUARE
STEPS:
I. Given square ABCD, extend all sides to any convenient length as shown in the figure.
II. With CA as a radius and C as a centre, draw arc AE.
III. With DE as a radius and D as a centre, draw arc EF.
IV. With BD as a radius and B as a centre, draw arc FG
V. With AG as a radius and A as a centre, draw arc GH to complete the one revolution.

Figure 3: Involute of a square

CYCLOID: A cycloid is a curve generated by a fixed point on the circumference of a circle, when it rolls
without slipping along a straight line.
 1
P N

Figure.1.22

EPICYCLOID: An epi-cycloid is a curve traced by a point on the circumference of a generating circle,

when it rolls without slipping on another circle (directing circle) outside it.

Figure.1.23

HYPOCYCLOID: If the generating circle rolls inside the directing circle, the curve traced by the point
in called hypocycloid.
 Figure.1.24

Class Activity: The teacher encourages the students to participate actively in the lesson by engaging in
class discussions and exercises.
Summary: This lesson has covered various special curves like cycloid, epicycloid, trochoid, etc., and
how these have unique properties and applications in various fields. Understanding these curves can help
solve numerous problems in engineering, physics and other areas.
Evaluation: The teacher evaluates the students on the lesson thus:
Conclusion: The teacher concludes by ensuring the students copy their notes and understand the lesson.
Assignment: