Grade 10 Power Mechanics Term 3 Scheme of Work
Power Mechanics • Grade 10
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📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) explain external vs. internal combustion engines; b) compare steam engine to petrol engine; c) appreciate historical progression in efficiency. |
The learners will be guided to: i> watch animation of steam locomotive vs. car engine; ii> list fuel, combustion location, exhaust; iii> discuss why internal combustion dominates. |
Why did the world move from steam to internal combustion? | Video clips, comparison charts | Comparison explanation rubric | — |
| 1 | 2 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) describe single-cylinder engines; b) identify uses: lawnmowers, motorcycles; c) value simplicity in design. |
The learners will be guided to: i> examine single-cylinder engine; ii> sketch and label; iii> discuss vibration and balance issues. |
Why use just one cylinder when you can have more? | Engine models, sketch pads | Single-cylinder analysis rubric | — |
| 1 | 3 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) describe multi-cylinder engines; b> list advantages: smoothness, power, efficiency; c) appreciate engineering for performance. |
The learners will be guided to: i> compare single vs. 4-cylinder operation; ii> feel vibration difference (video or demo); iii> relate to car comfort. |
How do more cylinders make an engine smoother? | Engine cutaways, vibration demos | Multi-cylinder explanation rubric | — |
| 1 | 4 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) illustrate inline engine configuration; b) draw 4-cylinder layout with crankshaft; c) demonstrate technical drawing skill. |
The learners will be guided to: i> use reference diagrams; ii> sketch cylinders in a row; iii> label firing order. |
Why are most economy cars powered by inline engines? | Reference images, drawing tools | Inline configuration drawing rubric | — |
| 1 | 5 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) illustrate V-engine configuration; b> draw V6 or V8 with correct angle; c) value compact power in design. |
The learners will be guided to: i> examine V-engine photos; ii> sketch with 60° or 90° angle; iii> discuss use in trucks and sports cars. |
How does a V-shape fit more power in less space? | V-engine models, drawing paper | V-configuration drawing rubric | — |
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