GMED Syllabus

8/12/2019 GMED Syllabus

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CXCA22/Lr2 OS


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RATIONALEIMS 2

SKILLS AND ABILITIES T O BE ASSESSEDPRE REQUISITES O F THE SYLLABUS 2STRUCTURE O F T HE SYLLABUSUNIT :GEOMETRICAL AND ENGINEERING DRAWING

MODULE : LANE GEOMETRYMODULE 2: SOLID GEOMETRYMODULE 3: ENGINEERING DRAW7NG 1 2 4

UNIT 2:MECHANZCAL EN GIN EERIN G DRA W G ND DESIGNMODULE :MECHANICS O F M ACHINES 5 8MODULE 2: ENGINEERING MATERIALS AND PROCESSES 9 2MODULE 3: ENGINEERING DESIGN ELEMEN TS 23 5

OUTLZNE O F ASSESSMENT 6 0EGULATIONS FOR PRIVATE CAN DIDATES 40

REGULATZONS FOR RESIT CANDIDATES 40 4ASSESSMENT GRIDREFERENCE MATERIAL 1MINIMUM EQUIPMENT LIST 42


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he Caribbean Advanced Proficiency Examinations CAPE ) are designed to provide certification of theacademic, vocational and technical achievemen t of students n the Caribbean who, having completed aminim um of five years of secondary education, wish to further their studies. T h e exam inations address

the skills and knowledge acquired by students under a flexible and articulated system where subjects areorganised n l-U nit or 2-U nit courses with each Unit contain ing three Modules.Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjectsexamined by other exam ination boards or institutions.The Caribbean Examinations Council offers three types of certification. The first is the award of acertificate showing each C APE U nit com pleted. T he second is the CA PE diploma, awarded to candidateswho have satisfactorily completed a t least six Units, including Caribbean Studies. Th e third is the CAP EAssociate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Unitsincluding Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPEAssociate Degree, candidates must complete the cluster of required Units within a maximum period offive years.


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Geomatrlcal and MachanlcalEnglnaerlng Drawlng Syllabuseometrical and Mechanical Engineering Drawing GMED) is the universal means of communicationfor engineers, technicians and craftsmen. This type of international communication is facilitated by

the use of standards ~ublished by the International Organization for Standardization ISO) forEngineering Drawing.The course of study for GMED comprises both practical and theoretical activities that respond to theinterests, skills and disposition of students within a wide range of abilities. This subject stimulates aninterest in drafting and engineering as career options for students. GMED incorporates the language andlogic that structurally link a wide range of occupations and is, therefore, important in creating anddeveloping the infrastructure necessary for socio-economic development of the Caribbean region.The course outlined in this syllabus would enhance the capabilities and skills of students and promotestheir development as rational, ethical and responsible members of society. Unit 1 focuses on thepreparation of engineering drawings, while Unit 2 focuses on the design and drawing of engineeringcomponents. A student who completes this syllabus would be competent in the use of the latestdevelopments in drawing technology, including Computer-Aided Drafting CAD). In addition, thestudent would become proficient in the application of the British Standards BS 8888), IS 0 Standards,Caribbean Uniform Building Codes CUBiC) and local codes.

lmsThe syllabus aims to:1 develop skills in the reading, interpretation and production of Mechanical Engineering drawings

and diagrammatic illustrations conforming to BS and I S0 Standards, CUBiC and local codes;2 develop skills in the preparation of working and assembly drawings conforming to BS and IS0

Standards, CUBiC and local codes;3 provide knowledge of materials for production of engineering components;

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4. provide knowledge of the different methods of production of engineering components;5 develop skills in applying the principles of Geometrical and Mechanical Engineering Drawing in

solving engineering problems;develop skills in applying and drawing principles to facilitate product development and

develop skills to use Computer-Aided Drafting CAD) software to produce engineering drawings;develop an interest in Mechanical Engineering as a career and as an intellectual discipline;develop an appreciation of the pivotal role of Mechanical Engineering drawing in the socio-economic development of individual territories and the Caribbean region as a whole.

SKILLS AND ABILITIES TO BE ASSESSEDThe skills and abilities which students are expected to develop on completion of the syllabus have beengrouped under three headings:i) Knowledge;ii) Application; andiii) Drawing Skills.

The ability to identify, recall and grasp the meaning of basic facts, concepts and

The ability to use facts, concepts, principles and procedures in unfamiliarsituations; transform data accurately and appropriately; use commoncharacteristics as a basis for classification; use formulae accurately forcomputations.

The ability to produce neatly organized, clean and accurate drawings according tospecification.

PRE REIUISITES OFR SYUABUSIt is expected that persons with a good grasp of the Mechanical Engineering Drawing Option of the CSECTechnical Drawing syllabus or the equivalent should be able to successfully pursue this course.


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S lRU rnR OFTH S Y u m sThe syllabus is divided into two Units. Each Unit consists of three Modules. The Units are independent ofeach other. Together they provide a comprehensive post secondary course in the field of EngineeringCommunication.Unit Geometrical and Enginem ng Drawing contains three Modules of approximately 50 hours each. T hetotal time for the syllabus approximately 150 hours.

