NATIONAL BOARD FOR TECHNICAL EDUCATION CURRICULUM AND COURSE SPECIFICATION FOR ND AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY PLOT ‘B’, BIDA ROAD, PMB 2239, KADUNA, NIGERIA
NATIONAL BOARD FOR TECHNICAL EDUCATION
CURRICULUM AND COURSE SPECIFICATION
FOR
ND AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY
PLOT ‘B’, BIDA ROAD, PMB 2239, KADUNA, NIGERIA
NATIONAL DIPLOMA IN AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY
GENERAL INFORMATION
1.0. GOAL AND OBJECTIVE OF THE PROGRAMME
GOAL
The programme is designed to produce Agricultural Engineering Technicians Capable of utilizing and carrying out repairs
and routine maintenance of farm machinery, irrigation and drainage facilities as well as storage and processing equipment
and who can assist in the design of farms, farm structures and other farm facilities.
OBJECTIVES
On the completion of the programme the diplomat of ND in Agricultural and Bio-environmental Engineering Technology
should be able to:
1.0 Operate, maintain and repair farm tractors, and other farm implements, tools equipment and machinery.
2.0 Supervise and manage mechanized farms and farming operations.
3.0 Construct and maintain small earth dams, drainage and water distribution system and structures for irrigation
purposes.
4.0 Carry out the construction and layout of contours, terraces, strip cropping for soil conservation purposes.
5.0 Erect simple farm storage structures (silos, cribs, rhumbus etc.)
6.0 Maintain and repair simple primary crop processing machines like sellers, decorticators, graters, milling machine,
grinders etc.
7.0 Install, maintain and repair irrigation equipment.
8.0 Design, maintain and repair electrical wiring systems in farm buildings and houses.
9.0 Prepare brief technical reports on small scale farm enterprises.
10.0 Prepare a farm survey plan and land capability classification of a farm.
2.0 ENTRY REQUIREMENTS
Applicants with any of the following may be considered for admission into the National Diploma Programme in Agricultural
and Bio-environmental Engineering Technology:
1. At least a pass in English Language and Credit level passes in four subjects obtained in not more than two sittings
in GCE ‘O’ Level, or Secondary School Certificates (SSCE). The four subjects include Mathematics, Physics,
Biology/Agriculture Science or Chemistry and the other subjects.
2. At least a pass in English Language and four credit passes in an NBTE recognized preliminary National Diploma
Course offered in a Polytechnic or similar post Secondary technical institution. The credit passes must
include Mathematics, Physics, Chemistry, biology.
3.0 STRUCTURE OF PROGRAMME
The National Diploma Agricultural and Bio-environmental Engineering Technology programme is a terminal programme
and is structured to last for two years (four semesters). This include three to four months of supervised industrial work
experience (SIWES) between the end of semester 2 and the beginning of semester 3.
4.0 CONDITION OF AWARD
Institutions offering accredited programme will award the Diploma to candidates who are successful in course work,
examination and practicals set by the institutions and the supervised industrial experience.
All terminal National Diploma Examinations must be externally moderated. In grading the awards, the unified grading
system should be applied.
5.0 CURRICULUM
5.1 The curriculum of the ND programme consists of three main components. These are
i. General Studies/Education
ii. Foundation Courses
iii. Professional courses
5.2 The general education component shall include courses in arts and humanities – English Language, Communication,
and history. These are compulsory. Mathematics and science (for non-Science based programmes) social studies –
citizenship (the Nigerian Constitution) Political Science, Sociology, Philosophy, Geography, Entrepreneurship studies.
The course in citizenship, Entrepreneurship, philosophy of Science and Sociology are compulsory.
5.3 The general education component shall account for not more than 15% of total contact hours for the programme.
5.4 Foundation courses include courses in Economics, Mathematics, pure Sciences, Technical Drawing, and Descriptive
Geometry, Statistics etc. the number of hours will vary with the programme and may account for about 10 – 15% of the
total contact hours.
5.5 Professional courses are courses which give the student the theory and practical skills he needs to practice his field of
calling at the technician/technologist level. These may account for between 60% - 70% of the total contact hours
depending on programme.
6.0 ACCREDITATION
Each programme offered at ND or HND Level shall be accredited by the NBTE before the diplomats can be awarded
either of the two Diploma Certificates. Details about the process of accrediting a programme for the award of the ND or
HND are available from the Executive Secretary, Programmes Department, National Board for Technical Education, Plot
B, Bida Road, P.M.B. 2239, KADUNA, Nigeria.
7.0 GUIDANCE NOTE FOR TEACHERS TEACHING THE PROGRAMME
7.1 The new curriculum is drawn in unit courses. This is keeping with the provisions of the national Policy of Education
which stress the need to introduce the Semester credit units which will enable a student who so wish to transfer
the units already completed in an institution of similar standard from which he/she is transferring.
7.2 In designing the units, the principle of the modular system by product has been adopted; thus making each of the
professional modules, when completed provides the student with technician operative skills, which can be used for
employment purposes.
7.3 As the success of the credit unit system depends on the articulation of programmes between the institutions and
industry, the curriculum content has been written in behavioural objectives, so that it is clear to all the expected
performance of the student who successfully completed some of the courses or the diplomats of the programme.
There is a slight departure in the presentation of the performance based curriculum which requires the conditions under
which the performance are expected to be carried out and the criteria for the acceptable levels of performance. It is a
deliberate attempt to further involve the staff of the department teaching the programme to write their own curriculum
stating the condition existing in their institution under which the performance can take place and to follow that with the
criteria for determining and acceptable level of performance. Departmental submission on the final curriculum may be
vetted by the academic board of the institution.
Our aim is to continue to see it that a solid internal evaluation system exists in each institution for ensuring minimum
standard and quality of education in the programmes offered throughout the polytechnic system and similar post –
secondary technical institutions.
The teaching of the theory and practical work should, as much as possible, be integrated. Practical exercises, especially
those in professional courses and laboratory work should both be taught in isolation from the theory. For each course,
there should be a balance of theory to practice in the ratio of 50:50 or 60:40 or the reverse.
AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA
CURRICULUM TABLE
(SEMESTER I)
CODE COUSE TITLE THEORY
HRS/WK
PRACTICALS TOTAL
CONTACT
HRS/WK
CREDIT
HOURS/wk
ABE 101
AGT 111
ABE 113
MEC 112
EEC 115
ABE 112
Introduction to Agric and bioenvironmental engineering
Principles of Crop Production
Basic Workshop Technology and Practice
Technical Drawing
Electrical Engineering Science 1
Tractor operation & Maintenance
3
2
1
0
1
1
1
2
3
4
2
3
4
4
4
4
3
4
4
4
4
4
3
4
GNS 111 Citizenship Education 2 0 2 2
GNS 102 English Communication 1 2 0 2 2
COM 001 Computer Applications I 0 3 3 3
12 19 31 31
CURRICULUM TABLE (SEMESTER II)
CODE COUSE TITLE THEORY PRACTICALS TOTAL
CONTACT
HRS/WK
CREDIT
HRS/WK
ABE 121
ABE 122
AGT 113
ABE 102
ABE 125
Construction and maintenance of processing and storage
facilities
Farm Machinery and Mechanisation 1
Introduction to Soil Science
Repair and Maintenance of Farm Implements Introduction to Livestock Mechanisation
2
2
2
2
2
4
3
2
4
2
6
5
4
6
4
6
5
4
6
4
GNS 121 Citizenship Education II 2 0 2 2
GNS 202 Communication in English 1I 2 0 2
COM002 Computer Applications II 0 3 3
14 18 32 32
CURRICULUM TABLE (SEMESTER III)
CODE COURSE TITLE THEORY
PRACTICALS
TOTAL CREDIT
HRS/WK
MEC214
ABE 203
ABE 211
ABE 222
ABE 213
ABE 227
Fluid Mechanics
Agric materials handling technology
Farm Electrification
Farm Machinery & Mechanisation 2
Irrigation and Drainage
Technical Report Writing
2
2
2
2
2
2
2
3
3
3
2
0
4
5
5
5
5
2
4
5
5
5
5
2
MEC 221 Computer aided design and drawing 1 0 3 3 3
BAM 116 Introduction to Entrepreneurship 2 1 3 3
14 17 31 31
CURRICULUM TABLE (SEMESTER IV)
CODE COURSE TITLE THEORY PRACTICAL TOTAL CREDIT
HRS/WK
ABE 230
ABE 223
ABE 224
ABE 225
ABE 228
IAE 112
ABE 215
Farm Machinery Management
Soil and Water Conservation
Construction and maintenance of Farm Structures
Postharvest Technologies and Storage
Practical Project
Rural Sociology and Agricultural Extension
Farm Power
2
2
2
2
1
2
2
2
2
3
3
4
0
3
4
4
5
5
5
2
5
4
4
5
5
5
2
5
BAM 126 Practice of Entrepreneurship 1 2
14 19 33 33
PROGRAMMES: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY
COURSE TITLE: USE OF ENGLISH I
CODE: GNS 101
DURATION: 2 HOURS PER WEEK (30 HOURS PER SEMESTER)
CREDIT UNITS: 2.0
SCHEDULE: 1ST SEMSTER
GOALS: This course is designed to provide the student with the necessary language skills which enable him to
cope effectively with the challenges of his course, to use English Language effectively in the practice of
his chosen profession as well as interact with others in the society.
GENERAL OBJECTIVES:
On completion of the course the student should:
1.0 Develop appropriate study skills.
2.0 Know the nature of language.
3.0 Understand the basic rules of grammar.
4.0 Know the essential qualities of paragraph.
5.0 Appreciate literacy works in English.
PROGRAMME: NATIONAL VOCATIONAL CERTIFICATE IN GENERAL STUDIES COURSE: USE OF ENGLISH COURSE CODE: GNS 101 CONTACT HOURS:2 hrs
GOAL: This course is designed to provide the student with the necessary language skills which enable him to cope effectively with the challenges of his
course, to use English Language effectively in the practice of his chosen profession as well as interact with others in the society.
COURSE SPECIFICATION: Theoretical Contents: Practical Contents:.
General Objective: 1.0 Develop appropriate study skills.
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
1 Study Skills
1.1 Explain the necessity for
acquiring good note
taking/making techniques.
1.2 List the methods of note-
taking/making.
1.3 Use the dictionary
correctly
Explain the necessity
for acquiring good
note taking/making
techniques.
List the methods of
note-taking/making.
Use the dictionary
correctly
2 1.4 List information sources
in the Library.
1.5 Locate information in the
sources listed in 1.4
above.
1.6 Identity good reading
habits.
List information
sources in the Library.
Locate information in
the sources listed in
1.4 above.
Identity good reading
habits.
3 1.7 Explain the different
methods of reading, viz,
scan, skim, normal and
study.
1.8 Use the different methods
of reading explained in
1.7 above.
Explain the different
methods of reading,
viz, scan, skim, normal
and study.
Use the different
methods of reading
explained in 1.7
above.
General Objectives: 2.0 Know the nature of language.
WEEK Specific Learning Teachers Activities Learning Resources Specific Learning Objective Teachers Activities
Objective Theory
4 Language
2.1 Explain the concept of
language.
2.2 List the characteristics of
language.
2.3 Explain the four language
skills, viz, speaking,
listening, writing, reading.
Explain the concept of
language.
List the characteristics
of language.
Explain the four
language skills, viz,
speaking, listening,
writing, reading.
5 2.4 Explain the functions of
language.
2.5 List the uses of English
Language in Nigeria, e.g.
as the language of
research, government,
commerce, etc.
Explain the functions
of language.
List the uses of
English Language in
Nigeria, e.g. as the
language of research,
government,
commerce, etc.
General Objectives: 3.0 Understand the basic rules of grammar. General Objectives:
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
6 Grammatical Conventions
3.1 Explain grammar
3.2 Explain parts of speech.
Explain grammar
Explain parts of
speech.
-
7 3.3 Analyze the use of parts
of speech in sentences.
3.4 Correct common errors in
the use of parts of speech
in sentences.
3.5 Construct sentences with
correct syntactic
arrangement.
Analyze the use of
parts of speech in
sentences.
Correct common errors
in the use of parts of
speech in sentences.
Construct sentences
with correct syntactic
arrangement.
8 3.6 List punctuation marks.
3.7 Enumerate the uses of
punctuation marks.
List punctuation
marks.
Enumerate the uses of
3.8 Punctuate a given
passage.
3.9 Explain idioms
punctuation marks.
Punctuate a given
passage.
Explain idioms
9 3.10 Explain figures of
speech.
3.11 Explain affixation.
3.12 Construct sentences to
illustrate idioms, figures
of speech and affixes.
Explain figures of
speech.
Explain affixation.
Construct sentences to
illustrate idioms,
figures of speech and
affixes.
General Objectives: 4.0 Know the essential qualities of paragraphs. General Objectives:
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
10 Paragraphing
4.1 Define a paragraph
4.2 Name the parts of
paragraph, viz., topic
sentence, development,
and conclusion/transition.
Define a paragraph
Name the parts of
paragraph, viz., topic
sentence, development,
and
conclusion/transition.
11 4.3 Explain the thematic
qualities of a paragraph
viz, unity, coherence and
emphasis.
4.4 Explain methods of
paragraph development,
viz, example, definition,
comparison and contrasts
etc.
Explain the thematic
qualities of a
paragraph viz, unity,
coherence and
emphasis.
Explain methods of
paragraph
development, viz,
example, definition,
comparison and
contrasts etc.
12 4.5 Explain methods of
ordering details in a
paragraph viz, less
complex to more complex
and vice versa, less
important to more
Explain methods of
ordering details in a
paragraph viz, less
complex to more
complex and vice
versa, less important to
important and vice versa,
spatial, chronological, etc.
4.6 Write specific paragraphs
to illustrate 4.2 to 4.5
above.
more important and
vice versa, spatial,
chronological, etc.
Write specific
paragraphs to illustrate
4.2 to 4.5 above.
General Objective: Appreciate literacy works in English.
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
13 Literature in English
5.1 Give the meaning of
Literature.
5.2 Trace the development of
literature.
Give the meaning of
Literature.
Trace the development
of literature.
14 5.3 Differentiate between the
literary genres.
5.4 Explain the functions of
literature.
Differentiate between
the literary genres.
Explain the functions
of literature.
15 5.5 Explain the terminology
of prose fiction, e.g. plot
setting, characterization
etc.
5.6 Answer an essay question
on a given novel.
Explain the
terminology of prose
fiction, e.g. plot
setting,
characterization etc.
Answer an essay
question on a given
novel.
Programme: Agricultural and bio-environmental engineering technology: National Diploma
Course: GNS 111 Citizenship Education
Duration: 30 hours (2 hours theory per week)
Unit: 2
Goal: To raise awareness and understanding of individual rights and responsibilities as a citizen of Nigeria
General Objectives:
1.0: Understand the Constitution of Nigeria
2.0: Understand the federal system of government in Nigeria
3.0: Know the constitutional rights and obligations of Nigerian citizens
4.0: Understand Citizenships
5.0: Fundamental objectives and directive principles of state policy in Nigeria
Course: CITIZEN EDUCATION Course Code: GNS 111 Contact Hours
2HRS/WEEK
Course Specification: Theoretical Content
General Objective 1.0: Understand the Constitution of Nigeria
Week Specific Learning Outcome: Teacher Activities Resources
1 - 4 1.1 Explain the term constitution
1.2 Distinguish the different types of constitution
1.3 Highlight some provisions of an International
Constitution
1.4 Explain the effectiveness of International
Constitution
1.5 Explain the supremacy of the Nigerian
Constitution to other laws with emphasis on the 1989
constitution
1.6 Evaluate the main parts of the Nigeria
Constitution
1.7 Draft a constitution for an association
1.8 Trace the historical development of the Nigerian
Constitution
1.9 Discuss the merits and demerits of each of the
Nigerian constitutions
1.10 Explain the concept of "rule of law"
Ask the students:
1. what their understand by the term constitution and
to distinguish the different rules of constitution
known
2. to explain the effectiveness of International
Constitution
3. to explain Nigerian Constitution to other laws.
4. To identify the main parts of the Nigerian
Constitution.
5. Assess to the students by given the assignment to
draft a constitution for an association
Chalkboard, duster
General Objective 2.0: Understand the federal system of government in Nigeria
Week Specific Learning Outcome: Teacher Activities Resources
5 - 7 2.1 Describe a federation
2.2 Distinguish a federation from a confederation
2.3 Outline the basis for the federal system in Nigeria
2.4 Examine the evolution, structure and functions of
the federal system in Nigeria.
2.5 Analyse the relationships among the three tiers of
government in Nigeria
Ask the students:
6. to describe a federation and to differentiate
between a federation and a confederation
7. to define the functions of the federal system in
Nigeria and the relationship among the three tiers of
government
Chalk, blackboard,
duster
2.6 Evaluate the revenue allocation formula in
operation in Nigeria
2.7 Compare and contrast other federation with
Nigeria
8. to evaluate the revenue allocation formula
operation in Nigeria
General Objective 3.0: Know the constitutional rights and obligations of Nigerian citizens
Week Specific Learning Outcome: Teacher Activities Resources
8 - 9 3.1 Examine the significance of rights and
obligations in Nigeria
3.2 Assess government's protection of fundamental
rights as contained in the Nigerian constitution
Ask the students to identify the responsibilities and
duties of Nigerian citizenship
Chalk, blackboard,
duster
3.3 Evaluate the responsibilities and duties of
Nigerian citizenships and the benefits for performing
them
3.4 Assess the responsibilities and duties of
constituted authority to the people
3.5 Evaluate the responsibilities and duties of
government to the people
General Objective 4.0: Understand Citizenships
Week Specific Learning Outcome: Teacher Activities Resources
10 -
12
4.1 Discuss the significance of citizenship
4.2 Analyse the principles and benefits of citizenship
4.3 Explain the difference in the modes of acquiring
citizenship
4.4 Evaluate the merits and demerits of each type of
citizenship
4.5 Analyse the basis for the acquisition and
withdrawal of Nigerian citizenship
4.6 Examine the benefits derivable from Nigeria
citizenship
Ask the students:
- to discuss and analyse the principles and benefits
of citizenship
- to analyse the basis for the acquisition and
withdrawal of Nigerian citizenship
Chalk, blackboard,
duster
General Objective 5.0: Fundamental objectives and directive principles of state policy in Nigeria
Week Specific Learning Outcome: Teacher Activities Resources
13 -
15
5.1 State the fundamental obligations of government
as provided in the constitution
5.2 Explain the general provisions of the
fundamental objectives and directive principles of
state policy
5.3 Explain the political, economic, social and
education policies of Nigeria
5.4 Explain the directive principles and policy of the
Nigerian government on culture, the mass media,
national ethics and duties of the citizen
5.5 Assess the conformity observance and
application of the fundamental objectives and
directive principles of state policy by governments
and people of Nigeria.
5.6 Recommend improvements on the provision
conformity, observance and application of the
fundamental objectives and directive principles of
state policy
Ask the students to explain the directive principles
and policy of the Nigerian government on cultures,
the mass media, national ethnics and duties of the
citizen
Chalk, blackboard,
duster
ASSESSMENT: The continuous assessment, tests and quizzes will be awarded 40% of the total score. The end of the
Semester Examination will make up for the remaining 60% of the total score.
Program:
Course code:
COM001
Contact hours:
3 hours/week
Subject/Course:
Computer Applications 1
Theoretical:
0 hours/week
Year:1 Semester:1 Pre-requisite: None Practical:
3 hours/week
General Objectives
1. Understand computer basics and use the operating system.
2. Use a word processing package.
3. Use a spreadsheet package(Excel).
Department:
Course code:
G103
Contact hours:
3 hours/week
Subject/Course:
Computer Applications 1
Theoretical:
0 hours/week
Year:1 Semester:1 Pre-requisite:
None
Practical:
3 hours/week
General Objective1: To understand computer basics and to use the operating system
Theoretical contents Practical contents
Week/
s
Specific
learning
outcomes
Teach
er’s
activiti
es
Reso
urces
Specific learning
outcomes Teacher’s activities Resources
1
Identify
What is computer .
Computer system
How a computer works
Hardware.
Software
Software application
Explain:
What is a software
What is an operating system.
To be able to use:
the desktop
icons
the taskbar
the start menu
Networked PC Lab
Appropriated
operating system
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board
4
Know how to:
Navigate to different
drives and folders
and drives
Use windows
explorer to manage
folders.
Use windows
explorer to manage
files.
Demonstrate:
How to navigate to different
folders and drives
How to create select, , delete, ,
rename, move, copy a folder.
How to create select, , delete,
restore, rename, move, copy a
files.
Use the search command to
look for specific files.
Networked PC
Lab
Appropriated
operating system
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
General Objective2: To use correctly a word processing package.
2
Know how to:
Start / End the
applications.
Identify the main parts
of word processing
applications.
Demonstrate:
How to Start/End an
application.
main part of the word
processing software
Networked PC
Lab
Word processing
packages
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
3
Know how to
Format a document
Format characters
Format paragraphs
Type and edit a short
text
Copy move blocs of
text.
Find and replace a
text
Save the document.
Demonstrate:
How to open and close one or
several documents.
How to switch between open
documents
How to create a new
document (based on default
or other available template).
How to save document to a
location on a drive.
How to save the document
with different format.
TXT, HTML
Networked PC
Lab
Word processing
packages
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
5
Know how to
Prepare the
document
Demonstrate:
How to edit a document,
typing, inserting text,
selecting text, inserting
additional text, rearranging
blocks of text, deleting blocks
of text, search and replace text
,undo changes, formatting
text, styles, change font
typeface and size, font styles
and effects, change text
colour, highlight text ,copy
formatting, clear formatting,
formatting paragraphs, indent
paragraph.
.
Networked PC
Lab
Word processing
packages
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
6
Know how to handle
Graphics
Demonstrate:
Symbols, special characters,
equations, illustrations,
pictures, smartart, resize
graphics
Networked PC
Lab
Word processing
packages
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
7
Know how to Create
and use table
efficiently.
Insert, edit data in a
table.
Demonstrate:
Inserting a table.
Inserting, editing data in a
table.
Selecting rows, columns,
cells, entire table.
Inserting, deleting, rows and
columns.
Modifying column with, row
height.
Modifying cell borders and
shadings.
Networked PC
Lab
Word processing
packages
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
8
Know how to:
Proofread a
document, spelling
and grammar ,
thesaurus, customize
Demonstrate:
Proofreading a document,
spelling and grammar ,
thesaurus, customize
autocorrect, create a new
Networked PC
Lab
Word processing
packages
autocorrect, create a
new default
dictionary, check
word count, page
formatting, modify
page margins and
orientations ,apply a
page border and
colour, insert
common header and
footer information ,
create a page break.
default dictionary, check word
count, page formatting,
modify page margins and
orientations ,apply a page
border and colour, insert
common header and footer
information , create a page
break.
Appropriated
exercises stored on
each PC
Internet access
Smart board/
white board
General Objective3: To use correctly a Spreadsheet g package.(Excel)
9
Know how to:
Start stop the Excel
application
Identify different
elements of Excel
Create, Save, Open
and Close a worksheet.
Work with cells, rows
and columns..
Demonstrate:
How to start and stop the
application
To show:
The different elements of
a spreadsheet application
To demonstrate:
How to move around he
worksheet using the
mouse and using the
keyboard
Enter samples of data into
a cell
Create a new spreadsheet
using the default template,
Save, Open and Close an
Excel.
Select a cell, a range of
adjacent cells, a range of
non-adjacent cells,
Entire rows,
Entire columns Entire
worksheet.
Insert /Delete rows,
columns in a worksheet.
Modify column widths,
row heights.
Networked PC Lab
Excel
Package
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board
10
Know how to:
Enter different types of
data
text
Demonstrate:
Enter different types of
data
Edit and modify the
Networked PC Lab
Excel
numbers
date
time
Format data and
present them correctly
content of a cell
Move, copy, Delete, the
content of a cell (within a
worksheet or between
worksheets),
Use the auto fill facilities
to fill a rang cells with
numbers, dates, days
Format cells to display
numbers to a specific
number of decimal places.
to display numbers with,
without commas to
indicate thousands.
Format cells to display
date style.
Format cells to display a
currency symbol.
Format cells to display
numbers as percentages.
Change cell content
appearance: font sizes,
font types and colour.
Apply formatting to cell
contents such as: bold,
italic, underline, double
underline.
package
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board
11
Know how to Format
cell by applying
colours borders and
alignments.
Demonstrate:
How to
Apply different colours to
cell content, cell
background.
Networked PC Lab
Excel
package
Copy the formatting from
a cell, cell range to
another cell, cell range.
Apply text wrapping to
contents within a cell.
Align contents in a cell,
cell range: left, centre,
right, top, bottom.
Centre a title over a cell
range.
Adjust cell content
orientation.
Add border effects to a
cell, cell range.
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board /
12
Know how to Generate
formulas using cell
references and
arithmetic operators.
Demonstrate How to
Work with a workbook
,save a workbook, open a
workbook, entering data.
Networked PC Lab
Excel
package
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board
13
Know how to Generate
formulas using standard
functions.
To demonstrate:
How to
Generate formulas using
standard functions such as
sum, average, minimum,
Networked PC Lab
Excel
package
Appropriated
exercises stored on
maximum, count,
functions.
How to the insert function
wizard to generate a
formulas that implements t
each PC
Internet access
Smart board/ white
board
14
Know how to Create a
chart using Autosum,
linking work sheets,
sort and filter..
Demonstrate:
How to
Use Autosum, linking
work sheets, sort and
filter..
Networked PC Lab
Excel
package
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board /
15 Know how to:
Format a chart
Add a title, label to the
chart/graph. Remove a
title, label from the
chart/graph
Change the chart/graph
type
Change the background
colour in a chart/graph.
Change the column,
bar, line, pie slice
colours in the
chart/graph.
Duplicate, move
charts/graphs within a
worksheet, between
Demonstrate how to:
Format a chart
Add a title, label to the
chart/graph. Remove a
title, label from the
chart/graph
Change the chart/graph
type
Change the background
colour in a chart/graph.
Change the column, bar,
line, pie slice colours in
the chart/graph.
Duplicate, move
charts/graphs within a
worksheet, between open
spreadsheets.
Networked PC Lab
Excel
package
Appropriated
exercises stored on
each PC
Internet access
Smart board/ white
board /
open spreadsheets.
Resize, delete
charts/graphs.
Resize, delete
charts/graphs.
ASSESSMENT (%)
Continuo
us
Mid
Semeste
r
End
Semeste
r
Total
Practica
l
20 20 60 100
Programme: Agricultural and bio-environmental engineering technology: National Diploma
Course: MEC 112 Technical Drawing
Duration: 60 hours (4 hours practical per week)
Unit: 4
Goal: To develop the ability to produce accurate, correctly dimensioned and labelled engineering drawings
General Objectives:
On completion of this module, the student should be able to:
1. Know different drawing instruments, equipment and materials used in technical drawing.
2. Know graphical communication.
3. Know the construction of simple geometrical figures and shapes.
4. Know Isometric and Oblique Protections.
5. Know single orthographic projections.
6. Understand the interactions of regular solids.
COURSE: TECHNICAL DRAWING Course Code: MEC 112 Contact Hours: 4
hrs./Wk
Course Specification: Practical Contents
General Objective 1.0: Know different drawing instruments, equipment and materials used in technical drawing.
Week Specific Learning Outcome: Teachers Activities Resources
1 1.1 Identify the different types of drawing instruments,
equipment and materials.
1.2 Outline the uses of the various instruments, equipment
and materials.
1.3 State the precautions necessary to preserve items 1.1
above.
1.4 Use each of the items in 1.1 above.
1.5 Maintain the various instruments and equipment.
• Present the students all drawing
instruments:
a. Drawing set
b. T-Square
c. Drawing board
d. Set squares
e. Types of pencils (H to B)
f. Show to demonstrate and explain the
uses of all of the above.
Black board ruler (1m)
Black board Tee-Square
Black board compass
Blackboard protector
Adjustable set-square
60 set square
45 set square
French curve set
Templates
Duster
Chalk
Complete drawing table
General Objective 2.0: Know Graphical Communication
Week Specific Learning Outcome: Teachers Activities Resources
2 2.1 Explain graphics and the different types of graphic
present
2.2 Illustrate the various convention present in graphical
productions of construction lines, finished lines, hidden and
overhead details projections, centre lines, break lines,
dimensioning of plane, elevation and sections of objects.
2.3 Layout of drawing sheets with the following (a) Margins
(b) Title block etc.
2.4 State the various standards of drawing sheets.
2.5 Print letters and figures of various forms and characters.
2.6 Illustrate conventional signs, symbols and appropriate
lettering characters.
• Ask the students to illustrate in a
drawing the various types of lines
based on BS 308 1972 Part 2. and
assess.
• Ask the students to set drawing area
on A1 paper with a title block and the
boarder lines and assess.
• Ask students to illustrate technical
lettering in capital and small letters,
using, free hand and using letter
stencils and assess.
• Ask students to identify the various
-do-
standard sheets A0-A4 and assess
• Ask students to draw conventional
signs and symbols
• and assess
General Objective: 3.0 Know the construction of simple geometrical figures and shapes.
Week Specific Learning Outcome: Teachers Activities Resources
3-4 3.1 Explain the purpose of geometrical construction in
drawing parallel.
3.2 Construct parallel and perpendicular lines
3.3 Construct and bisect lines, angles and areas
3.4 Divide a straight line into given number of equal parts.
3.5 Identify polygons (regular or irregular)
3.6 Construct regular polygons with N sides in a given circle,
given (a) distance across flats (b) distance across corners
3.7 Define a circle
3.8 Explain the properties of a circle, e.g. radius, diameter,
normal, tangent, circumference etc.
• Ask students to illustrate the
construction of simple geometrical
figures and shapes and assess
• Ask students to construct parallel and
perpendicular lines and assess
• Ask students to construct and bisect
lines, angles and areas and assess
• Ask students to divide a straight line
into a graph number of equal parts
using the compasses and assess
• Ask students to different between
regular and irregular polygons and
assess
• Ask students to construct regular
polygon with N side and assess.
• Ask students to differentiate between
regular and irregular polygons and
assess
• Ask students to construct regular
polygon with N-sides and assess
5 3.9 Carry out simple geometrical constructions on circles e.g.
(a) diameter of a circle of a circle of a given circumference.
(b) the circumference to a circle of a given diameter (c) a
circle to pass through 3 points (d) a circle to pass through 2
points and touch a given line (e) a circle to touch a given
smaller circle and a given line (f) tangents to circles at
• Ask students to explain the various
properties of a circle and assess
• Ask students to differentiate the
different methods of constructing
ellipses and assess
• Ask students to construct an ellipse
-do-
various points (g) an arc of radius tangent to two lines at an
angle to less than and more than 90 (h) an are externally
tangent to two circles (i) inscribing and circumscribing circles
using the various methods and assess
6 3.10 Define an ellipse
3.11 Construct ellipse by using (a) trammal method (b)
concentric circle method.
3.12 Explain the following draughting techniques (a)
Projection method (b) Measurement method (c) Transposition
method.
3.13 Construct plane scales and diagonal scales, using
appropriate instruments.
• Ask students to explain the various
draughting techniques and assess
• Ask students to construct plane and
diagonal scales
• and assess.
General Objective 4.0: Know Isometric and Oblique Projections.
Week Specific Learning Outcome: Teachers Activities Resources
7-10 4.1 Explain isometric and oblique projections.
4.2 Draw a square in isometric and oblique forms
4.3 Draw a circle in Isometric and oblique forms
4.4 Draw an ellipse in Isometric and oblique forms.
4.5 Draw a polygon with a minimum of eight sides in
Isometric and oblique forms
4.6 Dimension holes, circles, arcs and angles correctly on
isometric and obliques.
4.7 Use appropriate convention symbols and abbreviations.
• Ask students to differentiate between
Isometric and oblique projections and
assess
• Ask students to construct a square
and circle in isometric and oblique
projections and assess
• Ask students to draw a polygon in
isometric and oblique projections and
assess
• Ask students to construct and
dimension holes circles, arcs and
angles in isometric and oblique
projection and label with appropriate
conventional symbols and
abbreviations and assess
Recommended
textbooks. Chalkboard,
dust, chalk, lecture
notes, drawing sets
General Objective 5.0: Know single orthographic projections.
Week Specific Learning Outcome: Teachers Activities Resources
11-12 5.1 Explain the principle of orthographic projection. • Ask students to differentiate between Recommended
5.2 Illustrate the principle planes of projection (a) Vertical
plane (b) Horizontal plane.
5.3 Explain why the first and third angles are used and the
second and fourth angles not used.
5.4 Project views of three-dimensional objects on to the basic
planes of projection in both first and third angle to obtain (a)
the front view or elevation (b) the top view or plan.
first and third angle orthographic
projection and assess
• Ask students to explain the vertical
and horizontal planes in orthographic
projection and assess
• Ask students to construct
orthographic projections of simple
objects in first and third angle
orthographic projections and assess
textbooks. Chalkboard,
dust, chalk, lecture
notes, drawing sets
General Objective 6.0: Understand the intersections of regular solids.
Week Specific Learning Outcome: Teachers Activities Resources
13-15 6.1 Explain interpretation or intersections of solids.
6.2 Draw the lines of intersections of the following regular
solids and planes in both first and third angles.
a. Two square-prisms meeting at right angles.
b. Two dissimilar square prisms meeting at and angle.
c. Two dissimilar square prisms meeting to an angle
d. A hexagonal prism meeting a square prism at right angles.
e. Two dissimilar cylinders meeting at an angle.
7. Two dissimilar cylinders meeting at right angle, their
centres not being in the same vertical plane.
• Ask students to give examples of
intersection of solids
• Ask students to construct:
• Two square-prisms meeting at right
angles
a. Two dissimilar square prisms merely
at “
b. Two dissimilar square prisms
meeting 60
c. An hexagonal prism meeting a
square prism
d. Two dissimilar cylinders meeting at
an angle
e. Two dismal cylinders meeting at
right angle, then centres at long in the
same vertical place.
f. As in 6.2
Recommended
textbooks. Chalkboard,
dust, chalk, lecture
notes, drawing sets
ASSESSMENT: The continuous assessments, tests and quizzes will be awarded 40%, while the remaining 60% will be for the
end of the Semester Examination Score.
Programme: Agricultural and bio-environmental engineering technology: National Diploma
Course: EEC 115 Electrical Engineering Science
Duration: 45 hours (1 hour theory plus two hours practical per week)
Unit: 3
Goal: To develop the student’s understanding of electricity and electrical components and circuitry
General Objectives:
On completion of the module, the students should be able:
1. Understand the concept of the electric current flow.
2. Understand simple d.c circuits.
3. Know various types of energy and their inter-relationships.
4. Understand the concept of electrostatics, electric charge and capacitance of capacitor.
Course: ELECTRICAL ENGINEERING SCIENCE I Course Code: EEC 115 Contact Hours: 15 Hrs Lecture
Course Specification: Theoretical Content
General Objective 1.0: Understand the concept of electric current flow
Week Specific Learning Outcome: Teacher Activities Resources
1 - 3 1.1 Define an atom 1.2 Explain the structure and composition of an atom 1.3 Differentiate between conductors, insulators and semi-conductors. 1.4 Explain the concepts of current and electron flow 1.5 Define electric current, potential difference electromotive force (e.m.f) and resistance, state their units and symbols. 1.6 State multiples and sub-multiples of Electric quantities; (e.g. Mega 106, kilo-103, etc)
• Draw atomic structure to explain to the student its composition. • Explain the electron mobility • Draw the atomic structure to explain the unique differences in their structure. • Explain with the aid of diagrams how the current & electron flow. • Write down the formulae and symbols for current flow, p.d. or e.m.f., resistance. • Explain them to the students. • Explain quantities of electricity and their units.
• Chalk Board, Chalk, Textbook, Charts
General Objective 2.0: Understand simple dc circuits
Week Specific Learning Outcome: Teacher Activities Resources
4 - 6 2.1 Define d.c. Current 2.2 State the analogy between current flow and water flow. 2.3 Describe basic d.c. circuits 2.4 Explain Ohm's law 2.5 Verify by experiment the Ohm's law 2.6 Solve problems using Ohm's law 2.7 Define resistivity and conductivity of a conductor. 2.8 State the relationship between resistance of a conductor, its resistivity, length and area.
• State the definition of current. • Explain how flow of current is similar to the flow of water. • Draw the basic d.c circuit with source. • Explain the flow of current. • Use diagrams to explain Ohms law. • Give some circuit with resistive components. • Verify Ohms laws. • Explain how to obtain resistivity and conductivity from the formula R =ρ1/a
2.9 Differentiate between series and parallel circuits. 2.10 Solve problems involving resistivity and conductivity 2.11 Deduce the equivalent resistance of series and parallel circuits.
7 - 9 2.12 Explain Kirchoff's laws. 2.13 Verify by experiment the Kirchoff's laws. 2.14 Explain the Superposition Principles 2.15 Solve problems involving series and parallel circuits using Kirchoff's laws and superposition principles. 2.16 Define temperature coefficient of resistance 2.17 Use the expression for resistance at temperature T°k and to calculate change in resistance. 2.18 See from 2.18 the change in resistance due to change in temperature 2.20 Solve problems involving effect of temperature on resistance
• Explain how to obtain resistivity from the formula R =ρ1/a • Draw the circuit diagrams for series and parallel connections. • Explain the differences between the Kirchoff's laws and superposition principles. Give examples. • Explain the relationship between the temperature and resistance of a wire. • Show how to calculate a change in resistance when the temp changes. Explain why there is a temperature change when the current flows through a wire. • Show a typical graph of resistance against temperature
Solve problems
General Objective 3.0: Understand various types of energy and their inter-relationships
Week Specific Learning Outcome: Teacher Activities Resources
10 - 12
3.1 Explain various types of energy 3.2 Explain the relationship between electrical, mechanical and thermal energy. 3.3 State 5.1 units of various types of energy in 3.2 3.4 State Joule's law 3.5 Solve problems involving Joule's law
Explain the sources of various energy generations. • Show how they are related to electrical energy • Explain their units. • Solve problems
General Objective 4.0: Understand the concept of electrostatics, electric charge and capacitance of capacitors.
Week Specific Learning Outcome: Teacher Activities Resources
13 - 14
4.1 Explain electric charge 4.2 State its unit 4.3 State Coulomb's law 4.4 Solve problems involving coulomb's law 4.5 Define electric field strength, electric flux density, permitivity, relative permitivity, field intensity, potential and electric flux. 4.6 Solve problems involving the terms in 4.5 4.7 Define capacitance 4.8 Derive an expression for the capacitance of parallel plate capacitors in terms of area, the distance between plates and permitivity of the dielectric.
• Explain sources of electric charges and electrostatic charges • Explain the mathematical formula for the electric charge, electrostatic charges. • Treat energy store in Capacitor.
15 4.9 Derive an expression for the capacitance of parallel plate capacitors in terms of area, the distance between plates and permitivity of the dielectric. 4.10 Derive an expression for the capacitance of a capacitor with composite dielectrics 4.11 Derive an expression for the voltage distribution between series connected capacitors. 4.12 Deduce an expression for the equivalent capacitance for capacitors connected in series and in parallel. 4.13 Derive an expression for the energy stored in a capacitor 4.14 Solve problems involving 4.8 to 4.12.
Assessment: The practical class will be awarded 40% of the total score. The continuous assessments, test and
quizzes will take 10% of the total score, while the remaining 50% will be for the end of the semester examination score
Course: ELECTRICAL ENGINEERING SCIENCE I
Course Code: EEC 115 Contact Hours: 30 Hrs Practical
Course Specification: Practical tasks
General Objective 1.0: Perform experiments on d.c circuits to understand electrical quantities.
Week Special Learning Outcome: Teachers Activities Resources
1 - 7 1.1 Perform experiment on a single loop d.c circuit with variable e.m.f 1.2 Verify Ohm's law 1.3 Carry out experiments on series and parallel circuits. 1.4 Verify Kirchoff's law with d.c circuits. 1.5 Verify superposition principles.
• Teachers should ensure necessary precautions are taken during the experiment.
• Resistors, capacitor, voltmeter, ammeter, ohmmeter, cable, emf sources, thermometer.
8 - 11 2.1 Determine by experiment the temperature coefficient of resistance. 2.2. Verify by experiment the heating effect .
-do- -do-
12 -15
3.1 Perform experiment to determine the d.c power 3.2 Verify Joules' Law 3.3 Perform experiment on charging and discharging of a capacitor.
-do- -do-
Assessment: The practical class will be awarded 40% of the total score. The continuous assessments, test and quizzes will take 10% of the total score, while the remaining 50% will be for the end of the semester examination
PROGRAMME: National Diploma in Agriculture Technology
COURSE: AGT 111 - Principles of Crop Production
DURATION: 60 hours (2 Hours Theory, 2 Hours Practicals)
UNITS: 2.0
GOAL: To acquaint the students with the principles and practices of crop production.
General Objectives:
On completion of this course the student should be able to:
1.0 Identify and understand the scope of crop production in Nigeria.
2.0 Understand the different cropping systems.
3.0 Understand the principles and practices of tillage.
4.0 Understand the different methods of propagating plants.
5.0 Understand and practise successful weed control in crop production
6.0 Understand the principles and practices of manuring and fertilising.
7.0 Understand the principles and practices of crop protection.
8.0 Understand the principles and practices of harvesting, storage and product handling.
PROGRAMME:NATIONAL DIPLOMA IN AGRICULTURAL TECHNOLOGY
COURSE TITLE: PRINCIPLES OF CROP
PRODUCTION
COURSE CODE: AGT 111 CONTACT HOURS: 60 HOURS (2 hrs
lectures, 2 hours practicals)
GOAL: To acquaint the students with the principles and practices of crop production.
COURSE SPECIFICATION: Practical Contents:
General Objective: 1.0 Identify and understand the scope of crop
production in Nigeria.
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific
Learning
Objective
Teachers
Activities
Learning
Resources
1
2
1.1 Understand the scope of crop
production.
1.2 Know the objectives of crop
production.
1.3 Understand the importance of
crop production to agriculture.
1.4 Appreciate the factors affecting
crop production e.g.
i. environmental
factors;
ii. economic factors;
iii. social factors.
Explain and
demonstrate the
scope and
objectives of crop
production.
List and explain
the principles and
application of
crop production
in agriculture.
Explain the
factors affecting
crop production.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
See the scope and
importance of
crop production
by visiting a range
of crop production
enterprises.
See how specific
factors affect the
choice of
cropping systems.
Accompany
students on
scoping visits
and explain what
they are seeing.
Accompany
students on visits
and explain what
they are seeing.
Suitable visit
venues.
Suitable visit
venues.
General Objective: 2.0 Understand the different cropping systems.
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
3
4
2.1 Understand the following
cropping systems:
i. mixed cropping;
ii. crop rotation;
iii. monoculture;
iv. relay cropping
2.2 Understand the advantages and
disadvantages of different cropping
systems.
2.3 Evaluate and select cropping
systems to suit different situations.
Explain cropping
systems and
explain the
advantages and
disadvantages of
each.
Introduce
methods of
evaluation.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Identify the
different cropping
systems.
Selection of
cropping system to
suit a practical
situation.
Guide students
to identify the
different
cropping
systems.
Help students to
evaluate and
make a decision
on cropping for
a given field
situation.
College and
private farms.
College or
private farm.
General Objective: 3.0 Understand the principles and practices of
tillage.
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
5
6
3.1 Understand the term “tillage”
and be aware of the requirements for
seedbed production.
3.2 Understand how to produce
suitable seedbeds.
Explain the term
“tillage” and the
concept of seed
requirements for
germination and
survival.
Explain how
implements,
animals and
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
See examples of
seedbed
preparation for
different crops
using different
implements.
Carry out tillage
operations in field.
Demonstrate
examples of
seedbed
preparation for
different crops
using different
implements.
Guide student to
carry out tillage
College farms.
Tractor, hoes,
ox-drawn
machines are
used to produce
seedbeds
Slide projector
White board
Markers.
Laptop
computers.
operations. tillage
implements
and land.
General Objective: 4.0 Understand the different methods of
propagating plants.
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
7
8
4.1 Understand the difference
between sexual and asexual
propagation.
4.2 Decide which of the two
methods of propagation in 4.1 above
to use.
4.3 Be able to determine the quality
of planting materials.
4.4 Know about the different
planting methods:
i. in situ;
ii. drilling;
iii.dibbling;
iv.broadcasting.
.
4.5 Understand supplying and
thinning and determine when to
supply or thin.
Explain the
difference
between asexual
and sexual
propogation and
why each is used.
Emphasize the
quality of
planting
materials.
Introduce
students to the
different planting
methods.
Explain the
concepts of
supplying and
thinning.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Identify and
understand the
different methods
of propagation in
practice.
How to test for
seed viability.
Plant seeds using
the different
methods at the
appropriate time
Supply seeds or
seedlings and thin
seedlings.
Guide students
to identify the
different
methods of
propagation.
Show students
how to
determine the
viability of
seeds.
Guide students
to plant seeds.
Guide students
to thin and
supply seeds
where
necessary.
Crop seeds,
cuttings, bulbs,
rhizomes,
leaves and
tubers.
Seeds,
containers,
compost and
growing
chambers.
Seeds,
containers,
compost and
growing
chambers.
General Objective: 5.0 Understand and practise successful weed
control in crop production.
Practical Contents:
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
9
10
5.1 Have a basic understanding of
the definition and classification of
weeds.
5.2 Identify some common weeds
within the ecological zone.
5.3 Appreciate the effects of weeds
on growing crops.
5.4 Understand how weeds can be
controlled.
5.5 Know the different generic types
of herbicides.
5.6 Identify common manufactured
herbicides in use and apply them to
crops.
Introduce the
range of weeds in
Nigeria and
explain their
importance.
Explain how
weeds are
controlled by
chemical and
non-chemical
methods.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Field identification
and classification
of weeds.
Identify different
types of herbicides
and calibrate
herbicide
application
equipment and
machinery.
Guide students
to identify and
classify weeds.
Students should
make a weed
album.
Guide students
to identify
herbicides and
calibrate
herbicide and
application
equipment and
machinery.
Weed
identification
textbooks and
standard weed
album.
Herbicides
containers,
spraying
equipment,
spraying
machinery,
tractors.
General Objective: 6.0 Understand the principles and practices of
manuring and fertilising.
Practical Contents:
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
11
6.1 Know the objectives of
manuring and fertilizing.
6.2 Identify the different types of
manure and fertilizer in use.
6.3 Prepare some manures like
compost and farm yard manures.
Explain the
objectives of
manuring and
describe the
different types of
manure in use.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Identify the
different types of
manures and
fertilizers.
Prepare compost.
Guide students
to identify
different
manures and
fertilizers.
Guide students
to make
compost.
Inorganic
fertilizers
Sheep and goat
manure, cow
dung, poultry
litter, pig litter.
Grass, water,
ash, compost
12
6.4 Understand the time and rate of
application of manures and
fertilizers.
6.5 Recognize and understand the
following terminologies:-
i. fertilizer ratio;
ii. fertilizer rate;
iii. active nutrients.
6.6 Appreciate the importance of
nutrient elements found in manures
and fertilizers.
6.7 Understand the methods used to
apply manures and fertilizers on
crops.
Explain time and
rate of manure
and fertilizer
application.
Define manure
ratio and
fertilizer rate.
Help students to
calculate nutrient
content of
fertilizers and
manures.
Describe
application
methods.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Apply manures
and fertilizers.
Assist students
to apply
manures and
fertilizers.
pit.
Fertilizer,
manures and
application
machinery.
General Objectives: 7.0 Understand the principles and practices of
crop protection.
Practical Contents:
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
13
7.1 Understand the terms pests and
diseases in relation to crop
production.
7.2 List the common pests and
diseases of crops in the field and in
storage.
7.3 Identify some common pests and
diseases of field crops.
7.4 Appreciate the effects of these
pests and diseases on field crops and
stored products.
Define pest and
disease and list
common pest and
diseases of crops.
Describe physical
and economic
effects of pest
and diseases.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Identify common
pests and diseases
of field crops and
stored products.