Unit 2: Mechanical Engineering Drawing and Design contains three Modules of approximately 50 hourseach. T he total time for the syllabus is approximately 150 hours.

Mech anics of MachinesEngineering Materials and ProcessesEngineering Design Elements


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UNIT : QEOHETRICN D W lNEERlNQ DRAW INMODULE 1: PLANE GEOMETRY

GENERAL OBJECTIVESO n completion of this Module, stude nts should:1 develop the ability to produce drawings of a two-dimensional natur e;2 develop basic Computer-Aided Drafting CA D) skills.

SPECIFIC OBJECTIVESStud ents should be able to:1. define standard engineering curves;2 constru ct standard engineering curves;3 determ ine centro ids of plane figures by graphical me thods ;4 use graphical methods of integration of areas and first and second moment of areas;5 develop displacemen t diagram s for edge, face and cylindrical Cam s;6. develop C am profiles;7. use Com puter-Aided Drafting software to prod uce drawings.

CONTENT1 Conic Sectionsand oci

i) Standard engineering curves: ellipse, parabola, hyperbola, Archimedean spiral andinvolute.ii) Con struction of ellipse, parabola and hyperbola using true methods.iii) Construction of Archimede an spiral, involute an d cycloid.iv) Construction of tangents t o these curves.


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MODULE : PL NE GEOMETRY (cont d)

Graphical methods,a) integration of area;b) first and second moments.

i) Construction of Cam profiles and displacement diagrams to produce:a) dwell;b) uniform velocity;c) uniform acceleration or retardation;d) simple harmonic motion.

ii) Construction of Cam profiles and displacement diagrams with various types of followers,

a) knife-edge;b) roller;

d) spherical.

iii) Construction of Cam profiles and displacement diagrams with different follower paths:a) straight line;b) circular arc;c) on-centre;d) off-centre.


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UNITMODULE : PLANE GEOMETRY (cont d)4 Computer-Aided Drafting CAD)

i) Use of Cartesian, Polar and Abso lute co-ordinates.ii) CA D features:

a) menus;b) toolbars draw, modify, dimension);c) parameters.

iii) toolbars:a) draw line;b) construction line;

d) rectangle;e) arc;0 circle;g) donut;h) spline;i) eclipse;Q block;k) hatch;1) boundary.

iv) modify:a) mirror;b) array rectangle, polar) ;


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UNIT 1MODULE1: PLANE GEOMETRY (cont d)c) COPY;d) rotate;e) scale;f) stretch.

v) dimension:a) linear;b) aligned;C) ordinate;d) radius;e) diameter;0 angular;g) baseline;h) continue;i) leader;j) tolerance;k) centermark;1) dimension text edit;m) dimension style.

vi) Use ofCAD software to produce plane geometry drawings.


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UNIT 1MODULE 1: PLANE GEOMETRY (cont d)

Suggested Teaching and Learning ctivitiesTeachers are encouraged to engage students in activities such as those listed below as they seek to achievethe objectives of this Module.1 Have students solve problems pertaining to the Content on Plane Geometry in the recommended

texts.2 Use real life examples to promote class discussion and illustrate the use and purpose of Plane

Geometry in Mechanical Engineering.3 Explain the fundamentals of Mechanical Engineering science with emphasis on definitions and

the graphical approach.4 Place emphasis on freehand sketching and different drawing methods.5 Have students perform relevant calculations where required.6 Have students use CAD software to produce Plane Geometry drawings.

RESOURCE

Hewitt D E Engneenng Dra wing and Desip for Mechanical TechniciansLondon: The Macmillian Press Limited 1999


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MODULE 2: SOLID GEOMETRY

GENER L OBJECTIVESn comp letion of this M odule, studen ts should:

1 develop the ability to produce three dimen sional drawings;develop Com puter-Aided Drafting CA D) skills.

SPECIFIC OBJECTIVESStud ents should be able to:1. represent solids in pictorial projections;2 apply the isom etric scale in constructin g drawings in isometric projection;

4 project solids in ortho graph ic projection;5 project sections of solids cut by inclined planes;

draw true shapes of sections;7 project auxiliary views;

draw lines of intersection betw een solids;9 develop surfaces of right or skewed objects;10 develop surfaces comp osed of multiple ge ometric shap es;1 1 arrange the developm ent of surfaces to use material optimally;12 construct helix for appropriate applications;13 produce drawings using CA D software.


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MODULE : SOLID GEOMETRY (cont d)

Pictorial Projectionsi) Projection of solids in:

a) oblique;b) planometric;c) isometric;

d) two-point angular.

ii) The application of the isometric scale to the construction of drawings in isometric

iii) The construction of circles and curves in pictorial drawings.

2 rthographic Projectionsi) First angle projection.ii) Third angle projection.

3 uxiliary iewsi) The projection of sections of solids cut by inclined planes.U) True shapes of sections.iii) First and second auxiliary views.

ntersectionof SoliclsIntersection and interpenetration of solids.


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UNITMODULE2: SOLID GEOMETRY (cont d)

5 Surface Development

i) Surfaces of right or skewed three-dimensional objects.ii) Surfaces comp osed of multiple geometric shapes.iii) Transition pieces square-to-round, round-to-round )iv) Econo mical use of materials.