Guide students
to identify
common pest
and diseases of
field crops and
stored products.
Pests and
disease albums
14 7.5 Know which pest control
measures should be adopted both in
the field and storage especially
biological, chemical and integrated
methods.
7.6 Understand the advantages and
disadvantages of various pest and
disease control measures.
Explain time of
application of
pesticides and the
advantages and
disadvantages of
pest and disease
control methods.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Practise pest and
disease control
measures.
Guide students
to perform pest
and disease
control
measures.
Pesticides and
application
machinery.
Crops.
General Objective: 8.0 Understand the principles and practices of
harvesting, storage and product handling.
Practical Contents:
WEEK Specific Learning Objective Teachers
Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
15 8.1 Understand the concept of
‘harvesting’.
8.2 List the factors guiding
harvesting time.
8.3 Identify harvesting tools and
equipment.
8.4 Know the procedures for
transporting and storing and
preserving harvested products.
8.5 Know the procedures for
primary processing of freshly
harvested products.
8.6 Identify agricultural products
preservation structures e.g. cribs
rhombus barns, silos etc.
Define harvesting
and factors
guiding harvest
timing. Explain
harvest methods
and machinery.
Explain how
crops are safely
transported and
stored, short and
long term.
Explain primary
processing.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Identify harvesting
tools and
equipment.
Carry out
harvesting of
named field or tree
crop.
See practical
successful storage
systems.
Guide students
to identify
harvesting tools
and carry out
harvesting
operation.
Accompany
students to see
crop storage.
Cutlasses, hoes,
threshers,
combine
harvesters.
Suitable visit
venues.
Suggested assessment:
PROGRAMMEE: Agricultural and Bio Environmental Engineering Technology: National Diploma COURSE: ABE I0I - Introduction to Agricultural and Bio Environmental Engineering DURATION: 60 Hours (3 Hour Lecture, 1 Hour Practical) UNIT: 4.0 GOAL: This course in designed to enable the students understand the scope of Agricultural
Engineering and its application in agricultural (crop, fibre and animal) production. GENERAL OBJECTIVES On completion of this course, the students should be able to:- 1. Outline the scope of Agricultural and Bio Environmental Engineering 2. Understand the roles of Agricultural and Bio Environmental Engineering in National Economic Development. 3. Know the application of Farm Power and Machinery in Agricultural Production. 4. Know the application of Soil and Water Engineering in Agricultural Production. 5. Know the application of Farm Structures in Agricultural Production. 6. Know the use of Electric Power in Agricultural Production 7. Know the application of Post harvest Technology in Agricultural Production. 8. Recognise the role of Professional Organizations and Professional Activities relevant to Agricultural Engineering.
PROGRAMME: NATIONAL DIPLOMA (ND) AGRICULTURAL ENGINEERING AND BIO-ENVIRONMENTAL TECHNOLOGY
COURSE: Introduction to Agricultural and Bio Environmental Engineering
COURSE CODE: ABE 101 CONTACT HOURS: 60 HOURS (3 hr lecture: 1 hr practical)
GOAL: This course is designed to enable the students understand the scope of Agricultural Engineering and its application in agricultural production.
COURSE SPECIFICATION: : Theoretical content Practical Contents:
General Objective : 1.0 Outline the scope of Agricultural and Bio Environmental Engineering
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 Understand the history and development of Agricultural Engineering.
Define Agricultural Engineering and explain its history and development within Nigeria, together with its mission to reduce human drudgery, increase production, increase efficiency, etc.
Chalk or magic board, cardboard drawings etc
Understand the history and development of Agricultural Engineering
Explain the history and development of agricultural engineering within Nigeria and illustrate with examples.
Chalk or magic board, cardboard drawings, photographs, etc.
1.2 Distinguish between Agricultural Engineering and other branches of Engineering.
List other fields of engineering (Mechanical, Civil, Electrical, Material and Metallurgy, etc). Explain the common boundaries and differences in the various branches of engineering. Emphasise the
Chalk or magic board, cardboard drawings etc
Understand the differences between Agricultural Engineering and other branches of Engineering
Explain to the students that agricultural engineering is the application of various discipline in science and engineering to solve agricultural problems
Chalk or magic board, cardboard drawings etc
uniqueness of Agric Engineering
2 1.3 Recognise the areas of specialization in Agricultural Engineering
State the areas of specialization of Agric. Engineering such as: *Farm Power and Machinery * Soil and Water Engineering *Farm Structures and Environment
*Processing and Storage
*Farm Electricity *Ergonomics and other emerging areas State the scope main target of each of the areas of specialization. Discuss their interrelationship of the areas of specialization.
Chalk or magic board, cardboard drawings, photographs, etc
Students should understand the need for various areas of specializations in agricultural engineering.
Display a chart of the areas of specialization and other sub-areas. Explain and show examples of the different aspects of agricultural engineering
Chalk or magic board, cardboard drawings, photographs, etc
General Objective: 2.0 Understand the roles of agricultural and Bio Environmental Engineering in National Economic Development.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
3 2.1 Understand the various job opportunities open to Agricultural Engineers in the Country.
List jobs in agriculture, engineering, education, banking, environmental and multinational sectors, etc Provide list of successful Agric Engineers in the listed sectors
Chalk or magic board, cardboard drawings etc
Recognise the importance of Agric Engineering in agricultural production and the ability to reduce human drudgery, improve outputs and efficiency.
Explain the role of different positions within the agricultural engineering profession.
Chalk or magic board, cardboard drawings etc
2.2 Recognise the contribution of Agricultural Engineering to National Economic Development such as:
(i) Employment generation in the Agricultural sector.
(ii) Production of food and fibre
(iii) Source of foreign exchange earnings.
(iv) Raw materials for industries, etc.
Explain the areas of national economic development. Explain what agric engineering has contributed or will contribute to such development. Provide list of successful Agric Engineers involved in the various areas of National development
Chalk or magic board, cardboard drawings etc
Students should be able to explain how agric engineering is contributing or will contribute to national developments
Ask students to write a technical report on “The role of agric engineering and its contributions to national development”
Technical write-up
General Objective: 3.0 Know the application of farm power and machinery in agricultural production.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
4 3.1 Understand the definitions and terminology involved in farm power and farm machinery operations
Define ‘Farm Power’, ‘Farm and Machinery’ in agric engineering. Give the examples of ‘Farm Power’ and ‘Farm Machinery’
Chalk or magic board, cardboard drawings etc
Students should be able to explain the mission of farm power and machinery option of agric engineering.
Identify various power sources and machinery used in agric engineering.
Drawings, pictures, catalogues etc.
3..2 Differentiate between the following terms: implements, tools, equipment, and machinery
Explain each of the terms. State the distinctive features of each. Provide list/ examples of implements, tools, equipment and machinery.
Chalk or magic board, cardboard drawings, photographs, catalogues etc
Students should begin to recognise a range of farm implements, tools, equipment, and machinery
Visit the workshop to identify different implements, tools, equipment, and machinery
Workshop materials and equipment.
5 3.3 Describe the various sources of power on the farm, their mode of generation and utilization
List sources of power on the farm, including tractor, solar, hydro thermal, geo thermal, etc. State mode of generation of the power. Explain how the power is utilized in the farm.
Chalk or magic board, cardboard drawings, photographs, catalogues etc
Students should begin to recognise the sources of power on the farm, their mode of generation and utilization
Visit the farm to identify the type of power being used, their mode of generation and utilization.
Farmstead and various power sources.
6 3.4 Classify agricultural tractor according to their power rating, make, and constructional features
Mention various makes of tractors they know. List the classes of agricultural tractor based on power rating, and constructional features. Explain the listed tractor class.
Chalk or magic board, cardboard drawings, pictures, catalogues etc
Students should be able to recognise different classifications of tractors according to their makes and models, power rating and constructional features
Visit a tractor sales or hiring unit. Observe various tractors. Classify tractors observed.
Tractor sales or hiring
outfit
Functional or dismantled
units of tractor.
Chalk or magic board,
cardboard drawings, pictures,
catalogues etc
3.5 Identify main units of a typical farm tractor
List the functional units of a tractor (e.g. engine, gearbox, electrical systems, linkages etc.). Explain each part listed.
Chalk or magic board, cardboard drawings, pictures, catalogues etc
Students should identify the functional units of the tractor system.
Point and name the functional units of the tractor.
3.6 State the functions of tractor units identified in 3.5 above
Explain the functions of each of the units identified.
Chalk or magic board, cardboard drawings, pictures, catalogues etc
Students should understand the functional relationship between the units of the tractor and the work they perform.
Tabulate the units and their various functions.
General Objective: 4.0 Know the application of soil and water engineering in agricultural practices.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
7 4.1 Recognise the importance of soil and water management in irrigation, drainage, soil conservation and land reclamation on the farm.
Introduce the topic. List and explain the importance of soil and water management in irrigation, drainage, soil conservation and land reclamation on the farm.
Chalk or magic board, cardboard drawings, etc
Understand the range of activities involved within the general field of Soil and Water Engineering.
Visit an irrigated farm or show
films to demonstrate the applications of Soil and Water Engineering.
Irrigated Farm or film projectors
4.2 Recognise the different sources of water for irrigation
Identify and list the different sources of water for irrigation.
Chalk or magic board, cardboard drawings, etc
Students should understand the methods of sourcing water for irrigation.
8 4.3 Describe the various methods of controlling soil erosion
List various methods. Describe each method listed.
Chalk or magic board, cardboard drawings, etc
Students should recognise and describe the various soil erosion control mechanisms.
Visit erosion control sites or display pictures or films to show various methods of erosion control. Identify each structure Describe its constructional feature as well as the process of using it.
Visit to farm or soil
conservation project site,
Or
Pictures, display
materials and film show.
4.4 Describe the various water control structures, drainage structures and soil conservation structures.
Identify the different types of structures and describe their constructional features as well as the process of using it.
Chalk or magic board, cardboard drawings, etc
Students be able to identify and describe the constructional features of water, drainage and soil conservation structures.
9 4.5 Identify basic irrigation equipment on the farm
List basic irrigation equipment. Describe each listed item
Chalk or magic board, cardboard drawings, film projectors, etc
Students should be able to identify, handle and understand the basic operations of some irrigation equipment.
Take a visit to a suitable farm site Or show slides and/or films of irrigation and
draining operations.
Identify the
various irrigation and draining equipment
Describe their principles of operations.
Farm with suitable
Irrigation and draining
equipment or photographs and films of
relevant machinery
and equipment.
4.6 Identify machinery for land drainage, reclamation and estate maintenance
List basic land drainage equipment. Describe each listed item
Chalk or magic board, cardboard drawings, film projector, etc
Students should be able to identify, handle and understand the basic operations of land drainage equipment.
10 4.7 Recognise and describe water control structures and channels
List water control structures. Explain each characteristic listed. Explain the importance of various parameters associated with such constructions.
Chalk or magic board, cardboard drawings, film projector, etc
Students should recognise different components of water control structures like stilling basin, drop spillway, chutes, flumes, weirs etc and the need for careful design and constructions methods.
Explain the importance of correct design and carry out measurements of hydraulic characteristics of water control structures like weirs etc
Irrigation or drainage control sites. Appropriate measuring equipment.
General Objective: 5.0 Know the various roles of farm structures and environment for agricultural production
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
11 5.1 Recognise various farm structures used for crop storage and animal husbandry
List various farm structures used for crop storage and animal husbandry such as cribs, silos, poultry houses, animal pens, warehouses, farm roads, dams, drainages, etc
Chalk or magic board, cardboard drawings, photographs, etc
Students should be able to identify different farm structures.
Provide pictures of different farm structures. Encourage students to identify different structure and their uses
Chalk or magic board, cardboard drawings, pictures, etc
5.2 Animal housing units Describe the different housing units for fish, snails, poultry, small ruminants (sheep & goats), large ruminants (cow), swine, etc
Chalk or magic board, cardboard drawings, etc
Students should be able to identify different housing units for fish and different animals.
Identify and explain the different features of the various types of animal housing units.
Chalk or magic board, cardboard drawings, pictures, etc
5.3 Units for crop storage List examples of crop storage systems
Chalk or magic board, cardboard drawings, etc
Students should be able to identify different housing units for crop storage
Identify and explain the different features of the various types of crop storage facilities.
Chalk or magic board, cardboard drawings, pictures, etc.
12 5.4 Students should recognise the need for effective settlement design for efficient storage, drying and processing of essential food commodities.
State the need for effective settlement development and the advantages and disadvantages of storing and drying flour close to residential units in rural areas
Chalk or magic board, cardboard drawings, etc
Student should appreciate the advantages and disadvantages of traditional rural settlements for effective food storage, drying and processing.
Visit the nearest farm settlement. Outline the key buildings and their role. Discuss the effectiveness of settlement design
Neighbouring farm settlement
General Objective: 6.0 Know the roles of farm electrification in agricultural production.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
13 6.1 Understand the importance of electric power in handling and processing of agricultural produce
Introduce topic State ways and areas where electricity can be used in the farm such as heating of brooder pens, operating milking equipment, pumping water for irrigation and farm house, operating processing machines etc..
Chalk or magic board, cardboard drawings, film projector etc
Students should recognise areas in the farm where electricity is applied and its usefulness.
Visit neighbouring
farms or projects where
electricity is used in farm operations.
Encourage students to write their
observations.
Local farm with a range of electrically powered
operations and equipment.
6.2 Locate and identify the various accessories of an electrical installation in farm building
List various electrical accessories from generation, distribution to utilization within a farm building.
Chalk or magic board, cardboard drawings, film projection of electrical accessories etc.
Students should recognise and name electrical accessories and their use in farm buildings
General Objective: 7.0 Know the roles of storage and processing in agricultural production.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
14 7.1 Distinguish between various machines used in the processing and storage of agricultural materials.
List and describe a range of storage and processing machines and facilities such as separators, shellers/ threshers, feed mills, dryers, decorticators, warehouse, silo, crib, cold storage/ controlled atmosphere storage, etc.
Chalk or magic board, cardboard drawings, film projection of showing different processing and storage operations.
Students should identify and recognise the differences and distinctive features of different processing and storage equipment.
Demonstrate and explain the uses of any of the available processing and storage facilities.
Sheller, separator, milling storage and processing, crib, ware house, silo, etc.
7.3 Describe various methods of crop storage and state the economic importance of crop storage
List the economic importance of different categories of storage structures
Chalk or magic board, cardboard drawings, etc
Students should understand the importance of effective farm structures for crop
Using film show and slides emphasis the roles and economic
Video, film show and slides
structures
in agric production, industrial development, etc
storage. importance of storage structures.
9. General Objective: 8.0 Recognise the role of Professional Organizations and Professional Activities relevant to Agricultural Engineering.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
15 8.1 Appreciate the role of Agricultural Engineering Professional Organizations
Roles and functions of professional organizations List of National agricultural professional organizations
Chalk or magic board, cardboard drawings etc
Student to understand and appreciate the contributions of national and international professional associations to agricultural engineering practice.
Provide student with list of some registered member of agricultural engineering professional organizations and encourage interactions.
Chalk or magic board, cardboard drawings etc
8.2 Understand the requirements for membership of professional associations
List the categories of membership including fellow, corporate, graduate and student membership Requirements for enlistment as member into various categories
Chalk or magic board, cardboard drawings etc
Understand the requirements for membership of professional associations
Encourage student to register as student member and participate in professional associations.
Chalk or magic board, cardboard drawings etc
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Final Examination (written) to assess knowledge and understanding 60%
Work books Workbook of activities completed throughout course 20%
Essay The role of agricultural engineering and its contributions to national development
20%
TOTAL 100
PROGRAMME: Agricultural and Bio Environmental Engineering Technology: National Diploma COURSE: ABE 112 Tractor Operation and Maintenance DURATION: 60 HOURS (1 hour theory plus 3 hours practical per week) GOAL: This course is designed to provide the students with skill in the operation and maintenance of
farm tractors and implements GENERAL OBJECTIVES:
On completion of this course; the student should be able to:- 1.0 Understand road traffic laws and regulations. 2.0 Identify major tractor parts 3.0 Carry out routine checks on the tractor 4.0 Drive a tractor. 5.0 Use the tractor P.T.O.
General Objective: 1.0 Understand road traffic laws and regulations.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 Recognise the Nigerian and International highway codes.
Display both highway codes and explain them to students
Drawings , picture or slides of the highway codes
To be able to accord meanings to the highway codes.
Group the students to produce some highway codes using cardboards and paints.
Cardboards and paints.
1.2 Be able to identify road signs and signals (danger or warning)
Display road signs and signals. Explain them
Drawings, picture or slides of road signs and signals.
To recognize road signs and signals and their meanings.
Draw the road signs and signals and explain their meanings
Cardboards and paints.
1.3 Identify road markings.
List the major road markings and explain them
Sketches, drawings, picture or slides of the road markings.
Students should be able to identify and interpret major road markings.
Take a road walk and identify the road markings.
Major roads with good road markings.
General Objective: 2.0 Know major tractor parts
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
2 2.1 Recognise the names of the major parts concerned with tractor driving (steering, starting button, gear levers, clutch pedals, and brakes.).
Define the major tractor parts and ask students to list the parts concerned with tractor driving.
Chalk or magic board, pictures, slides of major parts concerned with tractor driving.
Students should be able to identify and list some of the major parts of the tractor that are associated with driving.
Using a tractor show the major part concerned with tractor driving.
Tractor
General Objective: 3.0 Carry out routine checks on the tractor
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
3 3.1 Appreciate the need for routine daily checks on the tractor. (Oil level, water level, fuel level, tyre pressure, battery).
List the daily routine checks on the tractor. Explain how to carry out each check.
Chalk or magic board, pictures, slides of operations for daily routine checks in tractors.
Students should understand all daily checks required, as specified within the operators manual, and be able to carry them out correctly.
Demonstrate on the tractor how the daily checks are to be carried out and supervise students to carry out checks.
Tractor or tractor model. Tractor operators manual
4 3.2. Understand periodic servicing requirements of a tractor, as specified within the servicing manual.
Explain the need for periodic servicing.
Chalk or magic board, tractor operators manual, service record book.
Student should be able to interpret tractor service records and explain their importance
Show how to use and interpret tractor service manual, service record book and a log book.
Service manual, service record book and a log book.
4 3.3 Understand the need for effective tractor service records
Explain the importance of maintaining accurate service records and show how to enter service information in the service and log books.
Service manual, service record book and a log book.
Students should be able to accurately enter servicing data into the logbook.
Demonstrate the method of entering of data into the log book and ask students to complete their own record books.
Tractor Logbook.
General Objective: 4.0 Know how to drive a tractor
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
5 4.1 Understand the Introduce the Drawings of Understand the Demonstrate the Tractor engine
procedure for starting diesel and petrol engines.
topic. Explain the difference between diesel and petrol engines. State the procedure of starting any of the engines.
tractor engine or picture of engine.
process of starting both petrol and diesel engines.
differences between starting petrol and diesel engines.
on test ground.
4.2 Understand the correct procedure for starting and stopping a tractor engine.
Explain the process of starting and stopping the engine.
Drawings of tractor engine or picture of engine.
Be able to correctly start and stop a tractor engine.
Demonstrate correct starting and stopping procedure and supervise students to carry out the task.
Tractor engine on test ground.
6 4.3 Understand correct procedures for driving forwards and backwards
Explain each process of engaging the clutch, selecting forward and reverse gears
Pictorial charts of transmission system.
Students will be able to select appropriate gears and to drive correctly in forward and reverse directions.
Demonstrate correct gear selection and supervise students to drive in forward and reverse directions.
Functional tractor and sufficient space for test driving purposes.
4.4 Understand correct procedures for right hand and left hand turning.
Give instructions on how to make right hand and left hand turns.
Use student or self to demonstrate.
To be able to correctly signal for left and right hand turning.
Demonstrate how to correctly signal for turns and supervise students whilst carry out the task.
Functional tractor and appropriate roadways for practicing turns.
7 4.5 Understand correct procedures for driving on the public highway.
Explain how to drive on the highway and the importance of observing other road traffic.
Students or self to demonstrate
Be able to correctly drive on the highway and read road signs while driving.
Drive with students to observe road signs and note them
Functional tractor and appropriate highway for driving.
8
4.6 Identify the 3-point linkage system on a tractor.
Highlight the main components of the three point linkage system of the tractor.
Tractor model, drawings or pictures
Students should be able to recognize the components of the three point linkage system and how to correctly attach an implement.
Show the three point linkage system of the tractor.
Functional tractor
4.7 Understand how to safely couple a mounted implement to the tractor linkages.
Highlight the process of safely and correctly mounting an implement.
Tractor model, drawings or pictures.
Students should be able to correctly and safely attach an implement to the three-point linkage.
Demonstrate correct mounting of an implement and supervise students to carry out the task.
Functional tractor and suitable mounted implement.
9 4.8 Understand how to raise and lower the mounted implement using the hydraulic lever.
Explain how to use the hydraulic lever to raise and lower implements.
Manuals or catalogues
Students should be able to identify correct controls for raising and lowering the implement.
Demonstrate raising and lowering of implements.
Functional tractor with attached mounted implement
4.9 Understand how to drive the tractor with mounted implement on test ground.
Explain driving the tractor with mounted implement.
Manuals, catalogues or models
Students should be able to drive the tractor fitted with a mounted implement.
Demonstrate driving a tractor with mounted implement on test ground and supervise students carrying out the task.
Functional tractor with mounted implements
4.10 Understand how to lower and dismount the implement.
Explain the process of lowering and dismounting the implement.
Manuals, catalogues or models
Students should be able to safely dismount implements from three point linkages.
Demonstrate correct dismounting procedure and supervise students to carry out the task.
Functional tractor with a range of mounted implements
10 4.11 Understand how to couple a trailed implement to a tractor.
Explain the process of coupling trailed implement.
Manuals, catalogues or models
Students should be able to correctly To understand the techniques in of coupling a trailed implement.
Demonstrate how to couple a trailed implement and supervise students to carry out the task.
Tractor and trailer.
4.12 Understand driving techniques of tractor with trailed implement.
Explain the techniques of driving a tractor and trailed implement in both forward and reverse directions.
Chalkboard, Manuals, catalogues or models
Students should be able to drive a tractor and trailed implement in both forward and reverse directions.
Demonstrate correct forward and reversing procedures for tractor and trailed implement
Tractor and trailed
4.13 Understand how to turn sharp corners with a trailed implement
Explain how to carry out turning and how to estimate the point to start the turn.
Chalkboard, Manuals, catalogues or models
Students should be able to accurately turn sharp corners with a tractor and trailed implement.
Demonstrate correct turning sequences and supervise students in carrying out the task
Tractor and trailed Suitable obstacle course for practicing.
11 4.14 To prepare for a tractor driving test.
Explain the requirements for a tractor driving test
Magic or chalk board.
Students should be prepared for a tractor driving test
Explain the requirements for a tractor driving test and supervise the students whilst
Tractor and suitable test site for practicing.
practicing.
12 4.15 To practice requirements for a tractor driving test.
Revise requirements for a tractor driving test
Magic or chalk board.
Students should be prepared for a tractor driving test
Supervise the students whilst practicing.
Tractor and suitable test site for practicing.
4.16 To undergo a tractor driving test.
Arrange for driving test
Tractor To acquire driving license for a tractor operator’s grade.
Arrange for driving test.
Tractor
General Objective: 5.0 Understand the use of the p.t.o. of a tractor.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
13
5.1 Explain the need for the p.t.o. of a tractor.
Introduce topic Give the full meaning of pto (power take off). Explain the position of the pto and area of applications.
Tractor model, drawings or pictures
Recognise the main functional components of the tractor pto
Locate and show the position of pto.
Tractor
5.2 State the precautions for the safe use of the tractor p.t.o.
List the precautions for the safe use of the tractor p.t.o.
Magic or chalk board
Understand the safety precautions required for the use of the pto.
Demonstrate the main safety aspects and procedures for using the tractor pto.
Tractor PTO components, guards, etc
5.3 Identify the universal joint used with the p.t.o. of a tractor.
Mention and display the universal joint used with the pto.
Magic or chalk board
To understand the working principles of the universal joint.
Show the universal joint and demonstrate its use within the pto.