6 Helixi) Application of helix t o screw threads and springs.ii) Con structio n of helix o n cylindrical and con ical forms.

7 C DUse of CA D software to produce solid geometry drawings.

Suggested Teaching and Learning ctivitiesTeachers are encourag ed to engage stude nts in activities such as those listed below as they seek to achieveth e objectives of this Module.1 Have students solve problems pertaining to th e C on ten t on Solid Geometry in the recommendedtexts.2 Use real life examples to promote class discussions and illustrate the use and purpose of SolidGeometry in M echanical Engineering.3 Place emphasis o n definitions, freehand sketching and different drawing methods.4 Have stude nts perform relevant calculations where required,5 Have stu dents use C A D software to produce Solid Geometry drawings.RESOURCEHewitt, D.E. Engineering D ra win g a n d D e s i p orMechanical Technicians,London: T h e Macmillian Press Limited, 1999


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MODULE 3: ENGINEERING DRAWING

GENERAL OBJEC TIVES

n completion of this Mod ule, students should:develop th e ability to prepare m achine drawings;develop the ability to produce drawings, freehand sketches and designs of machine componentsfor manu facture.

SPECIFIC OBJECTIVESStude nts should be able to:1. prepare drawings with sectiona l views;2 produce working an d assembly drawings;3 produce an d dimension drawings of engineering compon ents for manufacturing;4 prepare detailed freehand sketches of mac hine parts and com pone nts;5 synthesize solutions t o simple engineering problems;6 produce drawings using C A D software.

1 ssembly Drawingsi) Assembly drawings of mac hine parts and c om pone nts.ii) Detailed drawings of compon ents from: assembly drawings, freehand sketches a nd actualmac hine parts.

Working Drawingsi) Wo rking drawings of mac hine parts and com pone nts.ii) Use of welding and machine graphical symbols.


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MODULE 3: ENGINEERING DRAWING (cont d)

3 etailed rawingsi) Dimensional drawings:

a) manufacturing;b) general;c) geometric and positional tolerance: finishes, limits and fits BS 4500).

ii) Balloon referencing and part listings:a) cross-reference;b) item list and materials specification.

4. Freehand SketchingOrthographic and pictorial views of machine parts and components.

Synthesize designs using components selected from the suggested list below.i) accessories: gauges, small tools and clamping devices;ii) mechanisms: slide crank and pin, rack and pinion, ratchet;iii) fasteners: bolts and nuts, screws, studs, keys, pins, rivets and locking devices;iv) Hydraulic Systems:

a) pumps: centrifugal and reciprocating;b) valves: non-return, isolating, expansion, safety, gate and globe;c) piping and joints: flanged and hydraulic;d) seals: dynamic and static.


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MODULE : ENGINEERING DRAWING (cont d)

(V) Machine tools:Parts of the following machines: drilling; grinding; lathe; milling and shaping.

Use of CAD software to produce engineering drawings.

Suggested Teaching and Learning ctivitiesTeachers are encouraged to engage students in activities such as those listed below as they seek to achievethe objectives of this Module.1 Use articles from current periodicals on relevant Mechanical Engineering topics to assist students

in adequately covering the design sections of the Module.2 Have students complete several working and assembly drawings of machine parts and

components.3 Place emphasis on the importance of freehand sketching to enable students to become familiar

with the complexity in the theory and construction of various machine parts and components.4 Visit a Mechanical Engineering Drawing Office to familiarize students with the different

conventional representation on drawings and the use and importance of drawing standards.5 Visit machine and mechanical engineering workshops to familiarize students with the operations.6 Arrange lectures by experienced engineers on the design and preparation of working drawings of

engineering components in order to enhance students understanding and appreciation of thecontent in the Module.

Ewneering Drawing and Design for Mechanical TechniciansLondon: The Macmillian Press Limited. 1999


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UNIT NEGI I I I IGM8 6 NEER BRAWIN6AWB B B 6MODULE 1: MECHANICS OF MACHINES

GENERAL OBJECTIVESOn completion of this Module, students should:1 understand how forces in structures are graphically determined;

develop skills to produce accurate drawings of gear tooth profiles;3 understand how true lengths and angles of skew lines are determined;

develop skills to locate planes in space;5 acquire knowledge of IS 0 conventional systems, British Standards BS 8888), Caribbean Uniform

Building Codes CUBiC) and local codes.

SPECIFIC OBJECTIVESStudents should be able to:

determine forces by graphical methods;2 construct hearing force and bending moments diagrams;

determine forces in beams;4. calculate the various parameters of the involute spur gears;5 construct involute gear tooth profiles;6 use IS0 conventional systems and British Standards BS 8888);

determine true angles;locate lines and planes in space;draw planes inclined to planes of reference;

10 determine the perpendiculars from given oblique planes;1 1 determine the shortest distance between skew lines;


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UNIT 2MODULE MECHANICS OF MACHINES (cont d)

12. produce drawings using Computer-Aided Drafting CAD) software.