Tractor Implement PTO shaft Universal joints
14 5.4 To understand correct procedures for coupling a machine to the p.t.o. of a tractor
Explain the process of coupling machine to tractors pto
Tractor model, drawings or pictures
To be able to correctly couple a pto-driven implement, such as a rotary slasher, to the tractor
Demonstrate the process of coupling a rotary slasher or other pto driven machine to the pto and supervise students in carrying out the operation.
Tractor and pto-driven machine: e.g. rotary slasher.
15 5.7 Understand correct operation of a mounted p.t.o. driven machine.
Explain correct operation of a mounted pto driven machine
Magic or chalk board
To be able to safely operate a mounted pto driven machine.
Demonstrate operating a mounted pto driven machine and supervise students in carrying out the operation.
Tractor and machine. Appropriate land area for practicing
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Final Examination (written) to assess knowledge and understanding 50%
Work books Workbook of activities completed throughout course 20%
Practical activities Assessment of practical skills and abilities in operating tractor and implements
30%
TOTAL 100
PROGRAMMEE: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA
COURSE: ABE 113: BASIC WORKSHOP TECHNOLOGY AND PRACTICE DURATION: 60 Hours (1 Hour Theory plus 3 Hours Practical) UNIT: 4.0 GOAL: To provide the student with safe and effective instruction in the use of basic workshop equipment and techniques GENERAL OBJECTIVES On completion of this course, the students should be able to:-
1.0 Understand workshop safety procedures and equipment. 2.0 Use simple measuring and testing instruments. 3.0 Demonstrate skills in the use of hand tools 4.0 Demonstrate skills in drilling and reaming 5.0 Demonstrate skills in tapping and metal joining operations. 6.0 Cut and join metals by gas welding. 7.0 Demonstrate skills in arc welding operations. 8.0 Demonstrate skills in the use of various wood working tools. 9.0 Demonstrate skills in simple operations on plastics.
COURSE: BASIC WORKSHOP TECHNOLOGY & PRACTICE
COURSE CODE: ABE 113 CONTACT Hours: 1 hour theory plus 3 hours practical per week
Course Specification: Theoretical Contents Practical Content
General Objective: 1.0 Understand workshop safety procedures and equipment
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1
1.1 Understand the need for effective workshop safety precautions
Explain in details safety rules and regulations in workshop practice.
Chalkboard, Safety posters
Operate safety equipment correctly e.g. fire extinguishers, water hose etc.
Demonstrate correct operation of safety equipment
Chalkboard, Safety posters Fire extinguisher Water hoses Sand buckets,
2
1.2 Recognise the various safety equipment and clothing and how it is to be used
Explain the need for correct safety equipment and clothing
Chalkboard Photographs of safety equipment and clothing
Use protective clothing correctly Understand safety rules and regulations in the workshop
Demonstrate correct use of protective clothing Test students on knowledge of safety rules and regulations
Overalls, safety boots, goggles, hand gloves, etc
General Objective: 2.0 use simple measuring and testing instruments.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
3
2.1. Recognise the range of measuring and testing equipment used in the workshop
Identify and explain the uses of different measuring and testing devices
Chalkboard Pictures and catalogues of various equipment
Be able to perform simple measuring exercises using steel rules, vernier callipers and micrometer.
Demonstrate the different measuring and testing equipment and
Micrometers External and internal Vernier callipers, Steel
Be able to use dial indicators to set up jobs on the lathe, testing roundness etc. Be able to carry out exercises to test the flatness and squareness of machined components.
supervise the students whilst carrying out individual exercises.
rule, test mandrel/test bars, dial indicator with stand etc.
General Objective 3.0 Demonstrate skills in the use of hand tools.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
4
3.1. Appreciate the different types of hand tools and how to use and maintain them effectively.
Introduce students to the different types of hand tools and explain how to use and maintain them
Chalkboard Pictures and catalogues Diagrams
To correctly use marking-out tools on the bench. Be able to produce simple objects using bench/hand tools such as files, chisels, scrapers, saws etc.
Demonstrate correct use of hand tools and supervise the students in making simple objects.
Work bench, Bench vice, Hammers, Set of drills, Steel rule, Scribers, Scribing blocks, Inside and outside calliper, Surface plate, chisels, saws, etc.
General Objective: 4.0 Demonstrate skills in drilling and reaming
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
4.1. Recognise different Introduce students to Chalkboard, To operate different Demonstrate Radial drilling
5 methods of drilling and reaming and understand how to carry out effective operations.
the different methods of drilling and reaming and highlight correct working procedures.
diagrams, pictures, catalogues and instruction manuals
types of drilling machines and carry out operations such as counter-boring and counter-sinking. Be able to grind drill bits accurately. Correctly carryout reaming operations on the bench or on a drill/lathe.
drilling and reaming activities using different machines and then supervise students to learn and carry out all the activities.
machine, Bench drilling machine, Pillar drilling machine, Column type drilling machine, Hand and machine reamers, Tap wrench, Jacobs Chuck and key, Medium size Lathe and reduction sleeves.
General Objective: 5.0 Demonstrate skills in tapping and metal joining operations.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
6
5.1. To understand the processes involved in drilling and tapping metals for joining
Explain the correct procedures for drilling and tapping metals
Chalkboard, diagrams, pictures
5.1 Be able to correctly select drills and taps and carry out tapping operation: (i) on the work bench (ii) on drilling machine (iii) on lathe
Demonstrate activities in 5.1 and supervise the students to carry out all the activities.
Taps and wrenches, Drill chuck and key, Medium size Lathe, Bench drilling machine, Pillar drilling machine, Cutting fluid or lubricants
7
5.2. To appreciate the different methods of joining metals
Explain the methods of joining metals using different techniques
Chalkboard, diagrams, pictures
5.2 Be able to join metals container by (i) Knock-up joining (ii) grooving technique (iii) soft soldering.
Demonstrate activities in 5.2 and supervise students to carry out all the activities.
Jointing and grooving equipment Soldering tools
General Objective: 6.0 Cut and join metals by gas welding.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
8
6.1. Recognise the various component pieces of oxy-acetylene welding equipment
Introduce students to the various component parts of oxy-acetylene equipment
Chalkboard, diagrams, pictures, catalogues
Recognise and assemble the various component pieces of oxy-acetylene welding equipment Select various welding regulators, clips blow pipe and nozzles for different uses.
Demonstrate correct assembly and selection of component pieces and supervise students to carry out all the activities.
Oxy-acetylene gas welding set, Operating Manual
9 6.2. Understand correct and safe welding practices using oxy-acetylene equipment
Explain correct procedures for safe use of oxy-acetylene equipment
Chalkboard, diagrams, pictures
Be able to safely perform gas welding and cutting techniques
Demonstrate correct welding and cutting techniques using oxy-acetylene equipment, including methods for controlling distortion in gas welding operations
Oxy-acetylene gas welding set, Operating Manual rolling machine, Guillotine shear, Assorted cutting snips
General Objective: 7.0 Demonstrate skills in arc welding operations.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
10
7.1. Understand the requirements for effective arc welding operations, including current selection and regulation, etc.
Explain the operation of arc welders and how to select appropriate current for different metal thicknesses
Chalkboard, diagrams, pictures, catalogues, operating manuals
7.1 Be able to select and regulate current and determine polarity for metal arc welding.
Demonstrate how to select correct current and the effects of incorrect setting on welding performance. Supervise students to carry out all the activities
Electric arc welding machine and accessories.
11 7.2. To understand the need for correct preparation of materials prior to arc welding
Explain the need for correct material preparation for arc welding
Chalkboard, diagrams, pictures
7.2. Prepare metal of various thickness for welding. 7.3. Perform various arc welding operations horizontally and vertically.
Demonstrate techniques for welding in both horizontal and vertical modes
Electric arc welding machine and accessories Bench and hand grinders, files, etc
General Objective 8.0: Demonstrate skills in the use of various wood working tools.
Specific Learning Outcome
Teachers Activities Learning Resources
Specific Learning Outcome
Teachers Activities
Learning Resources
12
8.1. Recognise the different hand tools used for wood-working operations
Introduce students to the range of hand tools used for wood working operations and explain how they are used
Chalkboard, diagrams, pictures
8.1 To mark out and prepare wood to a given specification using the hand tools provided.
Demonstrate the use of a range of hand tools and supervise students in preparing wood using the tools provided.
Try square Dividers, Gauges Jack plane, Smooth plane Try plane, Panel saws Chisels, Knives Boring tools Hammers, Mallets Oil stone, spoke shaves, etc
13 Recognise the different powered machines available for wood-working operations and appreciate their safe use
Introduce students to the range of powered equipment available for wood working operations and explain their safe usage
Chalkboard, Diagrams, pictures, catalogues and operating manuals.
8.4 Safely use powered hand tools to prepare wood to a given specification using the tools and equipment provided.
Demonstrate safe use of a range of powered hand tools and supervise students in their use
Try square Dividers, Gauges Bench/table grinder, Oil can electric planner/sander electric hand drill Jig saw
General Objective 9.0: Demonstrate skills in simple operations on plastics.
WEEK Specific Learning Outcome
Teachers Activities Resources Specific Learning Outcome
Teachers Activities
Resources
14
9.1. Understand the different types of plastics commonly used in agriculture and their properties
Explain the different types of plastics available and their properties: i.e. thermo-setting and thermo-plastic
Chalkboard, diagrams, pictures
9.1 Be able to identify various types of plastics and explain their properties. .
Introduce students to different types of plastic and ask them to explain their properties
Different types of plastics commonly found on the farm
15
9.2. Understand correct procedures for joining different plastics in the workshop
Explain methods of cutting and joining plastics in the farm workshop
Chalkboard, diagrams, pictures
9.2 Be able to correctly cut and join different plastics using conventional metal cutting tools and adhesives
Demonstrate correct procedures for cutting and joining plastics and supervise students to carry out all the activities.
Set of drills, Wood lathe, HSS cutting tools, Adhesives, etc.
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT (MEC 102) WEIGHTING (%)
Examination Final Examination (written) to assess knowledge and understanding 40
Practical Assessment of work carried out in the workshop 40
Test At least 2 assignment set by the teacher. 20
TOTAL 100
PROGRAMMES: GENERAL STUDIES
COURSE TITLE: COMMUNICATION IN ENGLISH I
CODE: GNS 102
PREREQUISITE: GNS 101
DURATION: 2 HOURS PER WEEK (30 HOURS PER SEMESTER)
CREDIT UNITS: 2.0
SCHEDULE: 2ND SEMSTER
GOALS: This course is designed to enable students acquire the necessary communication skills, know the
techniques of correspondence and comprehend written materials.
GENRAL OBJECTIVES:
On completion of the course the student should:
1.0 Understand the concept of communication.
2.0 Know how to make oral presentations.
3.0 Know the essential elements of correspondence.
4.0 Know the rules of comprehension and interpretation.
PROGRAMME: NATIONAL VOCATIONAL CERTIFICATE IN GENERAL STUDIES COURSE:COMMUNICATION IN ENGLISH COURSE CODE: GNS 102 CONTACT HOURS:2 hrs
GOAL: This course is designed to enable students acquire the necessary communication skills, know the techniques of correspondence and comprehend
written materials.
COURSE SPECIFICATION: Theoretical Contents: Practical Contents:.
General Objective: 1.0 Understand the concept of communication.
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
1 1.1 Define communication.
1.2 Analyze the process of
communication.
Define
communication.
Analyze the process of
communication.
2 1.3 Analyse the purposes of
communication.
1.4 Explain the relationship
between communication
and language.
Analyse the purposes
of communication.
Explain the
relationship between
communication and
language.
3 1.5 Explain the impact of
interference on
communication at various
levels, e.g. phonological,
syntactic, etc.
1.6 Explain code-mixing,
code-switching and
dissonance in
communication.
Explain the impact of
interference on
communication at
various levels, e.g.
phonological,
syntactic, etc.
Explain code-
mixing, code-
switching and
dissonance in
communication.
General Objectives: 2.0 Know how to make oral presentations.
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities
4 Oral Presentations
2.1 Label a diagram of the
organs of speech.
2.2 Describe the functions of
the organs in 2.1 above in
speech production.
Label a diagram of the
organs of speech.
Describe the functions
of the organs in 2.1
above in speech
production.
5 2.3 List the phonemes of
English.
2.4 Produce correctly each of
the phoneme listed in 2.3
above.
List the phonemes of
English.
Produce correctly each
of the phoneme listed
in 2.3 above.
6 2.5 Pronounce correctly by
making distinctions
between the different
sound contrast in the
consonantal and vowel
systems of English.
Pronounce correctly
by making distinctions
between the different
sound contrast in the
consonantal and vowel
systems of English.
7 2.6 Explain the principles of
effective speaking, viz,
correct use of stress,
rhythm, and intonation
patterns.
2.7 Read fluently.
Explain the principles
of effective speaking,
viz, correct use of
stress, rhythm, and
intonation patterns.
Read fluently.
General Objectives: 3.0 Know the essential elements of correspondence. General Objectives:
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
8 Correspondence
3.1 List the various type of
correspondence, e.g.
letter, memo, circular, etc.
3.2 Explain the various parts
of a letter.
List the various type of
correspondence, e.g.
letter, memo, circular,
etc.
Explain the various
parts of a letter.
-
9 3.3 Differentiate between
formal and informal letter
formats.
3.4 Explain the characteristics
of styles suitable for
formal and informal
letters.
Differentiate between
formal and informal
letter formats.
Explain the
characteristics of styles
suitable for formal and
informal letters.
10 3.5 Explain the functions of
the first, middle and last
paragraph.
3.6 Write a formal and an
informal letter.
Explain the functions
of the first, middle and
last paragraph.
Write a formal and an
informal letter.
General Objectives: 4.0 Know the rules of comprehension and interpretation. General Objectives:
WEEK Specific Learning
Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning
Resources
11 4.1 Identify main ideas in a
given
passage.
4.2 Differentiate the main
ideas from the details in a
passage.
Identify main ideas in
a given
passage.
Differentiate the main
ideas from the details
in a passage.
12 4.3 Use the main idea to
anticipate specific details
in a passage.
4.4 Use context clues to aid
comprehension.
Use the main idea to
anticipate specific
details in a passage.
Use context clues to
aid comprehension.
13 4.5 Identify relationship
patterns of ideas in a
passage.
4.6 Use context clues such as
definitions, restatements
Identify relationship
patterns of ideas in a
passage.
Use context clues such
as definitions,
and examples to derive
meaning.
restatements and
examples to derive
meaning.
14 4.7 Explain how affixes
modify meanings.
4.8 Interpret figurative
language in a passage.
Explain how affixes
modify meanings.
Interpret figurative
language in a passage.
15 4.9 Draw conclusions from
available information. Draw conclusions from
available information.
Program:
Course Code:
COM002 Contact Hours:
3 hours /week
Subject/Course:
Computer Applications II
Theoretical:
0 hours /week
Year: 1 Semester: 2 Pre-requisite: Practical:
3 hours /week
General Objectives
The module gives to the student the basic skills allowing him to develop and present a power presentation, use the world wide web and to
use an E-mail application.
1. Develop and present a power point presentation.
2. Use efficiently the world wide web and use efficiently a search engines
3. Setup and use correctly an Email application.
Department:
Course Code:
G202 Contact Hours:
3 hours /week
Subject/Course:
Computer Applications 2
Theoretical:
0 hours /week
Year: 1 Semester: 2 Pre-requisite: Practical:
3 hours /week
Theoretical Content Practical Content
General Objective: Develop and Present a power point presentation
Week Learning
Outcomes
Teacher’s activities Resourc
es Learning Outcomes
Teacher’s activities Resources
1
Perform the basic
operations
Start/End the
application
Create, open,
modify, save and
close a presentation.
Adjust Settings
Work with slides
- Add, delete, copy,
move slide.
-customize
-Proofing.
-save
Show how to:
- Run the application.
- Open a presentation.
- Create new presentation (default
template).
- Save under other name.
- Save the presentation with
different types such as : RTF, PPS,
PPT, image file format and other
versions.
- switch between open presentations.
- Zoom in/out and use zoom tools.
- Switch between different views of
a presentation
- Create a new presentation using
the default template , Edit , Save ,
Open and Close a presentation
- Apply design templates to a
presentation and to change
between designs
PC connected
to an OHP
with
appropriate
operating
system &
Power point
presentation of
lectures
Online lecture
notes
Internet access.
Smart board/
white board
Know how to Show how to: PC connected to an
2
Format the slide
content
Format text
Create a presentation, new
presentation, save a presentation , add
slides , theme
OHP with
appropriate
operating system &
Power point
presentation of
lectures
Online lecture notes
Internet access.
Smart board/ white
board
3
Know how to:
-enter text, select text
,copy and paste , cut
and paste , undo/redo ,
spell check ,
formatting text ,
change font typeface
and size, font styles
and effects ,change text
colour, word art,
change paragraph
alignment, text
direction, adding
content ,adding
picture.
Demonstrate how to:
-enter text, select text ,copy and
paste , cut and paste , undo/redo ,
spell check , formatting text ,
change font typeface and size, font
styles and effects ,change text
colour, word art, change
paragraph alignment, text
direction, adding content ,adding
picture.
PC connected to an
OHP with appropriate
operating system &
Power point
presentation of lectures
Online lecture notes
Internet access.
Smart board/ white
board
4
Know how to:
Adding shape, adding
smart art, adding a
photo album , create a
table , enter data in a
table , modify the
table structure and
format a table, insert a
table from word or
excel, create a chart ,
Show how to:
Adding shape, adding smart art,
adding a photo album , create a
table , enter data in a table ,
modify the table structure and
format a table, insert a table from
word or excel, create a chart , edit
chart data , modify a chart ,use
slide effects.
PC connected to an
OHP with appropriate
operating system &
Power point
presentation of lectures
Online lecture notes
Internet access.
Smart board/ white
edit chart data , modify
a chart ,use slide
effects.
board
5
Know how to:
-
-Use slide show
options
-setup slide show
-rehearse timings
-create speaker notes
-Print a presentation
-package a presentation
Demonstrate how to:
-
-Use slide show options
-setup slide show
-rehearse timings
-create speaker notes
-Print a presentation
-package a presentation
PC connected to an
OHP with appropriate
operating system &
Power point
presentation of lectures
Online lecture notes
Internet access.
Smart board/ white
board
General Objective: Use efficiently the world wide web and use efficiently a search engines.
Week Learning
Outcomes
Teacher’s
activities
Resource
s Learning Outcomes
Teacher’s activities Resources
6
Understand Internet ,
internet protocols ,
internet structure ,email ,
the world wide web,
remote access ,file
sharing ,steaming media
,voice telephony.
Explain:
Internet , internet protocols ,
internet structure ,email , the world
wide web, remote access ,file
sharing ,steaming media ,voice
telephony.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
7
Know how to Surf the
web with internet
explorer
Understand the web
-using internet explorer7
-basic web surfing
-using tabbed browsing
Searching from the
browser.
-Explain how to surf the web:
-using internet explorer7
-basic web surfing
-using tabbed browsing
Searching from the browser.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
8
Know how to save your
favourite pages , print the
pages.
Demonstrate how to :
Save your favourite
pages , print the pages.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
9
Be able to:
Print/ Preview a document.
Modify page setup options.
Print a Web page Present a search report
demonstrate how to:
Printing / Preview a document. Printing a framed Web site
Modify page setup options.
Present a search report as a printed
document.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
10
Know how to:
-send and
receive Email.
-setup your
Email account
-understand the windows
mail window
demonstrate how to:
-send and receive Email.
-setup your Email account
-understand the windows
mail window
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
General Objective: Setup and use correctly an Email application.
Week Learning
Outcomes
Teacher’s
activities
Resource
s Learning Outcomes
Teacher’s activities Resources
11
Know how to Create an
e-mail account
Be able to:
Sending and receiving
Explain how to Be :
Send and receive Email
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
12
Know how to:
Open the Inbox folder
Create a new message
Send the message..
Demonstrate how to:
-compose a message,
reading new messages,
reply to a message, sending
files via email, attaching a
file to an email message,
opening an email
attachment.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
13
Understand:
-spam blocking
-Phishing filter
-virus protection
-using address book to
manage personal
contacts.
Explain:
-spam blocking
-Phishing filter
-virus protection
-using address book to
manage your contacts.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
14
Understand:
Different types of
connections
Demonstrate how to:
- traditional dial-up
- broadband and DSL
-broadband cable
-broadband satellite.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
15 Know how to:
-setting up a new
connection
-connecting in vesta and
windows xp
-sharing internet
-connect to public
hotspot.
Demonstrate how to:
-setting up a new connection
-connecting in vesta and windows
xp
-sharing internet
-connect to public hotspot.
Networked PC lab
An OHP connection
to a PC.
Internet access.
Different internet
browsers
ASSESSMENT (%)
Continuo
us
Mid
Semeste
r
End
Semeste
r
Total
Practica
l
20 20 60 100
PROGRAMMEE: Agricultural and Bio Environmental Engineering Technology: National Diploma
COURSE: MEC 125 - Safety
DURATION: 30 Hours (2 Hour Lecture)
UNIT: 2.0
GENERAL OBJECTIVES:
1.0: Know General Factory Acts & Safety Regulations
2.0: Understand Safety Inspection
3.0: Understand Accident Prevention
4.0: Know Fire Prevention methods
5.0: Understand Manual Handling Procedures
6.0: Understand Maintenance Safety
7.0: Understand various First Aid methods
PROGRAMME: Agricultural and Bio Environmental Engineering Technology: National Diploma
COURSE: SAFETY CODE: MEC 125 CONTACT HOURS:
2HRS/WK
Week General Objective: 1.0: Know General Factory Acts & Safety Regulations
Specific Learning Outcomes Teacher Activities Resources
1 1.1 Understand Acts and Regulations
1.2 Standard house keeping
1.3 Carry out safety audit
1.2 Ask students to inspect workshop and prepare safety
audit. Assess the students
Recommended textbooks,
Lecture notes, etc.
General Objective 2.0: Understand Safety Inspection
Week Specific Learning Outcome: Teachers Activities Resources
2-3 2.1 Air receivers
2.2 Ropes and Chains
2.3 Pulley blocks
2.4 Forklift carriage
2.5 Mobile and overhead cranes
2.6 Derricks and gantries
Ask students to carry out an inspection of one of the items
listed
Assess the students.
Chalkboard, Chalk, duster,
etc.
General Objective 3.0: Understand Accident Prevention
Week Specific Learning Outcome: Teachers Activities Resources
4-6 3.1 Outline hazards of machinery,
welding, compressed air, chemicals
3.2 Hazard identification
3.3 Preventative methods
Ask students to examine workshop on particular aspect and
propose means to prevent accidents happening
Assess the students.
-do-
General Objectives 4.0: Know Fire Prevention methods
Week Specific Learning Outcome: Teachers Activities Resources
7-9 4.1 Causes of fires
4.2 Hazard identification in fire
fighting
4.4 Fire fighting
Ask students to tackle fires with different sources and
assess the students.
-do-
General Objectives 5.0: Understand Manual Handling Procedures
Week Specific Learning Outcome: Teachers Activities Resources
10-11 5.1 Causes of injuries
5.2 Safe handling procedures
5.3 Cellular layout - Production flow
analysis (PFA)
Ask student to carry out an analysis of handling a heavy
weight and suggesting methods to avoid injuries.
Assess the students
-do-
General Objective 6.0: Understand Maintenance Safety
Week Specific Learning Outcome: Teachers Activities Resources
12-13 6.1 Principles of Permit-to-work
system
6.2 Risk Assess
6.3 Installing and operating permit-
to-work system
Ask students to examine a machine to identify need for
permit-to-work procedures for simple and complex
maintenance
Assess the students.
Live machine e.g. lathe
machine
General Objectives 7.0: Understand various First Aid methods
Week Specific Learning Outcome: Teachers Activities Resources
14-15 7.1 Treating simple injuries
7.2 Artificial respiration
7.3 Preventing further risks e.g.
electricity isolation
Ask students to treat minor injury and apply artificial
respiration.
Assess the students
First Aid box, Manuals, etc.
PROGRAMME: National Diploma in Agriculture Technology
COURSE: AGT 113 - Introduction to Soil Science
DURATION: 60 HOURS (2 Hours Lectures, 2 Hours Practicals)
UNITS: 2.0
GOAL: To acquaint students with the origin, properties and characteristics of farm soils.
GENERAL OBJECTIVES:
On completion of this course, the student should be able to:
1.0 Understand rocks and minerals as parent materials of soils.
2.0 Understand the physical characteristics of soils.
3.0 Understand chemical properties of soils.
4.0 Understand soil characteristics.
5.0 Understand soil moisture and its importance.
6.0 Understand soil organic matter and its importance
7.0 Understand soil organisms and their impact on nature of soils.
PROGRAMME: NATIONAL DIPLOMA IN AGRICULTURE TECHNOLOGY
COURSE: INTRODUCTION TO
SOIL SCIENCE
COURSE CODE: AGT 113
CONTACT HOURS: 60 HOURS (2 hrs
lectures: 2 hrs practicals)
GOAL: To acquaint students with the origin, properties and characteristics of farm soils.
COURSE SPECIFICATION: Practical Contents:
General Objective: 1.0 Understand rocks and minerals as parent materials of soils.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
1 1.1 List the different
types of rocks and state
their origin
(i) Igneous rock
(ii) Sedimentary
rock
(iii) Metamorphic
rock
Explain soil
formation and
different types of
rock.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
1.1 Identify common
types
of rocks and their
minerals
constituents
1.2 Draw different rock
samples
1.3 Describe types of
rock
Initiate a
walking trip.
Rock and Soil
samples.
2 1.2 Understand the
processes of weathering
(i) Physical weathering
(ii) Chemical weathering
(iii) Biological
Weathering
Explain the
processes of
weathering and its
agents.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
See examples of
weathering of rocks.
Accompany
students on
field trip.
Suitable visit
venues.
General Objective: 2.0 Understand the physical characteristics of soils.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
3
2.1 Understand the
definition of soil. Know
soil characteristics and
how they affect soil
fertility.
Define and explain
its characteristics.
Discuss soil texture
and its importance
- Explain textural
LCD projector
Slide projector
White board
Markers.
Laptop
- Identify different
types of soil
- Identify different
textural classes.
- Identify soil as a
- Show
different
types of soil
- Show
different
Soil Samples
4
5
2.2 Understand the
meaning of soil texture,
its importance, and the
different textural classes
of soils.
2.3 Learn about soil
structure
and explain its
importance
2.4 Know about the
different
ways of improving
soil structure
2.5 Understand clay, sand
and silt and their
properties.
2.6 Appreciate the
significance of air,
and water in the soil.
2.7 Understand soil
depth and its importance
in soil nutrient supply.
triangle
- emphasize the
importance of soil
structure and
describe.
- Discuss the
significance of air,
water and
temperature in the
soil.
- Guide students to
know ways of
improving soil
structure.
- Differentiate
Between sand, silt
and clay.
- Demonstrate soil
depth.
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
material source.
- Understand the
different types of
soil structure.
- Understand the
differences between
sand, silt and clay.
Draw different textural
classes
textural
classes.
- Explain soil
as a material
source.
- Demonstrate
the different
types of soil
structure.
- Demonstrate
the
differences
between sand,
silt and clay.
Show
different
textural
Classes.
Soil Samples
General Objective: 3.0 Understand chemical properties of soils.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
6
3.1 Know about soil
colloids and basic
principles of ionic
exchange.
Explain to students
soil colloidal
properties cation
exchange, soil
LCD projector
Slide projector
White board
Markers.
Learn how to carry out
acidity tests.
Guide the
students
on how to test
alkaline and
Soil samples.
pH meter
Conductivity
Meter
7
8
3.2 Understand the
importance of cation
exchange
3.3 Understand the
importance of soil
aeration
3.4 Enumerate the effects
of acidity on soils
3.5 List the characteristics
of alkali soils
3.6 List the effects of
alkalinity on soils
3.7 Understand the
importance and
methods of liming
3.8 Know about saline
soils.
3.9 Understand how soil
salinity affects
nutrient availability
3.10 Appreciate the
impact of liming on soil
acidity and nutrient
availability to crops.
aeration and
porosity.
Explain soil acidity,
its causes and how it
affects crop
productivity. Explain
how soil acidity can
be prevented and
cured.
- Define and
explain the causes of
saline soil.
- Enumerate soil
nutrient availability
as affected by
salinity
- Enumerate soil
nutrient availability
as affected by
liming.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Differentiate between
saline and acidic soil by
carrying out soil tests.
acidic soil
Explain to
students soil
colloidal
properties,
cation
exchange, soil
aeration and
porosity.
Differentiate
between
saline and
acidic soils.
Guide the
students on
how to test
alkaline and
acidic soils
Soil samples.
pH meter
Conductivity
meter.
General Objective: 4.0 . Understand soil characteristics.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
9 4.1 Understand soil
characteristics
influencing plant
nutrition
Explain the most
important soil
characteristics
influencing plant
growth e.g. organic
matter.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
See plants growing in
different soil types.
Demonstrate
plants
growing in
different soil
types.
Plants and
soils.
General Objective: 5.0 Understand soil moisture and its importance.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
10 5.1 Learn about soil
moisture
5.2 List the different
types of soil moisture
5.3 Identify available
forms of soil moisture
and the unavailable
forms.
Discuss soil
moisture in relation
to plant nutrition,
Define soil
moisture.
Discuss the different
forms of soil
moisture.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Illustrate the importance
of
soil moisture on
nutrients
availability to crops by
simple experiment.
See the effects of soil
water and air using
samples and the addition
of water to demonstrate
waterlogging, saturation,
field capacity etc.
Guide the
students
on how to
carry out
simple
experiment
in soil
moisture and
nutrients
availability
Demonstrate
waterlogging,
saturation,
field capacity
etc.
Soil sample,
seed
of crops,
water
,fertilizer.
Soil samples,
water supply.
General Objectives: 6.0 Understand soil organic matter and its importance.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
11
12
6.1 State the origin of
soil organic matter
6.2 List the factors
affecting the quality
and quantity of organic
matter in the soil.
6.3 List and describe the
common types of organic
matter viz:
(i) Green manure
(ii) Farm yard
manure
(iii) Compost
6.4 Know about the
nature and characteristics
of humus
6.5 Understand the effect
of organic matter on soil
properties
Describe different
types of soil organic
matter.
Describe factors
affecting the quality
and quantity of
organic matter.
Explain the concept
of the different types
of humus in soils.
Discuss the effect of
organic matter on
soil properties.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Prepare compost and
farmyard manure.
See the effects of soil
organic matter on soil
properties such as
workability, moisture
retention etc.
Demonstrate
compost and
farmyard
manure
preparation.
Demonstrate
the effects of
soil organic
matter on soil
properties
such as
workability,
moisture
retention etc.
- plant
matter
- ash
- water
- spade
- digger.
Soil samples.
General Objective: 7.0 Understand soil organisms and their impact on nature of soils.
WEEK
Specific Learning
Objective
Teachers Activities
Learning
Resources
Specific Learning
Objective
Teachers
Activities
Learning
Resources
13
7.1 Know the macro-
fauna of the soil:
Earthworms, squirrels
and rodents (mammals).
Snakes, termites, crickets
List the different soil
organisms and
discuss their
importance to soil
ecology.
LCD projector
Slide projector
White board
Markers.
Laptop
Learn how to identify
soil macrofauna.
Demonstrate
how to
identify soil
macrofauna.
Macrofauna
samples.
14
15
etc.
7.2 Understand the
functions of the micro-
fauna of the soil e.g.
nematodes, and the
problems they can cause.
7.3 List and describe
macroflora of the soils.
7.4 List micro-flora of the
soils: Bacteria\Algae
Fungi\Actinomycetes and
appreciate their function.
Discuss the types
and functions of soil
microfauna.
Describe micro
and macro flora
found in the soil and
explain their
function.
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
LCD projector
Slide projector
White board
Markers.
Laptop
computers.
Learn how to identify
soil microfauna.
Learn how to identify
soil macro and micro
flora.
Demonstrate
how to
identify soil
microfauna.
Demonstrate
how to
identify soil
macro and
micro flora.
Microfauna
samples.
Macro and
micro flora
samples.
Suggested assessment:
5 in-class or practical tests @ 20% each = 100%
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 102 Repair and Maintenance of Farm Implements
DURATION: 90 Hours (2Hour Lecture, 4Hours Practical per week) GOAL: This course is designed to give the student the knowledge and skills required for the correct
maintenance and repair of farm implements. GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Know the different farm implements and their uses 2.0 Understand the maintenance requirements of each type of farm implement 3.0 Carry out repairs of the various farm implements 4.0 Know the proper storage requirements for different farm implements 5.0 Understand the importance of maintaining effective records and inventories of farm implements
PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: Repair and Maintenance of Farm Implements
COURSE CODE: ABE 102 CONTACT HOURS: 90 HOURS (2 hr lecture, 4 hrs practical per week)
GOAL: This course is designed to give the student the knowledge and skills required for the correct maintenance and repair of farm implements.
COURSE SPECIFICATION: : Theoretical Contents Practical Contents:
General Objective: 1.0 Know the different farm implements and their uses.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 To recognise the range of farm implement categories
List the categories of farm implements for: - Tillage - Planting - Manure and
Fertilizer application
- Crop protection - Crop
harvesting
Chalk board, magic board, drawings, slides, pictures of the implements
Students to be able to identify each category of equipment and their types.
Ask the students to sketch and label the parts of the implements under study.
Available farm implements
2 1.2 To recognize the uses of each type of Farm Implement
Name and state the uses of various implements, e.g. - Ploughs for
primary tillage - Harrows for
secondary tillage
- Sprayer for chemical application
Chalk board, magic board, slides, pictures
Students to identify and categorise a range of different implements and specify their uses.
To support the students in identifying each implement and to request submission of completed notebooks Teacher to grade the notes made by the students
Available farm implements
e.t.c. during the class.
3 1.3 To recognize the key component parts and likely problems associated with using various implements
Highlight the vital functional parts of various implements and list the potential problems that may occur
Chalk board, magic board, drawings, slides, pictures of the implements
Students to recognize the key components of various implements and explain what problems may arise during use
To support students in compiling a list of key components and identified problems for each implement. Teacher to grade the notes made by the students during class
Available farm implements
General Objective: 2.0 Understand the maintenance requirements of each type of farm implement
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
4 2.1 To understand the routine maintenance requirements of a range of farm implements
Specify the routine (daily, periodic) maintenance required for each type of implement viz: - cleaning - adjustments - greasing/oiling - tightening of nuts and bolts - straightening of bent parts - welding where necessary - calibration e.t.c.
Chalk/magic board Catalogues and manuals, Diagrams and pictures
To be able to carry out effective implement inspection and identify maintenance needs
To supervise students in compiling inspections and maintenance reports for each implement Teacher to mark the reports
Farm implements for study, to include tillage, planting, spraying and harvesting implements Catalogues and operating manuals
5 2.2 To understand how to carry the maintenance of different tillage implements
Explain the maintenance requirements of different tillage implements
Chalk/magic board Catalogues and manuals, Diagrams and pictures
To be able to carry out effective maintenance of different tillage implements
Assign students into groups and supervise to carry out assigned routine maintenance tasks Teacher to grade maintenance work
Implement, tools, Catalogues and maintenance schedules, Supplies Inspection reports
6 2.3 To understand how to carry the maintenance of different planting and crop husbandry implements
Explain the maintenance requirements of different crop husbandry implements
Chalk/magic board Catalogues and manuals, Diagrams and pictures
To be able to carry out effective maintenance of different planting and crop husbandry implements
Assign students into groups and supervise to carry out assigned routine maintenance tasks Teacher to grade maintenance work
Implement, tools, Catalogues and maintenance schedules, Supplies Inspection reports
7 2.4 To understand how to carry the maintenance of different harvesting implements
Explain the maintenance requirements of different harvesting implements
Chalk/magic board Catalogues and manuals, Diagrams and pictures
To be able to carry out effective maintenance of different harvesting implements
Assign students into groups and supervise to carry out assigned routine maintenance tasks Teacher to grade maintenance work
Implement, tools, Catalogues and maintenance schedules, Supplies Inspection reports
General Objective: 3.0 Carry out repairs of the various farm implements.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
8 3.1 To appreciate the need for effective pre-repair inspection to identify necessary repairs on implements.
Demonstrate pre-repair inspection to identify repairs and parts needed on an implement under study.
Implements Parts list book Tools/supplies
To be able to undertake effective pre-repair inspection and identify repair needs of different implements
Assign implements to groups of students for pre-repair inspection. Teacher to mark reports of students
Study implement Parts list book Tools/supplies
9 3.2 To understand how to safely carry out repairs of different tillage implements
Explain the procedure for the safe repair of a given tillage implement.
Chalk or magic board Diagrams, pictures Catalogues and manuals for implements under study
To be able to safely and effectively carry out repairs of specific tillage implements
Assign students to groups to carry out repair of specific tillage implement. Supervise students and grade them on practical work done.
Study implement Repair tools Replacement parts Supplies Catalogues and manuals
10 3.3 To understand how to safely carry out repairs of different planting and crop husbandry implements
Explain the procedure for the safe repair of a given planting and crop husbandry implement.
Chalk or magic board Diagrams, pictures Catalogues and manuals for implements under study
To be able to safely and effectively carry out repairs of specific planting and crop husbandry implements
Assign students to groups to carry out repair of specific planting and crop husbandry implement. Supervise students and grade them on practical work
Study implement Repair tools Replacement parts Supplies Catalogues and manuals
done.
11 3.2 To understand how to safely carry out repairs of different harvesting implements
Explain the procedure for the safe repair of a given harvesting implement.
Chalk or magic board Diagrams, pictures Catalogues and manuals for implements under study
To be able to safely and effectively carry out repairs of specific harvesting implements
Assign students to groups to carry out repair of specific harvesting implement. Supervise students and grade them on practical work done.
Study implement Repair tools Replacement parts Supplies Catalogues and manuals
General Objective: 4.0 Know the proper storage requirements for different farm implements
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
12 4.1. Understand the need for, and key features of, effective storage of farm implements and machinery
List the characteristics of good storage environment for farm implements viz: - Protection form
weather - Solid floor - Size
requirements for different machines
- Suitable entrance doors
- Security systems
Chalk or magic board Diagrams, pictures Films/videos Slides
To recognize both good and bad storage facilities for farm machinery and implements
Arrange visit to observe different farm machinery storage facilities Ask students to write report on observations made to be graded by teacher
Farm machinery storage sites Students’ notes
13 4.2. Appreciate both good and bad storage facilities for farm implements and machinery
Review storage requirements and ask students to list both good and bad aspects from previous week
Chalk or magic board Diagrams, pictures Slides
To be able to assess quality of different storage facilities for farm machinery and implements
Arrange visit to observe different farm machinery storage facilities Ask students to write report on observations made to be graded by teacher
Farm machinery storage sites Students’ notes
General Objective: 5.0 Understand the importance of maintaining effective records and inventories of farm implements
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
14 5.1 To understand the need for accurate records and inventories of
List the uses of records viz: - For proper
identification of
Chalk/magic board. Notes Samples of
Students should be able to identify a range of machinery and
Supervise students in identifying and recording details
Available implements. Store stock cards
farm implements and machinery
equipment. - For ordering of
replacement parts.
- For scheduling of maintenance and replacement of equipment.
- For calculating of cost of use of equipment.
- As part of overall farm inventory.
equipment .with manufacturers identification marks Store stock cards of equipment.
implements and record their details.
of a range of different farm implements
15 5.2 To understand the detailed information required for effective implement records and inventory.
List the information as follows: - Manufacturers’
name and address
- Make and type of implement.
- Year of manufacture.
- Year of purchase - Cost of purchase - Logbook records
of work done, repairs carried out, parts replaced.
Chalk/Magic board Purchase records Repair and maintenance records of implements History records of use of implements
Students to examine available records on farm implements and make notes, produce records of use of particular implements assigned to them.
Teacher to supervise students in compiling machinery records and grade the records produced by students.
Available implements Official records of the implements.
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Practical activities Students to undertake maintenance and repair operations on different 50%
farm implements as specified above
In class assignments Students to compile a series of assignments and as detailed above 50%
TOTAL 100
PROGRAMMEE: Agricultural and Bio Environmental Engineering Technology: National Diploma COURSE: ABE 121 - Construction and Maintenance of Crop Processing and Storage Facilities DURATION: 90 Hours (2 Hour Lecture, 4 Hours Practical) UNIT: 6.0 GOAL: This course is aimed at enabling the students to understand the operation and maintenance of
machines for processing and storing agricultural materials that are commonly used in tropical environments.
GENERAL OBJECTIVES On completion of this course, the students should be able to:- 1.0 Know the general and unique construction features of processing machines and crop storage facilities. 2.0 Understand the operation and maintenance of grain cleaners, sorters, graders and separators. 3.0 Understand the operation and maintenance of shellers, threshers, dehullers and decorticators. 4.0 Understand the operation and maintenance of burr mills, hammer mills and roller mills. 5.0 Understand the operation and maintenance of conveyors. 6.0 Understand the construction and maintenance of solar crop dryers. 7.0 Understand the operation and maintenance of crop storage structures.
PROGRAMME: NATIONAL DIPLOMA (ND) AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY
COURSE: Construction and Maintenance of Processing and Storage Facilities
COURSE CODE: ABE 121 CONTACT HOURS: 90 HOURS (2 hrs lecture: 4 hrs practical)
GOAL: This course is aimed at enabling the students to understand the operation and maintenance of machines for processing and storing agricultural materials that are commonly used in tropical environments.
COURSE SPECIFICATION: : Theoretical Content
Practical Contents:
General Objective: 1.0 Know the general and unique construction features of processing machines and crop storage facilities.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1. Understand the general and unique features of processing machines.
Provide a comprehensive list of agro processing machines. List and emphasise the general and unique features of typical processing equipment such as: *Hopper and inlet port *Casing *Support frame *Transmission system *Power source, etc
Chalk or magic board, cardboard drawings etc
Students should be able to identify the major components common to all processing machines and the unique features to specific types of machinery.
Introduce students to a range of different types of crop processing machines through visit to farms and strategic grain reserve centres.
Strategic grain reserve centres.
Range of available
processing machines.
1.2 Understand the general and unique features of storage facilities.
Provide a comprehensive list of storage facilities. Emphasis on the main features of storage facilities such as: *Wall *Storage chamber *Insulation *Water proof floor
(large scale storage systems)
*Foundation (Ware house & Silo), etc
Chalk or magic board, cardboard drawings etc
Students should identify the major components common to all storage facilities and the unique features of specific types of installation.
Introduce students to a range of different storage structures through visit to farms and strategic grain reserve centres.
2 1.3. Understand the need for a range of monitoring equipment within crop processing and storage facilities.
Identify major accessories to crop processing and storage facilities, including: * Dryers. * Material handling equipment. * Moisture meter * Psychometric measuring devices * etc
Chalk or magic board, cardboard drawings etc
Students should be able to identify different monitoring equipment necessary for effective crop processing and storage and explain their purpose.
Take student for visit to Large scale farms with crop processing and storage facilities. Highlight relevant monitoring equipment and explain their purpose
Large-scale farm equipped with appropriate processing and storage facilities Range of different crop monitoring equipment
General Objective 2: Understand the operation and maintenance of grain cleaners, sorters, graders and separators.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
3
2.1 Understand the construction and operation of grain cleaners and separators.
Identify the component parts of each machine and explain its purpose and method of operation. e.g: *Sieve *Blower fan *Suction fan Describe how the components are assembled into the complete machine
Chalk or magic board, cardboard drawings etc
Students should be able to identify the main component parts of grain cleaners and separators, and be able to explain how they operate
Introduce students to the various component parts of grain cleaners and separators and ask them to explain how they operate
Complete and component pieces of grain cleaner and separator
4 2.2 Understand the construction and operation of grain sorters and graders.
Identify the component parts of a grain sorted and grader and explain their method of operation. Describe how the component parts fit together in the complete machine and the method of crop flow.
Chalk or magic board, cardboard drawings etc
Students should be able to identify the main component parts of grain sorters and graders, and be able to explain how they operate.
Introduce students to the various component parts of grain sorters and graders and ask them to explain how they operate
Complete and component pieces of grain sorters and graders
5 2.3 Understand the maintenance requirements of grain cleaners, separators, sorters and graders.
Explain the need for general and routine maintenance of each type of machinery. List and discuss the maintenance of specific components, especially the interior parts and working mechanisms that can easily wear.
Chalk or magic board, cardboard drawings, etc
Students should be able to identify the distinctive features of different types of cleaning, sorting, grading and separation machines that require either routine or periodic maintenance.
Explain and demonstrate both routine and periodic maintenance operations for different machinery. Encourage students to participate in maintenance demonstration activities.
Cleaning, sorting, grading and separation machines.
General Objective: 3.0 Understand the operation and maintenance of shellers, threshers, dehullers and decorticators.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
6 3.1 Understand the method of operation of shellers, threshers, dehullers and decorticators.
Explain impact principle for the operation of shellers and threshers with beater mechanism. Explain shear principle for the operation of dehullers and decorticators with friction plate. Explain other applicable principles of operation for different types of shellers, threshers, dehullers and decorticators.
Chalk or magic board, cardboard drawings etc
Students should be able to understand the operating principles associated with a range of crop processing machinery.
Demonstrate impact and shear principles in the laboratory.
Usable machinery Laboratory models for impact and shear processing Samples of unprocessed crops
7 3.2 Students should understand the main components and construction of shellers, threshers, dehullers and decorticators.
List the components parts of shellers, threshers, dehullers and decorticators and state their functions.
Chalk or magic board, cardboard drawings etc
Student should be able to explain the method of operation of shellers, threshers, dehullers and decorticators used for crop processing operations.
Introduce students to a range of different crop shelling, threshing, de-hulling and decorticating machines and ask them to explain how they operate.
Range of different shellers, threshers, dehullers and decorticators.
8 3.3 Students should understand the maintenance requirements of shellers, threshers, dehullers and decorticators.
Explain routine maintenance for various shellers, threshers, dehullers and decorticators. Explain periodic and special maintenance for various shellers, threshers, dehullers and decorticators.
Chalk or magic board, cardboard drawings etc
Students should be able to carry out the maintenance of some shellers, threshers, dehullers and decorticators.
Identify the maintenance requirements of each machine and ask the students to carry out the correct maintenance procedure.
Various makes of sheller, thresher, dehuller and decorticator. Tools for maintenance operations
General Objective: 4.0 Understand the operation and maintenance of burr mills, hammer mills and roller mills.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
9 4.1 Understand the application of burr mills, hammer mills and roller mills in particle
Compare traditional methods of size reduction with modern methods.
Chalk or magic board, cardboard drawings etc
Students should appreciate the practical applications of burr mills, hammer mills and roller mills in
Demonstrate traditional and modern methods of size reduction and compare the
Pestle and mortar, local grinding stone, burr mill, hammer mill, etc
size reduction. List and explain the principles of operation of burr mills, hammer mills and roller mills.
particle size reduction results in terms of through put, capacity and efficiency.
10 4.2 Understand the construction of burr mills, hammer mills and roller mills.
List and describe the components of burr mills, hammer mills and roller mills, stating their functions.
Chalk or magic board, cardboard drawings etc
Students should be able to identify the main component features of burr mills, hammer mills and roller mills and explain their operating methods
Highlight the main constructional features of different mills and ask students to explain their purpose
Range of different burr mills, hammer mills and roller mills. Component parts of different machines.
10 4.3 Understand the maintenance requirements of burr mills, hammer mills and roller mills.
Discuss general and routine maintenance for burr mills, hammer mills and roller mills. List and discuss the maintenance of specific components, especially the interior parts and working mechanisms that can easily wear.
Chalk or magic board, cardboard drawings, etc
Students should be able to explain the maintenance requirements of different mills and highlight specific components subject to high wear rates.
Demonstrate maintenance requirements of different mills and highlight particular high-wearing components
Burr mill, hammer mills and roller mills. New and worn component parts.
General Objective: 5.0 Understand the operation and maintenance of conveyors.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
11 5.1. Conveyor types and features.