CONTENT1. Systems o orces y Graphical Methods

i) Triangle, parallelogram and polygon of forces to find resultant equilibrium; resolution offorces in members of simple framework.ii) Space and polar diagrams and funicular link) polygons to find the position of resultant orequilibrium.

iii) Shearing force and bending moment diagrams.

2. Gearsi) Involute Spur Gears definition of terms:

a) pitch circle diameter;b) pitch point;

pressure angle;addendum;dedendum;clearance;circular itch;circular tooth thickness;number of teeth;diametrical pitch;module;base circle diameter.


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UNIT 2MODULE 1: MECHANICS OF MACHINES (cont d)

ii) Calculation of parameters necessary for construction of gear tooth profiles.iii) Construction of gear tooth profiles by involute and approximate methods.iv) Use of IS0 conventional systems and British Standards BS 8888).

3 Skew Linesi) True angles between intersecting lines.ii) True angles between intersecting planes.iii) True angles between lines and planes.iv) Traces of lines on planes.v) Traces of planes on planes.vi) Traces of perpendicular planes and their inclination to the planes of reference.vii) Traces of oblique planes and their inclination to the planes of reference.viii) Oblique plane and its inclination to the planes of reference.

4 C DUse of CAD software to produce mechanics of machine drawings.

Suggested Teaching and Learning ctivitiesTeachers are encouraged to engage students in activities such as those listed below as they seek to achievethe objectives of this Module.1 Use real life examples of components to illustrate the techniques contained in the Module.2 Visit a Mechanical Engineering Drawing Office to familiarize students with the different

conventional representation on drawings and the use and importance of drawing standards.3 Have students research and make presentations on topics contained in the Module.


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UNIT2MODULE 1: MECHANICS OF MACHINES (cont d)

4 Have students use CA D sc h a re to produce drawings on Mechanics ofMachines.

RESOURCEHewitt D E ngineetingDrawing and Des orMkchanical TechniciansLondon: Th e Macmillian ress Limited 1999.


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MODULE 2: ENGINEERING M TERI LS ND PROCESSES

GENER L OBJECTIVESOn completion of this Module, students should:

understand the different methods of producing engineering components;2 acquire knowledge of materials for the production of engineering components;

develop the ability to identify appropriate bearings for various applications;4 know appropriate lubricants and lubrication method for various applications;5 develop the ability to identify seals for various applications.

SPECIFIC OBJECTIVESStudents should be able to:

describe the appropriate manufacturing processes for the production of engineering components;2 select appropriate materials for the production of engineering components;

solve problems requiring knowledge of the application of bearings;

solve problems requiring knowledge of the application of lubricants;solve problems requiring knowledge of the application of seals.

i) Metals:a) ferrous wrought iron, cast iron, carbon steel, stainless steel;b) non-ferrous copper, aluminium, brass and other alloys.


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UNITMODULE : ENGINEERING MATERIALS AND PROCESSES (cont d)ii) Plastics manufactured material:

a) thermo-plastic polyvinyl chloride PVC), polytetrafluroethylenefluorocarbons), polyethylene, polystyrene, p~l~propylene,olyamides Nylon),polymethylmethacrylate Perspex)

b) thermo-setting epoxy-resin bakelite, melamine, araldite), laminates tufnol,formica).iii) Rubber:

a) characteristics organic, silicone, synthetic)b) uses and applications.

2 anufacturing rocessesi) Machining Tool Operations turning, shaping, drilling, milling and grinding.ii) Casting - sand, die, investment.iii) Forging - drop, hand upsetting, drawing down, swaging, bending).iv) Fabrication:

a) welding - shielded metal arc welding SMAW), oxyfuel gas welding OFW), gastungsten-arc GTAW) oxy-gas acetylene)b) welding symbols and their application;c) riveting cold, hot, pop;d) steel metal work grooved seam, knock-up, pandown, flanging, rolling andbending.

V) Safety in Manufacturing:a) safety equipment and material;b) safety procedures and processes in manufacturing;c) safety design in manufacturing.


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MODULE : ENGINEERING MATERIALS AND PROCESSES (cont d)

(i) Roller- cylindrical (radial, thru st), tapere d, sph erical, needle.(ii) Ball radial, thrus t, angular con tac t, self aligning, singleldouble row.(iii) Jou rna l pillow block, self lubricating.(iv) Typical applications.

(i) Bush drill, sleeve (limits an d fits).(ii) Typical applications.

(i) Types of lubricants liquid, solid and gas.(ii) Metho ds of applications liquid (splash, pressurised); solid; gas (mist, air).

(i) Static gasket, o-ring.(ii) Dynamic labyrinth, split ring, U , garter spring, o-ring.

Use of CAD software t o produce drawings.

Suggested teach in and Learning ctivitiesTeachers are encouraged to engage stude nts in activities such as those listed below as they seek t o achievethe objectives of this Module.

Use real life examples of components made from the manufacturing processes and materials in


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Enpneenng Drawing and Desip for Mechanical T~hniciansLondon: The MacmiIlian Press Limited 1999.

MODULE 2: ENGINEERING MATERIALS AND PROCESSES (cont d)2 Have students visit machine and mechanical engineering workshops to familiarize them with the

various machine-tools equipment and sub-assembly components being repaired.