Describe different types and classes of conveyors using appropriate diagrams: *Screw conveyors *Bucket elevators *Chain conveyors *Belt conveyors *Pneumatic conveyors, etc and their suitability for different crops
Chalk or magic board, cardboard drawings etc
Students should be able to appreciate the practical applications of material handling in agro processing industry.
Take students for a visit to a neighbouring large scale agro/ food processing industry to see the practical uses and applications of material handling equipments.
Mechanised agro-food processing plant
12 5.2. Understand the construction and maintenance requirements of different conveyors.
Explain the detailed operating principles and maintenance requirements of different crop conveying systems.
Chalk or magic board, cardboard drawings etc.
Students should be able to recognise the main constructional components of different conveyor systems and explain their maintenance requirements
Identify the main component parts of different conveyors and ask students to explain their maintenance requirements
Belt conveyor, screw conveyor, and bucket elevator. Range of conveyor component parts Catalogues Pictures and video films of machinery in operation
General Objective: 6.0 Understand the construction and maintenance of solar crop dryers.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
13 5.1 Understand the construction and maintenance of
Explain the operation and main uses of
Chalk or magic board, cardboard
Students should be able to construct a solar dryer and be
Supervise the students in constructing a
Solar dryer Instructions for assembly
solar dryers solar dryers. Explain the construction procedures of flat plate collector and concentrator. Discuss general and routine maintenance for solar dryers.
drawings, etc able to explain maintenance and cleansing procedures.
prototype flat plate solar collector connected to a 750 x 750 x 750 mm drying chamber (course project for groups of 10 students for assessment as continuous assignment)
General Objective: 7.0 Understand the operation and maintenance of crop storage structures
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
14 6.1 Understand the need for effective sanitary control of crop storage systems.
Explain the problem of moisture accumulations in tropical storage systems as a result of: *Respiration and metabolic activities *Hygroscopic nature of bio materials. *Tropical climatic conditions, etc Hence, the need for effective sanitation
Chalk or magic board, cardboard drawings, film projector etc
6.1 Students should be able to recognise the effects of poor storage sanitation on the stored crop.
Demonstrate the impact of poor crop store sanitation on stored product
Samples of poor damaged products after poor storage: e.g.
sprouting grains
Insect and pest damaged crops
Etc
in grain storage systems.
15 6.2 Understand the methods of construction and maintenance requirements of crop storage systems.
Identify and list the main construction features and materials. Explain the methods of construction of different storage systems. List and discuss the periodic maintenance of storage silos and associated accessories.
Chalk or magic board, cardboard drawings, film projection of different storage facilities.
Student should be able to understand the methods of construction and maintenance requirements of crop storage systems.
Organise visit to various crop storage facilities and highlight the different construction techniques and maintenance requirements
Suitable farmstead storage systems
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical Group construction of solar dryer 30%
Student workbooks Continual production of workbook covering all aspects of course 20%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 122: Farm Machinery and Mechanisation I DURATION: 75 Hours (2Hour Lecture, 3 Hours Practical) GOAL: This course is designed to acquaint the student with the principles of farm machinery and
mechanisation and to equip them with the necessary skills for effective operations involved in land development, tillage and crop establishment operations.
GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Understand the aims and problems associated with farm mechanisation. 2.0 Understand the various operations involved in land clearing and development 3.0 Safely and effectively operate and maintain a range of soil tillage equipment. 4.0 Be able to correctly set and operate crop drilling and planting equipment for a range of crops
PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: FARM MACHINERY AND MECHANISATION I
COURSE CODE: ABE 122 CONTACT HOURS: 75 HOURS (2 hr lecture, 3 hrs practical)
GOAL: This course is designed to acquaint the student with the principles of farm machinery and mechanisation and to equip them with the necessary skills for effective operations involved in land development, tillage and crop establishment operations.
COURSE SPECIFICATION: : Theoretical Contents Practical Contents:
General Objective: 1.0 Understand the aims and problems associated with farm mechanisation.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1
1.4 Appreciate the main objective of farm mechanisation.
Define farm mechanisation. List and explain the main objectives of mechanisation.
Chalk or magic board, diagrams and drawings explaining the main objectives of mechanisation.
Students should correctly define and explain the main objectives of farm mechanisation.
Visit a mechanized farm or display activities of a mechanized farm in order to observe the main objectives in the definition.
Mechanized farm centre.
1.5 Outline the history of farm mechanisation.
Give brief history of farm mechanisation. State the things that have helped shape developments
Chalk or magic board, cardboard drawings.
Students should be able to explain the history of farm mechanisation and discuss reasons for specific developments.
Give brief history of farm mechanisation and identify key factors influencing developments
Chalk or magic board, cardboard drawings.
2 1.6 Analyse the future of farm mechanisation in Nigeria.
Discuss the future and contributions of farm mechanisation to
Chalk or magic board, cardboard drawings.
Students should understand the positive and negative aspect of farm mechanisation
Ask the students to write a “term paper” on the role of farm mechanisation in
Library, Internet etc.
Nigeria. as applied to Nigeria.
Nigeria.
1.7 Identify the major problems encountered in the use of farm machinery.
List and explain typical problems associated with ineffective mechanisation development.
Chalk or magic board, cardboard drawings.
Students should be able to list some of the problems associated with farm mechanisation and explain them.
Localize some of the problems identified to some geopolitical or ethnic areas.
Chalk or magic board, cardboard drawings, pictures and photographs.
General Objective 2.0: Understand the various operations involved in land clearing and development
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
3 3.1 Students should appreciate the wide range of operations involved in land clearing and development.
List and explain various land clearing development operations
Chalk or magic board, cardboard, slides drawings showing various machinery and equipment in use.
Students should be able to recognise the need for various machines for land-clearance operations
Introduce students to the different operations involved in land clearance.
Visit to local land clearance project.
4 3.2 Understand the methods of using traditional equipment and processes in land clearing
List the various traditional equipments used in carrying out land clearing operations and explain their methods of operation, their benefits and disadvantages.
Chalk or magic board, cardboard, slides drawings showing various traditional equipments used in land clearance operations.
Students should recognise the traditional implements used in land clearance operations and be able to explain how they are used.
Display the traditional land clearance implements, and demonstrate how they are used in the field. Highlight the advantages and disadvantages of each used.
Traditional implements Field plot for implement trials.
5 3.3 Understand the use of modern machinery in land
List the range of modern machinery
Chalk or magic board, cardboard, slides drawings
Students should recognise the range of machinery used
Visit to observe modern mechanised
Mechanized land clearance
clearance and their advantages and disadvantages.
available for land clearance and explain the advantages and disadvantages of each.
stating advantages / disadvantages of implements.
for land clearance and to know their means of operation
implements being used in land clearance operations Explain the pros and cons of each
operation.
General Objective: 3.0 Safely and effectively operate and maintain a range of soil tillage equipment.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
6 4.1 Understand the Definition of soil tillage.
Give the definition of tillage operation.
Chalk or magic board, cardboard drawings
Students should be familiar with the main principles of the different types of soil tillage.
Illustrate the different types of tillage machinery as specified in 4.2.
Tillage machinery or Pictures, catalogues or slides showing different types of tillage operations.
4.2 Be able to distinguish between primary, secondary, zero and minimum tillage.
List and explain the various types of tillage system. Differentiate between them.
Pictures, catalogues or slides showing different types of tillage operations.
7 4.3 To identify the characteristics of the different types of tillage specified in 4.2 above.
State the characteristics of each type of tillage.
Chalk or magic board, cardboard drawings
Students should recognise the characteristics of each of the tillage types.
Identify the various characteristics of each type of tillage operation from the farm plot.
Farm plot. Previously conducted tillage operations Spade and trowel
8 4.4 Identify the various tillage implements for each type of tillage operation in 4.2 above.
List the various tillage implements and explain their methods of operation.
Chalk or magic board, cardboard, slides drawings showing various tillage implements for each tillage
To recognise the implements used in a particular tillage operations.
Display the implements and identify the tillage operation the implement can
Tillage implements.
types. be used for.
4.5 Identify different component part of each tillage implement for each type of tillage operation.
List and explain the different component of each tillage implements.
Chalk or magic board, cardboard, slides drawings showing different component parts of each tillage implements.
To recognise various component parts of the implements used in a particular tillage operation.
Display the component parts of the tillage implements and explain their function.
Component parts of tillage implements.
9 4.6 Identify the forces on a tillage implement.
Sketch the tillage implement with forces acting on it.
Chalk or magic board, cardboard indicating the direction of the forces.
To understand the range and direction of forces acting on a tillage implement.
Sketch a different tillage implement and let the students place the forces and their directions.
Chalk or magic board, cardboard have sketches of tillage implements.
4.7 Identify factors contributing to soil draft.
Explain the term soil draft. List the factors that contribute to soil draft.
Chalk or magic board, cardboard display.
Students should understand the term soil draft and be able to list the factors that contribute to it.
Explain the term soil draft. List the factors that contribute to soil draft.
Chalk or magic board, cardboard have sketches of tillage implements.
4.8 Relate tillage operations to tractor forward speed.
Explain how tillage is affected by the forward speed of the tractor.
Chalk or magic board, cardboard, slides showing the impact of speed on different tillage operations
Students to understand how tillage is affected by tractor forward speed.
Perform tillage operations at different speeds for students to observe.
Tillage implements and tractor. Field plot
10 4.9 Understand how to select appropriate tillage implements for each type of
State the factors to be considered in choosing appropriate implements for each type of
Chalk or magic board, cardboard display.
Students should be familiar with factors of choosing appropriate tillage implements for each type of tillage
Choose tillage implement and state the factors considered in selecting such
Tillage implements
tillage operations.
tillage operations. operations. implements.
4.10. Understand the checks and adjustments required prior to commencing tillage operation
Outline the methods of carrying out checks and adjustments.
Chalk or magic board, drawings, slides and pictures outlining the processes of carrying out checks and adjustments.
Students should know the checks and routine maintenance required of tractor and tillage implements.
Carryout the routine checks. Show students areas where things are to be checked within the tillage implements and tractor.
Tractor and tillage implements.
11 4.11. To be able to effectively carry out various tillage operations
To explain the procedures involved in carrying out various tillage operations safely
Chalk or magic board, cardboard display.
Students should be able to safely carry out a range of different tillage practices
Supervise students in carrying out different tillage operations
Tractors and different tillage implements Field plots
General Objective. 4.0 Be able to correctly set and operate crop drilling and planting equipment for a range of crops
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
12 5.1 Understand the various types of crop drilling and planting methods.
List and explain types of crop drilling and planning methods.
Chalk or magic board, cardboard drawings, catalogues slides showing different types of planting methods.
Students are to list and explain the different types of planting methods.
Describe the different types of drilling and planting operations used for different crops
Diagrams, pictures and films of different drilling and planting operations
5.2 To be able to identify equipment for crop planting
Name the equipments. Explain their methods of operation.
Chalk or magic board, cardboard drawings, catalogues slides showing different
The students should be able to identify equipment for crop planting and also describe
Touch the equipment, give its name and explain its mode of
Different drilling and planting equipments.
types of planting equipments.
their mode of operation.
operations.
5.3 To be able to describe the component parts of each crop planting equipment
List the component parts of planting equipment. Describe the functions and characteristics of the part.
Chalk or magic board, cardboard drawings, catalogues slides showing components parts of planting equipment.
The students should know the functions of the parts of the various planting equipment.
Display the parts, identify them and state the functions of each part.
Dismantled parts of various planting equipments.
13 5.4 Understand how to select appropriate equipment for each type of planting operation.
State the factors to be considered in choosing appropriate equipment for each type of planting operations.
Chalk or magic board, cardboard display.
Students should be familiar with factors of choosing appropriate planting equipment for each type of planting operations.
Choose planting equipments and state the factors considered in the selection process.
Planting equipment.
13 5.5 Manipulate different crop planting equipment for specific planting conditions.
Choose some specific planting conditions e.g. planting of maize. Explain how to manipulate machine for maize.
Chalk or magic board, cardboard drawings, catalogues slides showing different types of planting equipments being used for specific conditions.
Student to understand that some planting equipments can be manipulated for specific use.
Demonstrate how to manipulate crop planters for different crops
Crop planting machines, alternative component parts for different crops.
14 5.6 Understand how to calibrate different drills and planters
Explain and show how to calibrate a conventional grain drill and a maize planter
Chalk or magic board, cardboard drawings, catalogues
Students should calibrate a conventional grain drill and maize planter
Supervise students to calibrate drill and planter and write report of activities
Conventional grain drill Maize planter Calibration equipment
15 5.7 Be able to accurately carry out planting operation.
Remind students of the process of planting. State the things to observe while carrying out planting.
Chalk or magic board, cardboard, slides drawings showing planting operation.
Student should be able to effectively operate grain drills and planters.
Demonstrate planting operations in the farm plot with the students.
Planting equipments and Demonstration plot.
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical Accurate calibration of drill and written report 25%
Essay The role of mechanisation on farming in Nigeria 25%
TOTAL 100
PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA COURSE: ABE 125 INTRODUCTION TO LIVESTOCK MECHANISATION DURATION: 60 HOURS (2 hrs theory plus 2hrs practical per week) UNITS: 2 GOAL This course is designed to introduce students to the range of mechanization systems involved in farm livestock production in Nigeria GENERAL OBJECTIVES: On completion of this course the students should be able to:- 1.0 Appreciate the range of livestock housing systems within Nigeria 2.0 Understand the requirements for effective building design and layout for various livestock enterprises 3.0 Understand the operation and maintenance of various mechanised livestock systems 4.0 Understand environmental control in farm animal building(s). 5.0 Know the methods of handling waste in commercial livestock production
PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA
COURSE TITLE: INTRODUCTION TO LIVESTOCK MECHANISATION
COURSE CODE: ABE 125 CONTACT HOURS 2 hrs theory plus 2hrs practical per week
GOAL: This course is designed to introduce students to the range of mechanization systems involved in farm livestock production in Nigeria
COURSE SPECIFICATION: THEORETICAL CONTENT PRACTICAL CONTENTS:
GENERAL OBJECTIVE: 1.0 Appreciate the range of livestock housing systems within Nigeria
Week
Specific Learning Objective
Teacher’s Activities
Learning Resources
Specific Learning Objective
Teacher’s Activities
Learning Resources
1 1.1 Understand the range of farm livestock systems commonly found in Nigeria
Describe the range of different livestock production systems within Nigeria
Chalk or Magic Board Diagrams Photographs/ slides
To recognize the range of livestock systems in Nigeria
Show examples of different livestock production systems within Nigeria and ask students to explain their purpose
Slides, Photographs, films, etc
2 1.2. Recognise the advantages and disadvantages of traditional and modern livestock systems
Explain the pros and cons of traditional and modern livestock systems
Chalk or Magic Board Diagrams Photographs/ slides
To be able to discuss the pros and cons of different livestock systems
To outline pros and cons of various livestock systems and ask students to write notes on each
Slides, Photographs, films, etc
GENERAL OBJECTIVE 2.0: Understand the requirements for effective building design and layout for various livestock enterprises
3 2.1. Recognise specific livestock requirements to meet welfare
Explain the different welfare standards and their impact on building design and layout
Chalk or Magic Board Diagrams Photographs/ slides
Students will understand the welfare requirements of different livestock
Demonstrate the impact of poor building design on livestock and livestock products
Chalk or Magic Board Diagrams Photographs/ slides
standards e.g. space, temperature control, lighting, ventilation, etc
Films etc
4 2.2. Interpret different building designs and layouts for livestock
Highlight specific features of different livestock building designs and explain their purpose
Chalk or Magic Board Diagrams Photographs/ slides Building designs and plans
Student will understand the importance of specific building features in effective livestock housing
Arrange visit to livestock farm and show students specific features of buildings in use
Livestock farm
5 2.3. Know how to calculate building space requirements for different livestock enterprises
Explain and show how to use standard data sets for determining building sixes for livestock
Chalk or Magic Board Diagrams Building designs and plans Livestock space requirements
Students will appreciate the need for careful planning and design of livestock buildings
Arrange visit to large livestock enterprise and explain main design features
Large mechanised livestock farm
6 2.4. Be able to design suitable buildings and layouts for different livestock
Explain how to complete building design and layout for different livestock enterprises
Chalk or Magic Board Diagrams Building designs and plans Livestock space requirements
Students will produce designs for livestock buildings for different livestock enterprises
Allocate students to groups and ask each group to produce plans for a specific livestock system – i.e. poultry, dairy, sheep, etc
Drawing equipment Livestock space requirements Example building designs and layouts
GENERAL OBJECTIVE 3.0: Understand the operation and maintenance of various mechanised livestock systems
7 3.1. Understand the operation and maintenance of mechanised livestock feeding systems
Describe different feeding systems for various livestock enterprises. E.g. augers and conveyors, automated feed
Chalk or Magic Board Diagrams Pictures and slides
Students will be able to identify the range of different feed processing and feed distribution systems for
Demonstrate and explain the operating principles of different feeding systems
Range of different feed processing and feed distribution systems e.g. feed mill, hammer mill,
stations, feed processing equipment, etc
livestock enterprises
forage chopper, augers and conveyors, etc
8 3.2. Understand the operation and maintenance of milking machines
Describe the layout and component parts of a milking parlour
Chalk or Magic Board Diagrams Pictures and slides
Students will be able to operate simple milking machinery
Demonstrate and supervise students in operating milking equipment
Operational milking machinery and individual machine components
9 3.3. Understand the operation and maintenance of milk cooling, storage and processing equipment
Describe the components of milk cooling, storage and processing plant
Chalk or Magic Board Diagrams Pictures and slides
Students will understand the operation of milk cooling, storage and processing equipment
Arrange visit to modern dairy /milk processing plant
Modern dairy or milk processing plant
10 3.4. Understand the operation and maintenance of egg handling and hatchery equipment
Describe the components and operation of various egg handling and hatchery equipment
Chalk or Magic Board Diagrams Pictures and slides
Students will be able to recognise various equipment used within a hatchery or egg production unit and know how they operate
Demonstrate the operation of various equipment such as egg graders, incubators, beak trimmers, etc
Complete machines and machine component parts
11 3.5. Understand the operation and maintenance of sheep shearing and handling equipment
Describe the operation of sheep shearing and sheep handling equipment
Chalk or Magic Board Diagrams Pictures and slides
Students will be able to recognise the main components of sheep shearing equipment and understand their method of
Arrange visit to sheep farm to observe machinery in operation
Modern sheep farm
operation
GENERAL OBJECTIVE 4.0 Understand environmental control in farm animal building(s)
12 4.1. Understand the need for effective environmental control in livestock buildings
Explain the impact of poor environmental control on farm livestock
Chalk or Magic Board Diagrams Pictures and slides
Students will be able to recognise the symptoms of poor environmental control on farm livestock
Explain typical symptoms of poor environmental control such as heat stress, respiratory problems, etc
Chalk or Magic Board Diagrams Pictures and slides Film shows
13
4.2. Understand the operation of various environmental control systems for livestock housing
Explain the operation of different environmental control systems in livestock housing
Chalk or Magic Board Diagrams Pictures and slides
Students will recognise the various environmental control systems and how they operate
Arrange visit to modern livestock enterprise equipped with different environmental control systems
Modern livestock unit
GENERAL OBJECTIVE 5.0 Know the methods of handling waste in commercial livestock production
14 5.1. Understand the need for effective waste management for environmental protection
Describe the need for effective farm waste management for environmental protection
Chalk or Magic Board Diagrams Pictures and slides
Recognise the impact of farm waste on the environment
Explain the potential impacts of farm waste on the environment
Chalk or Magic Board Diagrams Pictures and slides
15 5.2. Understand the operation and management of machinery used for farm waste management and disposal
Introduce students to the range of machinery used for farm waste management and describe their operation
Chalk or Magic Board Diagrams Pictures and slides
To understand the processes involved in managing farm wastes in a commercial farming environment
Arrange visit to view farm waste management activities on a commercial farm
Commercial livestock farm
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Student record books Accurate descriptions of livestock machinery and its method of operation 25%
Essay In-depth review of machinery used for one major commercial livestock enterprise 25%
TOTAL 100
PROGRAMME: GENERAL STUDIES
COURSE TITLE: COMMUNICATION IN ENGLISH II
CODE: GNS 202
PREREQUISITE: GNS 201
DURATION: 2 HOURS PER WEEK (30 HOURS PER SEMESTER)
CREDIT UNITS: 2.0
SCHEDULE: 2ND SEMESTER
GOAL(S): This course is designed to equip the student with the necessary level of competence and proficiency to
enable him adapt to his professional environment. At the end of this course, the student should be able
to communicate clearly and effectively in both general and specific situations.
GENERAL OBJECTIVES:
On completion of this course the student should:
1.0 Understand registers
2.0 Understand the principle of correspondence
3.0 Know how to apply the principle of writing for publication.
4.0 Know how to write a report.
General Objective: 1.0 Understand registers General Objective:
WEEK Specific Learning Objective Teachers Activities Learning
Resources
Specific Learning Objective Teachers
Activities
Learning
Resources
1
On completion of this course the
student should:
Registers
1.1 Explain registers
1.2 Explain factors influencing
register, viz., field
(profession, mode (speech or
writing), tenor (relationship
between the interacting
parties)
Registers
1.1 Explain registers
1.2 Explain factors
influencing
register, viz.,
field
(profession,
mode (speech or
writing), tenor
(relationship
between the
interacting
parties)
2
1.3 List some items of register
peculiar to different
professions
1.4 Identify items of register in a
given passage
1.3 List some items
of register
peculiar to
different
professions
1.4 Identify items of
register in a
given passage
3
1.5 State appropriate uses of
jargon.
1.5 State appropriate
uses of jargon.
General Objective: 2.0 Understand the principle of correspondence
WEEK Specific Learning Objective Teachers Activities Learning
Resources
Specific Learning Objective Teachers
Activities
Learning
Resources
3
Correspondence
2.1 Describe different types of
business letters, e.g.
applications, enquiries,
invitations and complaints,
with their replies
Correspondence
2.1 Describe
different types
of business
letters, e.g.
applications,
enquiries,
invitations and
complaints, with
their replies
4
2.2 Use suitable language for a
specific type of letter
2.2 Use suitable
language for a
specific type of
letter
5
2.3 Write the letters listed in 2.1
above.
2.3 Write the letters
listed in 2.1
above.
General Objective: 3.0 Know how to apply the principle of writing
for publication.
WEEK Specific Learning Objective Teachers Activities Learning
Resources
Specific Learning Objective Teachers
Activities
Learning
Resources
Writing for Publication
3.1 Explain techniques of
writing for publication
Writing for
Publication
3.1 Explain
techniques of
writing for
publication
3.2 Write essays on topical
and current issues
3.3 Analyse published essays
of literary value
3.2 Write essays
on topical and
current issues
3.3 Analyse
published
essays of
literary value
3.4 Evaluate the development
of ideas in a given article
3.4 Evaluate the
development
of ideas in a
given article
3.5 Write good articles for
publication
3.5 Write good
articles for
publication
General Objectives: 4.0 Know how to write a report.
WEEK Specific Learning Objective Teachers Activities Learning
Resources
Specific Learning Objective Teachers
Activities
Learning
Resources
10
Reports
4.1 Define a report
4.2 List the types of report
Reports
4.1 Define a
report
4.2 List the types
of report
11 4.3 Enumerate uses of
reports
4.3 Enumerate
uses of
reports
12 4.4 List the characteristics
of a good report
4.4 List the
characteristic
s of a good
report
13
4.5 Outline the stages of
writing a report
4.5 Outline the
stages of
writing a
report
14
4.6 Evaluate a given report
4.6 Evaluate a
given report
15
4.7 Write a report
4.7 Write a
report
5.0 Know how to write a
report.