Have students visit engineering pIants1factories to observe the manufacture ofcomponents/products using the various processes and materials in the Module.4 Have students research and make presentations on topics contained in the Module.


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UNIT 2MODULE3: ENGINEERING DESIGN ELEMENTS

GENER L OBJECTIVESOn completion of this Module, students should:1 develop skills to synthesize or modify designs using creativity, technical information and scientific

principles;2 develop skills to prepare freehand sketches and drawings of machine components suitable for

different manufacturing processes.

SPECIFIC OBJECTIVESStudents should be able to:1 solve problems requiring knowledge of various elements of power transmission;2 prepare freehand sketches and drawings of machine components;3 explain the design process;4 produce or modify designs of machine parts and components.

CONTENT1 Transmission of otion and ourer

i) Couplings rigid, flanged, fluid, Oldham and universal point.ii) Clutches single plate, multi-plate and centrifugal.iii) Gears spur, helical, bevel and worm.iv) Belt drives vee, flat and toothed tensioning of belts, fixed and movable shafts).V) Brakes single shoe, double shoe and internal drum.vi) Chain drives roller and inverted tooth/silent tensioning of chain).


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MODULE : ENGINEERING DESIGN ELEMENTS (cont d)

2 Design detailsDesign for casting, forging, machining and fabrication.

3 Design pngnciplesi) Elements: materials specification, manufacturing processes, size and shape.ii) Aesthetics and ergonomics ergonomic control loop).

4 Design process

i) recognition of need;ii) definition of problem;iii) synthesis;

iv) analysis and optimisation;v) evaluation;vi) presentation.

Use of CAD software to design and produce engineering drawings.

Suggested Teaching and Learning ctivitiesTeachers are encouraged to engage students in activities such as those listed below as they seek to achievethe objectives of this Module.

Use articles from current periodical on relevant Mechanical ~ n ~ i n e e r i n ~ . t o ~ i c so assist studentsin adequately covering the content in the Module.


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MODULE 3: ENGINEERING DESIGN ELEMENTS(cont d)

2. Have students complete a number of working and assembly drawings of various engineeringcomponents.

3 Place emphasis on the importance of freehand sketching to enable students to become familiarwith the differences in the theory and construction of various devices.

4 Have students visit a Mechanical Engineering Drawing Office to familiarize them with thedifferent conventional representation on drawings and .the use and importance of drawing

5 Arrange lectures by experienced engineers with respect to the production of working drawingsand detailed designs in order to enhance students understanding and appreciation of the contentin the Module.Have students use CAD software to design and draw machine parts and components.

Hawkes, B and Abinett, R The Engneenng Desip Process Essex United Kingdom: LongmanGroup Limited, 2000.Engneenng Drawng and Desip for Mechanical TechniciansLondon: The Macmillian Press Limited, 1999.


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Each Unit of the syllabus will be independently assessed and graded separately. The same scheme ofassessment will be applied to each Module in eac h Unit..,Candidateshave the option of submitting theirresponses to Paper 1 and Paper 02 using either the traditional drawing method drawing board and teesquare) or Computer-Aided Drafting CAD) software.EXTERNAL ASSESSMENT (80 )Written PapersPaper 01 Nin e compulsory tasks consisting of three questions from 30(2 hours) each Module in the U nit.

Paper 02 Nin e essay or exte nde d response question s (inclusive of 50(3 hours) drawings) arranged in three sections corresponding to th ethree M odules of the Unit. Each section consists of threequestions. Candidates will be required to answer two

questions from eac h section.

INTERNAL A SSESSMENT (20 )Paper 03 /1 PortfoliosUnit 1T h e Internal Assessment requires t ha t cand idates compile a Drawing Portfolio comprising six assignments,two from each Module. In Assignment 5, a maximum of six marks are allocated for communicatinginforma tion in a logical way using correct gramm ar.Unit 2

T he Interna l Assessment requires tha t candidates design or redesign a mac hine comp onent. All freehandsketches, pictorial and working drawings, specifications and calculations for the design must be includedin a Design Portfolio. Cand idates will be awarded a total of six marks for comm unicating information in alogical way using correct grammar.

MODERATION O F INTERNAL ASSESSMENTEach year an Internal Assessment Record Sheet will be sent to schools submitting students for theexamination.All Internal Assessment Record Sheets and sample of assignments are to be submitted to the LocalRegistrar in time to reach CX C by M ay 3 1 of the year of the exa min ation . A sample of assignments will be


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requested by CXC for moderation purposes. These assignments will be re-assessed by CXC Examiners toinform the moderation of scores submitted by the given teacher. Teachers' marks may be adjusted as aresult of moderation. An Examiner's feedback report will be sent to each teacher.Copies of the students' assignment that are not included in the sample submitted to CXC must eretained by the school until three months after publication by CXC of the examination results.

ASSESSMENT DETAILSEach Unit will e assessed as follows:External Assessment y Written Papers (80 of Total Assessment)

Paper 01 (2 hours 30 of Total Assessment)1. Comjmsition of the Paper

This paper consists of nine compulsory short-response questions, three from each Module.Questions may differ in difficulty and may require knowledge of several topics in the Module

Mark AllocationThis paper is worth 90 marks and contributes 30 towards the final assessment. Each Module isworth 30 marks and contributes 10 towards the final assessment.

3. Award of MarksFull marks will be awarded for correct answers supported by relevant working or demonstration of

No marks will be awarded to a correct answer which is unsupported by any details of the methodused (for example: calculations, construction or line-work). Candidates are, therefore, advised toshow all heir working.

4. Use of CakulatmsCandidates may use silent, non-programmable calculators.


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Paper 02 (3 hours 50 of Total Assessment)1 Composition of Paper

This paper s divided into three sections, each representing one of the three Modules of the Unit.Each section conta ins three questions. T h e candidate is required to answer two questions fromeach section.All questions are equally weighted and may require knowledge of more than one topic in theModu le from which they are taken . Only a sample of th e topics in any Module will be assessedand th ese may not receive equ al emphasis.

2. Mark AllocationTh is paper is worth 150 marks and contributes 50 towards th e final assessment. Ea ch Mo dule isworth 50 marks and contribu tes approximately 16.7 towards the final assessment.

3. Award of MarksFull marks will be awarded for correct answers supported by relevant working or dem onstratio n ofthe process.N o marks will be awarded t o a corre ct answer which is unsupported by any details of the m ethodused (for example: calculations, constru ction or line-work). Can didates are, therefore, advised toshow heir working.

Can didates may use silent, non-programm able calculators.INTERNAL ASSESSMENT (20 of Total Assessment)Interna l Assessment is an integral part of stud ent assessment in t he course covered by this syllabus. It isintende d t o assist studen ts in acquiring certain knowledge, skills and attitud es th at a re associated with thesubject. T h e activities for the Interna l Assessment are linked t o the syllabus an d should form part of thelearning activities t o enable th e stu den t t o achieve t he objectives of the' syllabus.During the course of study for the subject, students obtain marks for the competence they develop anddem onstrate in undertaking their Internal Assessment assignments. Th ese marks contribute to the finalmarks and grades tha t are awarded to students for their performance in th e examination.T h e guidelines provided in this syllabus for selecting appropriate tasks are int end ed to assist teache rs andstuden ts in selecting assignments tha t are valid for the purpose of Internal Assessment. T h e guidelinesprovided for the assessment of th e assignments are intended to assist teache rs in awarding marks th at arereliable estimates of th e achievem ent of studen ts in the Internal Assessment com pon ent of the course. Inorder to ensure tha t the scores awarded by teachers are in line with th e Caribb ean Exam inations Council's


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standards, the Council undertakes the moderation of a sample of the Internal Assessment assignmentsmarked by each teacher. Internal Assessment provides an opportunity to individualise a part of thecumculum to meet the needs of students. It facilitates feedback to the student at various stages of theexperience. This helps to build the self-confidence of students as they proceed with their studies. InternalAssessment also facilitates the development of the critical skills and abilities emphasised by this CAPEsubject and enhances the validity of the examination on which candidate performance is reported.Internal Assessment, therefore, makes a significant and unique contribution to both the development ofrelevant skills and the testing and rewarding of students for the development of those skills.The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid andreliable estimates of accomplishment. The guidelines provided in this syllabus are intended to assist indoing so.The Internal Assessment will consist of a Portfolio for each Unit consisting of assignments taken from theModule s) outlined in the syllabus.

Paper 311 Drawing Portfolio (20 f the Total AssessmentCompositionThe Drawing Portfolio must consist of six assignments. Two assignments must e set on each Module. Atleast one assignment rom each Module must be CAb-based. A complete record of freehand sketchesand final drawing solutions must e submitted in the Drawing Portfolio. The assignments in eachPortfolio will be assessed by the teacher and a sample of the Portfolios will be reassessed by a moderatorappointed by CXC.Mark AllocationEach assignment is worth 10 marks. However, for the purposes of assessment by the classroom teacher,each assignment should e marked out of 20 as shown in the criteria and mark schemes for InternalAssessment assignments outlined on pages 30-34 of the syllabus.The mark recorded for each Module will e the average of the TWO Module assignments. he InternalAssessment for each Module is ompdmy and failure t submit all assignments will n o m U y result in nomarks being awarded for Internal Assessment. Assignments are set and assessed by the teacher, using theInternal Assessment Assignments, Criteria and Mark Schemes provided on pages 30-34 of the syllabus.


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UNITWTERNAL ASSESSMENT ASSIGNMENTS CRITERIA ND M RK SCHEMESAssignmentsEach candidate is required to produce a Drawing Portfolio consisting of six original drawings. Examples ofappropriate sources and topics on which these assignments may be based are given below.For EACH assignment 1, 2, 3 and 6), the student will submit a completed drawing or set of drawings onA 2 420 594 mm paper by itself with border lines and title block.Assignment 1Candidates will be expected to produce drawings based on Specific Objectives 3 and 4 of Module 1.Assignment 2Candidates will be expected to produce ONE drawing based on Specific Objectives and 6 of Module 1.AssignmentCandidates will be expected to produce ONE drawing based on Specific Objectives 8 to 11 of Module 2.