5.1 Write a
report
Programme: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA COURSE: EED 116 INTRODUCTION TO ENTREPRENEURSHIP DURATION: 45 HOURS (1 Hour Lecture, 2 Hours Practical) UNITS: 3.0 GENERAL OBJECTIVES On completion of this module, the student should be able to: 1.0: Understand the basic concept of Entrepreneurship 2.0: Understand the roles of entrepreneurship in personal and national growth and development General Objective 3.0: Know how to set business goals General Objective 4.0: Know how to identify business opportunities General Objective 5.0: Know how to draw simple business plans
COURSE: INTRODUCTION TO ENTREPRENEURSHIP
COURSE CODE: EED 116 CONTACT HOURS: 1 hour theory plus two hour practical per week
General Objective 1.0: Understand the basic concept of Entrepreneurship
Week Specific Learning Outcomes
Teacher’s Activities Resources
Resources Specific Learning Outcomes
Teacher’s Activities Resources
Resources
1.1 Explain the terms: i. Entrepreneurship ii. Entrepreneur iii. Enterprise iv. Self Employment v. Wage Employment 1.2 Compare: i. Wage Employment and Entrepreneurship ii. Self Employment and Entrepreneurship 1.3 Identify the facilities and opportunities available for self employment. 1.4 Identify successful entrepreneurs in Nigeria
Explain the terms related to entrepreneurship. ii. Compare wage employment and self employment with entrepreneurship. iii. Identify opportunities for self employment iv. Explain the role of entrepreneurship in wealth creation. v. Give assignment vi. Organize a visit to
Identify the facilities and opportunities available for self employment. Identify successful entrepreneurs in Nigeria Evaluate the role of entrepreneurship in wealth creation.
Guide students to research and identify criteria for a successful entrepreneur – Establish competitive groups. Students to make formal presentations of their findings
Guest Speakers on the role and importance of entrepreneurs’ Internet and relevant web sites Guest speakers from successful businesses
1.5 Evaluate the role of entrepreneurship in wealth creation.
an entrepreneur’s organization.
General Objective 2.0: Understand the roles of entrepreneurship in personal and national growth and development
2.1 Explain how entrepreneurship leads to the creation of: i. Self confidence ii. Self Expression iii. Wage Employment for others iv. Self Employment 2.2 Identify resources and constraints of entrepreneurship. 2.3 Explain how entrepreneurship leads to import substitution and utilization of local resources. 2.4 Explain how entrepreneurship leads to equitable distribution of industries.
Explain the role of entrepreneurship to national development. ii. Explain resources and constraints of entrepreneurship. iii. Explain the spirit of Achievement Motivation Test (AMT).
Textbooks Explain the role of computer and information technology in entrepreneurship
Explain with the aid of a computer and application packages:- E-mail Internet, website Create: Spreadsheet Invoice Purchase order etc. Students to examine web based organisations and the importance of information technology
Computer and accessories Internet and relevant web sites Dbase Internet facility
2.5 Explain the spirit of Achievement Motivation Test (A.M.T.)
General Objective 3.0: Know how to set business goals
3.1 Evaluate strengths, weaknesses opportunities and threat (SWOT Analysis). 3.2 Explain the personal characteristics of an entrepreneur. 3.3 Explain the Entrepreneurial Tasks: i. Leadership ii. Decision-making iii. Business Planning iv. Time Management Self Management
Explain SWOT analysis and relate it to the organization visited. ii. Explain characteristics of an entrepreneur. iii. Explain the entrepreneurial tasks. iv. Conduct Test
General Objective 4.0: Know how to identify business opportunities
4. 1 Define business opportunity. 4.2Identify the process of product/service selection. 4.3 State the process
Explain business opportunities and process of exploring them. ii. Explain the process of
Explain the process of exploring opportunities
Demonstrate using appropriate application package. Product selection
Computer and accessories Dbase Text Book Internet and relevant web sites
of exploring opportunities
7 product/service selection
product tracking order tracking Use the on-going business project to encourage students to identify business opportunities
General Objective 5.0: Know how to draw simple business plans
5.1 Define the concept of business plan. 5.2 Explain the process of preparing preliminary project proposal. 5.3 Explain the process of preparing a detail ed) business plan. 5.4 Conduct a modest business plan on a selected venture (The written business plan should be assessed as part of the continuous
Explain the concept of business plan and project proposal. Guide students in preparing a modest business plan. Give final presentation
Explain the process of preparing preliminary project proposal. Explain the process of preparing a detailed business plan. Conduct a modest business plan on a selected ven
Guide students in preparing preliminary project. On going Business Project to complete a Business Plan and to present it to a penal of successful entrepreneurs. Sales forecasting Business plan Time sheet analysis
Computer complete with accessories and: Dbase Internet connection Text book Internet and relevant web sites
assessment). Employee tracking Loan Amortization etc. Explore internet for: Company profile Product catalogue Product information
URL Management
ASSESSMENT STRUCTURE
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT (SDV 201) WEIGHTING (%)
Examination Final Examination (written) to assess knowledge and understanding
60
Test At least 1 progress test for feed back. 40
TOTAL 100
PROGRAMME: AGRICULTURAL & BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL
DIPLOMA
COURSE: ICT 201 Computer Aided Design and Drafting
DURATION: 45 HOURS (3 hours per week practical)
UNIT: 3
GENERAL OBJECTIVES:
Understand the use of Computer in the Design and Drafting Process
2.0: Understand how to construct simple geometric shapes
3.0: Understand the different edit boxes
4.0: Understand how to use edit commands
5.0: Understand how to create layers
6.0: Understand how to create linear and aligned dimensions
PROGRAMME: Information and Communication Technology
Course: Computer Aided Design and Drafting I Course Code: ICT 201 Contact Hours: 3HRS/WK
Week General Objective: 1.0 Understand the use of Computer in the Design and Drafting Process
Specific Learning Outcome: Teachers Activities Resources
1 1.1 Know the advantages and disadvantages
of computer in the design process
1.2 Explain the links between CAD and CAM
1.3 Understand the Principles of Operation
capabilities and system requirements of Auto
CADD
1.4 Install the Auto CADD software correctly.
• Ask students to explain advantages and
disadvantages of computer in the design
process.
• Ask students to explain the links between
CAD and CAM
Complete computer sets
1 Computer to 2 Students
1 Large Format Printer or
Plotters in a Network
1 Digitizer to 2 Students
2 1.5 Identify the main parts of the screen of
Auto CAD 14 or Later versions
1.6 Explain the functions of the above
1.7 Understand and use the different input
methods: Keyboards, mouse, digitizers, and
scanners.
1.8 Understand the different coordinate
systems
1.9 Demonstrate the use of the HELP Menu in
solving problems when using the Package
• Ask the students to identify the main parts of
the screen of Auto CAD 14
• Ask the students to explain the function of
the above. Ask the students to explain and use
the different input methods
Manuals, Recommended
textbooks
3 1.10 Use the OSNAP facility to select options
1.11 Use layer control to change the layers in
a drawing
1.12 Use Cartesian and Polar coordinates to
draw lines
1.13 Prepare and change the size of the
drawing field
1.14 Know how to save drawings on demand
and also how to set up the auto-save feature
• Ask students to explain differences between
Cartesian and polar coordinates systems.
• Ask students to demonstrate the above
options on the computer screen
• Ask students to construct lines at set lengths
and angles using above coordinate systems.
• Ask students to use snap points to construct
lines.
• Ask students to explain the use of snap points
and ortho - commands
-do-
• Assess the students
General Objective 2.0: Understand how to construct simple geometric shapes
Week Specific Learning Outcome: Teachers Activities Resources
4 2.1 Know how to hatch the shapes drawn and
change the hatch pattern and scale
2.2 Explain how to draw circles, ellipses and
arcs to given dimensions
2.3 Explain how to construct polygons and
squares to given dimensions
2.4 Produce a simple drawing - Drawing 1
• Ask the students to hatch the shapes drawn
• Ask the students to change the hatch pattern
and scale.
• Ask the students to draw circles, ellipses and
arcs to given dimensions.
• Ask the students to construct polygons and
squares to given dimensions.
-do-
General Objective 3.0: Understand the different edit boxes
Week Specific Learning Outcome: Teachers Activities Resources
5 3.1 Explain the different edit boxes, how to
use them and their attributes
3.2 Explain how to select the shapes using edit
boxes.
3.3 Use array command to draw both polar
and rectangular arrays
3.4 Explain how to use the offset command
• Ask students to explain the different edit
boxes. Ask students to use them.
• Ask students to explain their attributes.
• Ask students to draw both polar and
rectangular arrays using array command
• Ask students to draw using the offset
command.
-do-
General Objective 4.0: Understand how to use edit commands
Week Specific Learning Outcome: Teachers Activities Resources
6 4.1 Explain how to use edit commands
4.2 Demonstrate how to move objects
accurately using both snap commands and
coordinates
4.3 Demonstrate how to copy objects from one
position to another accurately using snap and
coordinate entry.
4.4 Demonstrate how to erase objects
4.5 Demonstrate how to trim objects
• Ask students to copy objects from one
position to another accurately using snap and
coordinate entry.
• Ask students to erase objects.
• Ask students to trim objects
• Ask students to fillet and chamfer angles
-do-
4.6 Demonstrate how to fillet and chamfer
angles
General Objective 5.0: Understand how to create layers
Week Specific Learning Outcome: Teachers Activities Resources
7-8 5.1 Demonstrate how to create layers.
5.2 Demonstrate how to change colour of
layers
5.3 Demonstrate how to change the line types
of a layer.
5.4 Demonstrate how to move objects from
one layer to another
5.5 Demonstrate how to switch layers on and
off
5.6 Understand the use of layers and how they
help in the construction and understanding of
a draw
• Ask students to create layers
• Ask students to change colour of layers
• Ask students to change the line type of a
layer
• Ask students to move objects from one layer
to another
• Ask students to switch layers on and off
• Ask students to use layers to construct
drawings.
-do-
General Objective 6.0: Understand how to create linear and aligned dimensions
Week Specific Learning Outcome: Teachers Activities Resources
9-10 6.1 Explain how to create linear and aligned
dimensions
6.2 Understand how to create angular
dimensions
6.3 Demonstrate how to add to tolerances to
dimensions
6.4 Demonstrate how to create leader lines.
6.5 Demonstrate how to add single line and
multiple line texts to drawings
6.6 Demonstrate how to edit dimensions and
text
• Ask students to create linear and aligned
dimensions.
• Ask students to create angular dimensions
• Ask students to add tolerances to dimensions
• Ask students to create leader lines.
• Ask students to add single line and multiple
line text to drawings.
• Ask students to edit dimensions and text.
Sets of personal computers,
Recommended textbooks,
Manuals, etc.
DRAWING EXERCISE - 2
11 Create the title block for a drawing
Write letters and numbers on drawings
• Ask each student to carry out his/her own
drawing
Draw circles be able to erase parts of lines or
circles
• Let each student carry out his/her own
drawings.
DRAWING EXERCISE - 3 • grade each student’s drawing
12 Produce a simple drawing with correct details
in terms of title block etc
Select parts of a drawing in order to do further
work. Move, Copy and Rotate drawing parts.
• Ask each student to carry out his/her own
drawing
• Ask each student to carry out a drawing that
is specific to his/her department.
DRAWING EXERCISE - 4
13 Produce a full drawing with title blocks from a
real engineered object. Show all the views.
DRAWING EXERCISE - 5 • Assess the students
14-15 Produce a fully dimensioned drawing of a
component appropriate to the engineering
Specification of the department.
PROGRAMMEE: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 2I4 Agricultural Materials Handling Technology DURATION: 75 Hours (2 Hour Lecture, 3 Hours Practical) UNIT: 5 credit units GOAL: This course is designed to acquaint the student with the basic knowledge in agricultural
materials handling and the technology involved in the process.
GENERAL OBJECTIVES On completion of this course, the students should be able to:-
1.0 Know the physical and mechanical properties of perishable and non-perishable agricultural materials 2.0 Know agricultural materials handling equipment 3.0 Understand the constructional features and operation of agricultural materials handling equipment 4.0 Use the knowledge of physical and mechanical properties in selecting appropriate handling methods
and equipment 5.0 Understand the dynamics of handling equipment in work 6.0 Understand damage and contamination in agricultural materials during handling 7.0 Know packaging materials for agricultural produce 8.0 Understand the maintenance of agricultural materials handling equipment
PROGRAMME: NATIONAL DIPLOMA (ND) IN AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY
COURSE: Agricultural Materials Handling Technology
COURSE CODE: ABE 214 CONTACT HOURS: 75 HOURS (2 hr lecture: 3 hrs practical)
GOAL: This course is designed to acquaint the student with the basic knowledge in agricultural materials handling and the technology involved in the process.
COURSE SPECIFICATION: : Theoretical Contents Practical Contents:
General Objective : 1.0 Know the physical and mechanical properties of perishable and non-perishable agricultural materials
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1. Understand the physical properties of agricultural materials
State and explain physical properties; shape, volume, size, porosity, etc of different agricultural materials
Chalk or magic board, sketches
Students should be able to state and explain the peculiarities in the physical properties of agricultural materials
Give students some agricultural materials to examine for irregular shapes, cross-sections, unequal sizes, etc.
Different agricultural materials; e.g. some fruits, vegetables, tubers, grains, etc
2 1.2 Understand the mechanical properties of agricultural materials
State and explain the mechanical properties of agricultural materials viz: normal stress, compressive stress, shear modulus, rigidity modulus e.t.c.
Chalk or magic board, cardboard drawings.
The students should be able to state and explain the mechanical properties of agricultural materials.
Demonstrate the equipment for determining the properties of materials to the students in the laboratory.
Laboratory equipment Different agricultural materials
General Objective: 2.0 Know agricultural materials handling equipment
3 2.1 Appreciate the need for different equipment for handling agricultural materials.
Teacher lists the equipment viz: - Wheeled mobiles [tractor/fork lift/wheel barrow/cart] - Conveyors [Auger(screw)/Belt/ Chain-slat scraper/ Roller/Vibratory/Bucket elevator] - Blowers for
Forage/Grain - Etc
Chalk/magic board, pictures/slides, video films.
Students should be able to recognize different materials handling equipment.
Show handling equipment to students and ask them to name, list, and sketch individual implements.
Range of different materials handling equipment
4 2.2 State the application of each type of handling equipment in agriculture.
States uses of different handling equipment as in 2.1 above in agriculture
Chalk/magic board, picture /slides, video films etc.
Students should be able to explain the uses of different handling equipment in agriculture
Show handling equipment to students and ask them to state their uses
Range of different materials handling equipment
General Objective: 3.0 : Understand the constructional features and operation of agricultural materials handling equipment
5 3.1 Understand the constructional features of mobile agricultural material handling equipment
Explain the main constructional features of mobile vehicles used for materials handling in agriculture (wheeled, motorised, trailed or handpushed
Chalk/magic board, pictures/slides, video films.
Students should recognise the main constructional features of mobile handling equipment used in agriculture
Demonstrate the main features and operating characteristics of different mobile equipment
Range of mobile materials handling equipment
6 3.2 Understand the constructional features of fixed agricultural material handling equipment
Explain the main constructional features of fixed equipment used for materials handling in agriculture (conveyors and blowers, etc)
Chalk/magic board, pictures/slides, video films.
Students should recognise the main constructional features of mobile handling equipment used in agriculture
Demonstrate the main features and operating characteristics of different fixed handling equipment
Range of fixed materials handling equipment
7 3.3 Understand the operating methods of mobile materials handling equipment
Explain the operational factors involved in the use of mobile materials handling equipment
Chalk/magic board, pictures/slides, video films.
Students to appreciate the effective management of mobile equipment for materials handling in agriculture
Organise visit to observe mobile materials handling equipment in operation
Mechanised farm
8 3.3 Understand the operating methods of fixed materials handling equipment
Explain the operational factors involved in the use of fixed materials handling equipment
Chalk/magic board, pictures/slides, video films.
Students to appreciate the effective management of fixed equipment for materials handling in agriculture
Organise visit to observe fixed materials handling equipment in operation
Farm materials processing site or large mechanised farm
General Objective: 4.0 Use the knowledge of physical and mechanical properties in selecting handling methods and equipment
9 4.1. Understand how to select appropriate handling methods and equipment for specific agricultural commodities
Explain how to select appropriate handling methods and equipment for a particular agricultural material e.g. ripe and unripe tomato fruits
Chalk/magic board, pictures/slides.
Students should understand how to select handling methods and equipment for a variety of agricultural materials e.g. fresh meat , milk,eggs,vegetables,fruits e.t.c.
Demonstrate the effectiveness of different materials handling equipment for different agricultural commodities
Laboratory, agricultural materials, handling equipment Agricultural commodities
General Objective: 5.0 Understand the dynamics of handling equipment in work
10 5.1 Understand the dynamics involved in using agricultural handling equipment
Explain the impacts of space, manoeuvrability, turning corners, etc in selecting and using materials handling equipment
Chalk or magic board, audio-visual aids showing how materials are conveyed by various methods viz: pneumatic, screw, chain, belts e.t.c.
Students should be able to understand and describe the dynamic factors involved in the use of materials handling equipment
Show the students how to optimize space and how to manoeuvre loading and offloading equipment
Laboratory, storage structures e.g. silos for grains processing centre
General Objective: 6.0 Understand damage and contamination in agricultural materials during handling
11 6.1. Understand the problems of damage of agricultural materials during handling.
Explain the causes of damage to agricultural materials due to improper handling Explain types of damage e.g. mechanical damage
Chalk/magic board, pictures/slides
Students should be able to highlight and discuss the causes of damage to agricultural materials due to improper handling And how such damage may be reduced
Demonstrate how mechanical damage can occur to agricultural materials during handling Explain how to
Different surfaces and equipment Various agricultural commodities
to the protective sheath in grains, breakage of pericarp in tomato e.t.c.
reduce damage during handling operations
12 6.2 Understand the problems of contamination of products during handling operations
Explain how contamination can occur during handling operations
Chalk/magic board, pictures/slides
Students should be able to discuss how contamination can occur to products during handling activities
Demonstrate how products can get contaminated by passing them through untidy media, particularly when handling equipment are not properly cleaned after previous operations
Different handling equipment Various agricultural commodities Films of contamination problems
General Objective: 7.0 Know packaging materials for agricultural produce
13 7.1 Understand the need for packaging of agricultural products and materials
State the different materials used for packaging of agricultural materials e.g. use of wooden or cardboard cartons for apples, use of baskets for tomatoes
Chalk or magic board, cardboard drawings, pictures (audio and video)
Students should be able to itemize the different materials used for packaging(those available locally and internationally)
Provide the packaging materials available and demonstrate how they can be made into required shapes to contain the products.
Various packaging materials Variety of agricultural produce
General Objective: 8.0 Understand the maintenance of agricultural materials handling equipment
14 8.1. Understand the need for essential
Explain the need for effective
Chalk/Magic board
Students should be able to explain the essential
Show various handling
Materials handling
maintenance of materials handling equipment
maintenance for effective handling operations
Pictures, diagrams, operating manuals, etc
maintenance schedules of different materials handling equipment
equipment and how to carry out routine maintenance operations
equipment Tools
15 8.2. Understand how to maintain various agricultural materials handling equipment
State and explain different maintenance operations to be carried out on handling equipment.
Chalk/Magic board Pictures, diagrams, operating manuals, etc
Students should understand how to maintain various agricultural materials handling equipment
Arrange visit to observe maintenance operations on handling equipment
Maintenance workshop
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 75%
Student workbooks Assessment of student workbooks on activities completed throughout the course
25%
TOTAL 100
PROGRAMME: Agricultural and Bio-environmental Engineering Technology: National Diploma COURSE: ABE 211: Farm Electrification. DURATION: 5 Hours/week (2 Hour Lecture, 3 Hour Practical) GOAL: The course is intended to introduce the students to the use of electric power on the farm GENERAL OBJECTIVES;
On completion of this course, the student should be able to;
1.0 Know the uses of electricity on the farm 2.0 Know how to select and operate electric motors for farm use. 3.0 Know electrical installation in farm buildings 4.0 Understand installation of protective electrical devices in farm buildings 5.0 Understand electrical safety on the farm
PROGRAMME: AGRICULTURAL and BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: FARM ELECTRIFICATION COURSE CODE: ABET 211 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hr practical)
GOAL: This course is intended to introduce the students to the use of electric power on the farm.
COURSE SPECIFICATION: : Theoretical practical Practical Contents:
General Objective: 1.0 Know the uses of electricity on the farm.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 Understand the advantages of electric power over mechanical power.
Encourage the students to state the advantages of electric power over mechanical power. Complete the listing.
Chalk or magic board.
Students should be able to list the advantages electric power has over mechanical power.
Identify machines in the workshop that are driven by electricity and those that are mechanically driven.
Machines in the workshop.
1.2 Identify the applications of electricity on the farm.
Outline the various areas where electricity is applied on the farm.
Chalk or magic board
Students should be able to identify areas electricity usage within different farming systems.
Arrange visit to farm to identify uses of electricity
Farmstead
2 1.3 Understand the power requirement of various farm machines.
Using power rating of machines or current consumed per unit time show how to calculate power
Chalk or magic board, standard charts, manuals.
Students should understand how to determine the power requirement of each machine.
Use wattmeter to measure input of the machine while in operation.
Measuring instrument (Wattmeter). Variety of electrical machines used on farms
requirement of various machines.
3 1.4 Understand the units of electric energy consumption.
Define Joule, Watt in terms of their physical and dimensional quantities.
Chalk or magic board
Students should understand the relationship of the electric units in terms of basic units.
Express the units in terms of basic units.
Chalk or magic board
1.5 Understand the consumption of energy for specific farm operation.
Using assumed quantities show how energy consumption for different farm operations can be calculated.
Chalk or magic board, slides for calculation of energy consumed.
Students should be able to calculate the total energy required in the farm.
Supervise and guide the students to use relevant information sources to determine energy consumption of different farming operations
Farm logbook slides for calculation of energy consumed. Catalogues etc
4 1.6 Understand how to calculate the cost of energy consumed in a farm operation.
Illustrate how to determine energy costs from utility bills as well as from equipment ratings.
Chalk or magic board, slides for calculation of energy consumed.
Students should be able to interpret utility bills to identify energy costs
Highlight the key points of utility bill and ask students to determine energy usage and costs for different situations
Energy utility bills and calculated cost documents.
General Objective: 2.0 Know how to select and operate electric motors for farm use
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
5 2.1 Identify the types and sizes of electric motors used on the farm.
State the types of electric motors based on the physical, size, power rating and phase types.
Chalk or magic board, catalogs, slides of different types of electric motors.
Students should know the various types of electric motors and how to classify them.
Display the various types of electric motors in the workshop and let the students identify them.
Electric motors.
6 2.2 Choose the type and size of motors suitable for particular purposes.
Explain how to choose the type and size of motors for a particular work.
Motor selection guide, manuals, experiences.
Students should know how to select electric motor for particular load.
Demonstrate with motor selection guides, manuals how to select motors.
Motor selection guides.
7 2.3 Understand the importance of appropriate correct selection bearings, base and enclosures for electric motors.
Explain the importance of correct choice of bearing, base and enclosure.
Chalk or magic board, catalogs, slides of different motor bearings.
Students should understand the types of bearing available and be able to identify the preferred choice for particular motor setting.
Operate an electric motor with two or three different types of bearing to illustrate the effects on speed, noise, etc
Electric motor mounting accessories.
8 2.4 Understand the purpose and methods of providing over- load protection for electric motors.
State purpose of providing over-load protection for electric motors.
Chalk or magic board, catalogs, slides of different motor overload protections.
Students should understand and explain why overload protections are applied to electric motors.
Demonstrate the various overload protections in an electric motor.
Electric motor fitted with overload protection devices.
9 2.5 Understand the appropriate
List types of drive
Drawings, diagrams or
Students should be able to select the
Demonstrate how to choose
Drive mechanism and motors of different types.
methods of selecting suitable drive mechanisms for electric motors.
mechanism (belts, chains, etc) and state their benefits
slides of various types of drives for electric motors
most suitable drive mechanism for electric motors in different situations.
suitable drives mechanism for motors.
10 2.6 Understand the correct operation and maintenance of electric motors .
Explain the correct connection, operation and maintenance requirements of electric motors.
Drawings, diagrams, slides or film projections showing connection, operation and maintenance of electric motors.
Students should be able to undertake correct installation and maintenance of an electric motor
Supervise students in the installation and maintenance of an electric motor
Electric motor and its accessories.