Candidates will e expected to produce ONE drawing using CAD software and based on SpecificObjective 13 of Module 2.AssignmentCandidates will be expected to produce drawings based Specific Objectives 4 and of Module 3.Assignment 6Candidates will be expected to produce ONE drawing based Specific Objectives 1 ,3 and 4 of Module 3.


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CRlTERLA M RKS TOTALMARKS

1. Construction of lines and curves to form 4components (showing construction line whereappropriate).

More than 90 accurate 4More than 80 accurate 3More than 70 accurate 2More than 60 accurate 1

2 Use of line types, centre lines dimensions as needed(Balloon referencing and Port listing, Hatchinglines).

More than 95 accurate 6More than 90 accurate 5More than 85 accurate 4More than 80 accurate 3More than 70 accurate 2More than 60 accurate 1

3 Accuracy of components drawn from given objects, 6sketches or drawings.

More than 95 accurate 6More than 90 accurate 5More than 85 accurate 4More than 80 accurate 3More than 70 accurate 2More than 60 accurate 1

4 LineworkNeat 1Clean 1

5. Completion of drawings 2title blocks completedborder lines completed 1

TOTAL 20

Mark Scheme for Assignments 1 2 3 a d 6Teachers should allocate marks as shown in the table below.


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Mark Scheme for ssignment 4The student will submit:

a list of the commands used for a given set of tasks on a separate sheet;a complete drawing on A4 (2 10 297 mm) paper from a given sketch or drawing;

3 a labelled diskette with the completed drawing and commands.Teachers will allocate marks as shown in the table below.

CRlTERlA M RKS TOTALMARK;S1 Use of commands 4

More than 90 accurate 4More than 80 accurateMore than 70 accurate 2More than 60 accurate 1

2. Production of drawing using CAD software 16drawing (point on node)line sizeline typesscalesdimensionsnotations

For each of the features in the list above award marks as followsto a maximum of marks for each feature:

more than 90 accurate 270 89 accuratedrawing

more than 90 completed 270 89 completed 1

title block 1border lines 1

TOTAL 2


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ark Scheme or ssignmentA maximum of six marks are allocated for communicating information in a logical way using correctgramm ar. T h e following Tab le gives the allocation of the raw ma rks for Assignm ent 5, Unit 1, Module 1.Th e stud ent will submit:

a w ritten proposal of th e design con cept;three (3) preliminary ideas (as freeha nd sketch es) of the propo sed design;

3. a written justification of the best d esign;final sketch es, materials listing and estim ated cost;final drawings of the selected design.

Teachers should allocate m arks as shown in the table below.

CRITERIA MARKS TOTALMARKS

1. Definition of the parameters of the design 1 1

2. Synthesis of thre e alternativ e designs 3Very relevant and appropriate 3Relevant and appropriate 2Limited relevance andlor appropriateness 1

3 Selec tion of best design by cand idate 2many relevan t supporting details 2few relevan t supporting details 1

4. Completion of the design 4Completed freehand sketchesMore than 90 complete 2

70 89 complete 1Listed materials 1Estimated costs 1


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Teachers should inform candidates of the assessment criteria.2 Teachers should guide the candidates in choosing appropriate assignments that relate to the

candidates interest and specific objectives identified.3. Teachers and candidates should agree to a schedule of the dates for submitting assignments.

The teacher should offer guidance in the process and the preparation of the portfolio.

Management o Drawing ortfolioTeachers should encourage students to start the first assignment during the first term and to complete anassignment once every five weeks.

CRITERI M RKS TOT LM RKS

5 Final drawings 4line size, line types, scale, dimensions, notation

Very good 4Good 3Moderate 2Fair 1

6. Communication of information in a logical way using 6correct grammar

communicates information in a logical way usingcorrect grammar and appropriate terminology MOST ofthe timecommunicates information in a logical way usingcorrect grammar and appropriate terminology SOME ofthe timecommunicates information in a logical way R RELY 1 2using correct grammar and appropriate terminology ofthe field

TOT L 2


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Paper 311 Desim Portfolio

The Design Portfolio must consist of three phases leading to the final design solution, namely:i) Phase Conceptualisation of the project;ii) Phase 2 Design of project;iii) Phase 3 Work programme methodology, resources, schedule).

Students will be assessed on completed assignments at each phase. he Design Portfolio must be CAD-based, with evidence of the acquisition of knowledge and skills gained at eachphase A complete record ofthe proposal, pictorial and working drawings, freehand sketches, specification, calculations and finaldesign solution should be kept in the Design Portfolio. The Design Portfolio will be assessed by the teacherand a sample of the documents will be reassessed by a moderator appointed by CXC.Each student must prepare a technical report on the project and make a presentation of hisher finaldesign solution in class.Mark AllocationThere is one assignment in the Design Portfolio which is worth 60 marks. These marks will be awardedbased on the criteria listed below see pages 36 40 for detailed breakdown of Assessment Criteria).

Assessment Criteriai) Development of Project

Phase Conceptualization of the ProjectPhase 2 Design of ProjectPhase 3 Work programme methodology, resources

ii) *Use of CADiii) The Project Reportiv) Contents of Portfoliov) The Interactive Presentation

*Commands used and electronic copy of fin l drawings must be submitted


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ssessmentCriteria ange TotalMarksMarksPhase 2 Design of Project 10)In this practical phase, students are expected to work closely withtheir teachers to complete a) to e) for their Projects.The design must include:

a) sketches of preliminary and final design solutionsb) detailed working drawingsc) assembly drawingsd) application of theories explored in Phasee) the specifications of the component s) in the ProjectGood Sketches and drawings for more than THREE different 7 10design solutions presented. Strong link between the theoriesexplored in Phase 1 and details in sketches and drawings of thechosen design. Good rationale for the chosen specifications.Satisfactory: Sketches and drawings for THREE differentdesign solutions presented. Satisfactory link between thetheories explored in Phase 1 and details in the sketches anddrawings of the chosen design. Satisfactory rationale for thechosen specifications.Limited: Sketches and drawings for less than THREE different 0 - 3design solutions presented.A moderate link between thetheories explored in Phase and details in the sketches anddrawings of the chosen design. Fair rationale for the chosenspecifications.


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Assessment Criteria Rangeof Total MarksMarksPhase 3 Work Programme 06)This report m ust include:

a) statem ent of approach or methodologyb) resources, including software, equip me nt and literatureusedc) scheduling of tasks for ea ch PhaseGood Used appropriate methodology and resources. ost 5 - 6tasks com pleted a nd sche dule indicates a n efficient use oftime.Satisfactory Used appropriate methodology. Man y tasks 3 4(60 ) com pleted and suitable resources were used.Sche dule indicates a satisfactory use of time.Fair Inappropriate use of methodology and/or most 0 - 2resources. Th ere were many incomplete tasks and/or th eschedule was loosely organized.

Use of CAD Software 6Good LL >90 ) drawings completed with accurate 5 - 6representations of the com ponents a nd correct use ofcommands.

Satisfactory MAN Y (>75 ) drawings completed with 3 4accurate representations of MAN Y of the com ponentswith minor errors in the use of comm ands.Limited FEW (>60 ) drawings completed with major 1 - 2inaccuracies in th e representations of the co mpon ents an duse of comma nds.


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Assessment Criteria Range Total MarksMarks3 he Project Report 6

a) Project proposal statement of purpose or definition of 03)problem).

Concise, aligned with the design problem 3Loose or ambiguous alignment with the design problem 1-2

b) Statement of project scope and specifications 02)Statement is relevant to project themeltitle, specifications 2unambiguousStatement is generally relevant to project themeltitle someambiguity in specifications

c) Constraints and limitations 02)Satisfactory insight in the identification of problem-solving 2strategiesLimited insight in the identification of problem-solving 1strategies

d) Final design of project freehand sketches, detailed working 04)drawing, assembly drawing, specifications)

Satisfactory match of products with specifications outlined 3 - 4in the project scopeLimited match of products with specifications outlined in 1 - 2the project scope

e) Communication of information in a logical way 05)communicates information in a logical way using correct 4 5grammar and appropriate terminology of the field MOSTof the timecommunicates information in a logical way using correct 2 - 3grammar and appropriate terminology of the field SOME ofthe timecommunicates information in a logical way RARELY using 0 - 1correct grammar and appropriate terminology of the field.

4 Contents of Portfolio 08Good Contents were neatly organized, containing relevant 6 8materials for the task.Satisfactory:Contents were generally neat and organized 3 - 5andlor most of the materials were relevant for the task.Limited: Contents were loosely organized andlor contained 0 - 2many irrelevant materials for the task.


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REGUL TIONS FOR PRIV TE C NDID TESCandidates w ho are no t attach ed to schools, but w ho wish to sit th e exam ination as private candidates will sitPaper 03/2 of the externa l assessment. Paper 03/2 will e of three hours' duration and will consist of aComputer-Aided Drafting (CA D) exercise based on o ne or more of the thre e Modules of the Unit. Th epaper is worth 60 marks and contributes 20 to the total assessment.

REGUL TIONS FOR RESIT C NDID TES1. Resit candidates must complete Papers 01 and 02 of th e examination for the year for which they

re-register. Resit candidates whose moderated score is at least 50 of the In ternal Assessmentscore may elect not to repeat this component of the examination provided they resit theexamination no later than two years following the first attempt. Candidates may elect to carryforward their Inte rnal Assessment score on m ore th an o ne occasion during t he two years following

Range ofAssessment Criteria Marks Total Marks5 he Interactive Presentation 8Quality of presentation 05)

Logical sequence of ideas in presentation, stude ntdem onstra tes full know ledge of th e topic by 4 - 5answering questions with explanations andelaborationExplanation need ed to follow th e sequence ofideas in presentation student d emon strates 2 - 3knowledge of most aspects of the topic andanswered the rudimen tary questions.Se que nce of ideas erratic a nd difficult to followstud ent was unable to answer many of thequestions related t o the topic

Use of comp uter-aided materialGenerally relevant t o concepts

o Moderately relevant to conceptsCom mun ication of Information (vocabulary, gramm ar)

Presented ideas using appropriate terminology andgenerally correct gram mar

Total

0 - 102)2101)

6 0

Documents

GMED Syllabus