General Objective: 3.0 Know electrical installation in farm buildings
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
11 3.1. Understand the basic requirements of electrical installations in farm buildings
Explain the basic requirements and design of farm electrical installations
Chalk or magic board, slides of electrical installation diagrams.
Students should be able to interpret electrical installation diagrams
Guide the students through the details of various electrical installation diagrams and explain their main features
Chalk or magic board, slides of electrical installation diagrams
12 3.4 Understand the methods of installing surface wiring for farm buildings
Explain how to install surface wiring of building using the appropriate tools. Explain any legal
Chalk or magic board, electrical standard cable charts, slides of sizes of cables.
The students should recognize the methods and requirements for installing surface wiring in a farm building.
Arrange visit to observe the installation of wiring for a farm buildings
Suitable development site
requirements for installations
13 3.6 Understand how to inspect and test installations as stipulated by the statutory regulations.
Explain the process of testing installations.
Chalk or magic board, regulation handbooks for surface wiring.
Students should observe the processes involved in inspecting and testing electrical installations.
Arrange visit to observe the inspection and testing of a new and used electrical system.
Suitable farm Electrical test engineer
General Objective: 4.0 Understand installation of protective electrical devices in farm buildings
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
14 4.1 Understand the relevant regulations regarding various types of protective devices.
Explain how protective electrical devices may be installed while observing statutory regulations.
Chalk or magic board, IEEE Regulation Handbooks.
Students should be able to identify common types of protective devices e.g. circuit breakers, fuses etc and understand potential faults that may arise
Display some electrical protective devices for identification Carry out some troubleshooting of faulty electrical protective devices
IEEE Regulation Handbooks Electrical protective devices Troubleshooting manual.
General Objective. 5. 0 Understand electrical safety on the farm
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
15 5.1. Students should be able to differentiate between correct and incorrect
List common risky practices, such as plugging machines to
Chalk/ magic board Pictures Slides
Students should be able to interpret and understand written safety instructions
Ask students to identify and list all written safety instructions in a farm house,
Wall charts, fire notices, written instructions on electrical machines, etc
working practices involving electrical equipment
power source without appropriate safety plugs, leaving live wires exposed
workshop, etc
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical assessment Workshop activities on installation and maintenance of electrical machines
25%
Student workbooks Students to complete a range of short assignments and activities as specified by the teacher during the course
25%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABET 213 IRRIGATION AND DRAINAGE DURATION: 60 Hours (2Hour Lecture, 2 Hours Practical) UNIT: 4.0 GOAL: This course is designed to enhance the student’s knowledge of the principles and of
irrigation and drainage of agricultural lands. GENERAL OBJECTIVES:
On completion of this course, the students should be able to: 1.0 Understand the concept of irrigation and drainage 2.0 Know the water requirement of Crops. 3.0 Understand surface and ground water as the major sources of irrigation water. 4.0 Know irrigation structures and pumps. 5.0 Know crop watering systems and requirements. 6.0 Understand the methods and structures for drainage, flood and tide control.
General Objective: 2.0 Know the water requirements of crops.
PROGRAMME: AGRICULTURAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA.
COURSE: Irrigation and Drainage COURSE CODE: ABET 213 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hrs practical)
GOAL: this course is designed to enhance the student’s knowledge of the principles and of irrigation and drainage of agricultural lands.
COURSE SPECIFICATION: : Theoretical Content Practical Contents:
General Objective : 1.0 Understand the concept of irrigation and drainage
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 Understand the basic principles associated with irrigation and drainage
Give the definitions and explain the relationships between irrigation and drainage
Chalk or magic board, cardboard display, slides.
Students should understand interrelationships between irrigation and drainage
To clarify the difference between the two by demonstration and video shows
Chalk or magic board, cardboard display, video projector.
2 1.2 Understand the problems associated with irrigation and drainage practices.
Give some of the likely problem associated with irrigation and drainage
Chalk or magic board, cardboard display, slide of irrigation or drainage fields.
Student should recognize the problems associated with irrigation and drainage practices.
Organise field visit to highlight specific problems associated with irrigation and drainage practices
Irrigation and drainage fields
3 2.1 Understand the different forms of soil moisture e.g., gravitational water, available water, field capacity, wilting point etc.
With drawings and simple practical demonstrate gravitational water, available water, field capacity, wilting point etc.
Chalk or magic board, drawings, slides and pictures explaining classes of soil moisture.
Understand how to measure soil moisture using appropriate equipment and tools
Demonstrate methods of determining soil moisture in the field
Field and lab equipment for determining soil moisture
2.2 Understand the concept of available water capacity of a soil.
Define field capacity. State formula for calculating it. Using some values carryout some calculations.
Chalk or magic board, drawings, slides and pictures explaining ways of calculating water capacity of soil.
Students should be able to carry out the calculation of available water capacity of a soil.
Demonstrate methods of determining soil AWC and supervise students to carry out the same processes
Field data and equipment Practical notes.
4 2.3. Understand the problems, origins and methods of control of saline and alkaline soils.
Explain the meaning, causes and control of each
Boards, drawings, slides and pictures
Be able to collect and analyse water samples for salinity and alkalinity
- Collect irrigation water and test for alkalinity. Oversee students in carrying out analysis
PH and EC meter and other lab apparatus.
5 2.4. Understand how to determine consumptive water use by different methods using meteorological data.
Explain the procedures of determining the consumptive use of water by different methods.
Boards, drawings, slides and pictures
The students should recognise how to determine water use consumption using different methods.
Demonstrate different methods of determining water consumption using different methods.
Chalk or magic board.
6 2.5 Understand how to determine the evapotranspiration of a given area using lysimeter.
Explain the lysimeter and how it is used.
Drawing, picture of lysimeter
The students should understand the constructional features of the lysimeter and how
Construct a local lysimeter and use it to estimate evapotranspiration.
Local lysimeter
to use them.
General Objective: 4.0 Know irrigation structures and pumps.
WEEK Specific Learning Objective
Teachers Activities Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
10 4.1 Identify different types of irrigation pumps and their working principles
Explain suction/ delivery heads. Explain relation between head and discharge
Boards, drawings, slides and pictures
Student should identify the different types of pump.
Visit a pump maintenance shop to identify different makes and models of pumps.
Pump maintenance and plumbing tools
4.2 Understand the Explain the criteria Chalk or magic Students should Demonstrate how Chalk or
General Objective: 3.0 Understand the uses of Surface and Ground water as the major sources of irrigation water.
7 3.1. Understand the major sources of surface water and how it is stored
Explain the main sources of surface water and methods of collecting and storing for agricultural use
Chalk/magic boards, drawings, slides and pictures
Recognise methods of sourcing and storing surface water for farm crops
Explain how to identify suitable surface water supplies for agriculture
Drawings, slides and video footage
8 3.2. Understand the means of storing and distributing surface water to farm plots.
Explain dam structures, construction features and water distribution methods to crops
Chalk/magic boards, drawings, slides and pictures
Recognise the main components of irrigation dams and water distribution systems
Arrange visit to irrigation dam and highlight the main features and operations
Irrigation dam
9 3.3 Understand sources of ground water and the different forms in which it exists
Explain the various forms and nature in which ground water exits.
Chalk or magic board, drawings, slides and pictures explaining various forms and nature of ground water.
Students should recognise the main features of water abstraction wells and their management for effective water supply
Organise visit to ground-water well and explain how the well is managed to ensure effective water abstraction and supply
Groundwater abstraction site
criteria for pump selection.
for the selection of pumps.
board, drawings, slides, pump selection manual.
understand how to select pumps for specific situations
to select irrigation pumps for specific water supply situations
magic board, drawings, slides, pump selection manual.
11 4.3 Understand the maintenance requirements of irrigation pumps.
Outline the methods of maintaining irrigation pumps.
Boards, drawings, slides and pictures
Students should know the routine checks and services required of the irrigation pumps.
Demonstrate routine checks and basic maintenance requirements of irrigation pumps.
Pump maintenance schedules Manuals Tools
General Objective: 5.0 Know Crop Watering System and requirements
12 5.1 Understand different water application methods in irrigation e.g., surface irrigation sub-surface irrigation, sprinkler irrigation.
Explain the different water application methods and their suitability for different crops
Boards, drawings, slides and pictures
Students should be able to recognise the main features and components of different irrigation systems.
Visit irrigation fields with the students to identify the different water application methods.
Irrigation facilities and field trips.
13 6.2 Understand the factors that determine when to irrigate and how much water to apply
List the factors and explain each. Explain the process of determining crop water requirement.
Boards, drawings, slides and pictures
Students should understand how to determine irrigation requirements for different crops
Using data from crop water requirements, soil retention capacity and others, explain procedures for schedule irrigation.
Boards, drawings, slides and pictures
General Objective: 7.0 Understand methods and structures for drainage, flood and tide control
14 7.1Understand the need for effective
Give definitions and effects of drainage.
Boards, drawings,
Recognise the difference between
List different drainage system.
Boards, drawings,
field drainage Explain need for drainage
slides and pictures
surface and tile drainage
Differentiate between surface and tile drainage
slides and pictures
7.2 Understand the sources of drainage problems such as salt deposits ,water logging etc
List and explain the possible causes of different drainage problems.
Boards, drawings, slides and pictures
The students should recognise some of the symptoms of poor drainage.
Visit the field to identify symptoms and sources of drainage problems.
Drainage site.
15 7.3. Understand the design and layout of drainage systems.
Explain steps involved in the planning the layout of drainage systems.
Chalk or magic board, cardboard drawings.
Students should know how to plan layouts for drainage structures.
Carry out layout of drainage structures and or visit irrigation site
Field trip to irrigation sites
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 60%
Assignment Students to complete an essay on the importance of irrigation and drainage to the production of quality agricultural crops
40%
TOTAL 100
PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA COURSE: ABE 214 APPLIED FLUID MECHANICS DURATION: 60 HOURS (2 hrs theory plus 2hrs practical per week) UNITS: 4 GOAL To provide an in-depth knowledge in the subject of fluid mechanics and the components used in farms and farm machinery GENERAL OBJECTIVES: On completion of this course the students should be able to:- 6.0 Understand basic fluid flow and fluid flow classification 7.0 Understand fluid state principles and relationships that describe fluid flow problems 8.0 Understand the working principles of pneumatic systems and components 9.0 Understand the characteristics of fluid flow in pipes and channels 10.0 Understand the working principles and application of different classes of fluid-power machinery
PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA
COURSE TITLE: APPLIED FLUID MECHANICS
COURSE CODE: ABE 214 CONTACT HOURS 2 hrs theory plus 2hrs practical per week
GOAL: To provide an in-depth knowledge in the subject of fluid mechanics and the components used in farms and farm machinery
COURSE SPECIFICATION: THEORETICAL CONTENT PRACTICAL CONTENTS:
GENERAL OBJECTIVE: Understand basic fluid flow and fluid flow classifications
Week
Specific Learning Objective
Teacher’s Activities
Learning Resources
Specific Learning Objective
Teacher’s Activities
Learning Resources
1 Understand Physical and mechanical fluid properties.
Introduce fluid power machines and equipment to students Explain the physical and mechanical properties of fluids
Chalkboard or magic board Diagrams and photographs of fluid power machines
Students should recognise how measure fluid flow and determine physical and mechanical properties of fluids
Give an overview on lab equipment and its applications Demonstrate how to conduct lab experiments to determine fluid properties
Fluid mechanics lab
2 Understand the relationship between fluid properties and fluid flow
Discuss the fluid flow behaviour in relation to fluid properties Give real examples to evaluate effects of properties on fluid flow
Chalkboard or magic board Data from real world case studies and charts
Involve students in solving exercises
Understand how to determine physical and mechanical properties of fluids
Demonstrate how to conduct lab experiments to determine fluid properties
Fluid mechanics lab
3 Understand different classes of fluid flow.
Explain various classes of flow: Internal/ external; Viscous/ non-viscous; Laminar/ turbulent; Etc
Chalkboard or magic board Images and diagrams
Able to use appropriate lab equipment to determine fluid flow properties
Supervise students in lab experiments to determine fluid flow types
Fluid mechanics lab Equipment for determining fluid flow
GENERAL OBJECTIVE 2.0: Understand fluid state principles and relationships that describe fluid flow problems
4 Understand the characteristics of static fluids and the factors affecting static pressure in compressible and incompressible fluids
Explain the mathematical form of law of conservation of energy, Newton’s law, momentum,
Chalkboard or magic board
Data from real world case studies and charts Problem solving exercises
Understand the working properties of static fluids and relation to pressure
Explain how to measure static pressure Discuss various arrangements to measure static pressure
Fluid mechanics lab
5 Understand the energy relationships in fluid flow situations
Discuss the mathematical form of; conservation of energy; flow energy, potential energy, Internal energy and energy head.
Chalkboard or magic board Data and problems from practical situations
Appreciate how to calculate energy terms from experimental data
Demonstrate how calculate energy in fluid flow situations
Fluid mechanics lab Fluid measuring equipment
GENERAL OBJECTIVE 3.0: Understand the working principles of pneumatic systems and components
6
Understand the importance and working characteristics of pneumatic components and systems.
Explain the working principles of pneumatic and pneumatic system and their application in agricultural machines
Chalkboard or magic board Drawing and diagrams of pneumatic machine components
Students should be able to identify different types and classes of pneumatic components and understand their method of operation
Introduce to students sample of different types of valves and blowers Explain the structure, operation, control and testing of pneumatic systems
Lab scale pneumatic system and test setup for components
7
Understand the operation of pneumatic systems and be able to interpret technical information associated with
Explain the structure and operation of pneumatic components Explain the technical
Chalkboard or magic board Drawing and diagrams Catalogues
Understand the operation and control of pneumatic power systems
Demonstrate the operation and control of different pneumatic systems and components
Lab scale pneumatic system and test setup for components
pneumatic systems. terminology associated with pneumatic systems
GENERAL OBJECTIVE 4.0 Understand the characteristics of fluid flow in pipes and channels
8 Understand velocity relations and distribution in fluid systems
Explain velocity distribution for circular and other shapes. Explain friction coefficient, Darcy formula and head losses due to friction
Chalkboard or magic board Drawing and diagrams Technical charts
Students should understand how to determine friction coefficient and head loss in fluid flow systems
Demonstrate how to determine friction coefficient and head loss in fluid flow systems
Fluid mechanics lab Fluid flow and measuring equipment Technical charts
9 Understand the friction coefficient and friction loss formulas and Charts
Explain friction coefficient, Darcy formula and head losses due to friction
Chalkboard or magic board Drawing and diagrams Technical charts
Students should be able to determine friction coefficient and head loss in fluid flow systems
Supervise students to determine friction coefficient and head loss in fluid flow systems
Fluid mechanics lab Fluid flow and measuring equipment Technical charts
10 Understand the properties of channel flow and its controlling parameters
Explain why different types of flow occurs in channels Give examples of different channel flow situations
Chalkboard or magic board Drawing and diagrams Technical charts
Students should recognize various types of flow and open channels and understand how to determine the characteristics and properties of open channel flow
Demonstrate different channel flow situations Demonstrate how to determine various properties of open channel flow
Fluid mechanics lab Flumes and Weirs Flow measuring equipment
11
Understand how to determine flow in open channels
Explain the individual parameters of the relevant equations and how to use them to solve problems
Chalkboard or magic board Drawing and diagrams Technical charts
Students should be able to determine fluid flow in open channels
Supervise students to determine fluid flow in open channels
Fluid mechanics lab Flumes and Weirs Flow measuring equipment
GENERAL OBJECTIVE 5.0 Understand the working principles and application of different classes of fluid-power machinery
12 Understand the working principles and classification of positive displacement machines (PDM)
Explain the working principles and structure of centrifugal pumps, axial flow pumps and mixed flow pumps Discuss standard calculation methods of pump performance and evaluation Use sample examples to demonstrate understanding
Chalkboard or magic board Drawing and diagrams catalogues Relevant practical case studies and special problems
Recognise the installations and applications of PDM Understand the testing procedures to determine performance
Discuss the structure and design of PDM Involve students in installation and connecting PDM to fluid system Explain the testing process of PDM
PDM testing rig PDM pumps and component parts
13 Understand the operation principles and structure of centrifugal pumps
Explain the working principles and structure of centrifugal pumps (CP)
Chalkboard or magic board Drawing and diagrams catalogues
Understand the operation principles and structure of centrifugal pumps Understand how to determine Pump Characteristics curve
Explain different pump structures Discuss and perform pump testing
CP testing rig CP pump and component parts
14
Understand pump selection criteria
Explain pump selection procedures Discuss the significance of matching pumps to fluid system characteristics
Chalkboard or magic board Drawing and diagrams Catalogues and technical specifications
Understand the practical and mathematical procedures for selecting the most suitable pump
Explain in details pump selection process Provide relevant assignments to students
Fluid mechanics lab
15
Understand the practical application of different pumps and fluid systems
Explain all types of fluid systems and their applications in agriculture
Chalkboard or magic board Drawing and diagrams
Appreciate the practical applications of pumps and fluid systems in agriculture
Arrange visit to agricultural processing unit using variety of fluid machines and systems
Agricultural processing unit
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical assessment Laboratory work on fluid power and flow calculations 25%
Assignment Students to produce assignment on use of fluid power in agriculture 25%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 222: Farm Machinery and Mechanisation 2 DURATION: 75 Hours (2Hour Lecture, 3 Hours Practical) GOAL: This course is designed to acquaint the student with the principles and practices of crop husbandry
and harvesting operations and to equip them with the necessary skills for effective crop machinery operations.
GENERAL OBJECTIVES;
On completion of this course, the students should be able to: 1.0 Know crop husbandry equipment and their operations 2.0 Understand the use crop protection equipment. 3.0 Understand the use of manure and fertilizer application equipment. 4.0 Understand the use of crop harvesting equipment. 5.0 Be able to use horticultural machinery
PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: Farm Machinery and Mechanisation 2
COURSE CODE: ABE 222 CONTACT HOURS: 75 HOURS (2 hr lecture, 3 hrs practical)
GOAL: This course is designed to acquaint the student with the principles and practices of crop husbandry and harvesting operations and to equip them with the necessary skills for effective crop machinery operations.
COURSE SPECIFICATION: : Theoretical Contents Practical Contents:
General Objective.1.0 Know crop cultivation husbandry equipment and their operations.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 5.8 Understand the need for and equipment used for various weeding and thinning methods.
Define weeding operation. List and explain various weeding and thinning operations.
Chalk or magic board, cardboard, slides drawings describe various weeding and thinning methods.
Student should be able to recognise and describe the various weeding and thinning methods.
Demonstrate various weeding and thinning methods in the farm plot.
Weeding equipments.
2 5.9 Identify types of equipment used for weeding and for thinning operations.
List and explain types of weeding equipment.
Chalk or magic board, cardboard drawings, catalogues, slides of weeding equipments.
Student should be able identify and describe the various equipments for weeding and thinning operations.
Display the weeding and thinning equipments and identify them.
Weeding and thinning equipments.
3 5.10 Recognise the function of component parts of equipment used for weeding and thinning.
List the component parts of weeding and thinning equipment. Describe the
Chalk or magic board, cardboard drawings, catalogues slides showing
The students should know the functions of the parts of the various weeding and thinning equipment.
Display the parts, identify them and state the functions of each part.
Dismantled parts of various weeding and thinning equipments.
functions and characteristics of the part.
components parts of weeding and thinning equipment.
4 5.11 Understand how to carry out weeding and thinning operation.
Outline the methods of carrying out weeding and thinning operations.
Chalk or magic board, drawings, slides and pictures outlining the processes of carrying out weeding and thinning operations.
Students be able to carry out weeding and thinning operations.
Demonstrate and supervise students to carry out the weeding and thinning operations.
Functional weeding and thinning implements. Field or plot crops
General Objective: 2.0 Understand use of crop protection equipment.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
5 6.1 Understand the need for, and benefits of, effective crop protection.
Define and explain crop protection and its benefits
Chalk or magic board.
Student should be able to identify and explain approaches to crop protection in commercial production.
Show drawings slides or pictures of crop protection process in action.
Classroom or laboratory setting.
6 6.2. Recognise various types of crop protection methods.
List types and methods of crop protection and explain their benefits.
Chalk or magic board, drawings, slides and pictures indicating types of crop protection.
Students should be able to recognise and understand the need for different types of crop protection used in commercial production.
Arrange visit to commercial crop farm to view various crop protection operations in practice.
Crop farm Variety of crop protection methods
7 6.3 Understand how to select appropriate crop protection equipment for different crop situations.
Explain how to choose appropriate equipment for particular job.
Chalk or magic board, drawings, slides and pictures of equipment and component parts Expert recommendations etc.
Students should recognise the main components of different equipment and their function in crop protection operations.
List and explain the component parts of crop protection equipment and highlight how this influences equipment choice for different operations.
Crop protection equipments. Component parts
8 6.4 Understand how to carry out a crop protection operation using appropriate equipment.
Describe the elements of various crop protection operations.
Chalk or magic board, drawings, slides and pictures outlining the processes of carrying out crop operations.
Students should be able to effectively carry out a crop protection operation.
Demonstrate and supervise students to carry out crop protection operations.
Functional crop protection implements. Field trial plots
General Objective: 3.0 Understand the use of manure and fertilizer application equipment
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
9 7.1 Recognise the different types of fertilizer and manure application equipment.
List and explain the differences between various types of fertilizer and manure application equipment.
Chalk or magic board, drawings, slides and pictures showing different types of fertilizer and manure application equipment.
Students should be able to identify the machines that are used for fertilizer and manure applications.
Visit farm machinery workshop or repair centre for students to observe the various manure and fertilizer machines.
Farm machinery workshop or repair centre
7.2 Recognise the component part of each of fertilizers and manure
Introduce and explain the purpose of different
Chalk or magic board, drawings, slides and pictures showing
Students should be able to identify and state the functions of various parts of the
Dismantle the parts of the machine and explain functions of each part.
Functional or non-functional manure /
application equipment.
components of fertilizer and manure machines.
different types of fertilizer and manure application equipment.
fertilizer and manure machines.
fertilizer parts.
10 7.3 Understand the methods of choosing and using fertilizer and manure application equipment for field work.
Explain how to select and operate appropriate equipment for field job.
Equipment manual, Expert recommendations etc.
Students should be able to operate different equipment for the application of fertilisers
Supervise the students in the application of fertilizers using the appropriate equipment
Fertilizer equipment
General Objective: 4.0 Understand the use of crop harvesting equipment.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
11 8.1 Recognise the range of equipment for crop harvesting.
Name the equipment and explain their modes of their operations.
Chalk or magic board, cardboard drawings, catalogues slides showing different types of harvesting equipments.
Students should recognise different harvesting equipment and their component parts.
Introduce various machines and component parts Ask students to explain its mode of operations.
Variety of harvesting equipment and component parts
8.2 Understand how to select appropriate crop harvesting equipment and components for specific harvesting operation.
State the factors to be considered in choosing appropriate crop harvesting operations.
Chalk or magic board, cardboard display.
Students should be able to select different harvesting machines for particular crops
Ask students to select appropriate harvesting machine for different crops
Harvesting equipment.
12 8.3 Understand how to adjust harvesting equipment for various operations.
Explain the adjustments available on different machines for various crop conditions and situations.
Chalk or magic board, cardboard drawings, catalogues slides showing adjustments of harvesting equipment.
Students should be acquainted with the techniques of adjusting the harvester for particular crops to harvest.
Demonstrate the adjustment of the harvester for a particular crop. Supervise students in carrying out similar adjustments
Harvesting equipment. Operating manuals
13 8.4 Understand the factors involved in harvesting different agricultural crops.
Outline the main issues involved in harvesting crops using appropriate equipment.
Chalk or magic board, drawings, slides and pictures outlining the processes of harvesting crops using harvesting equipment.
Students should be able to undertake effective harvesting operation of specific agricultural crops.
Supervise students in carrying out harvesting operations. Explain various management factors whilst the operation is in progress.
Functional harvesting implements Crops to harvest.
General objective 9.0 : Be able to use Horticultural Machinery
Week
Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objectives
Teachers Activities
Learning Resources
14 9.1 Identify different horticultural machineries
Name different horticultural machineries viz: turf cutters, edge trimmers, soil aerators, lawn mowers e.t.c. Give their mode of operation.
Chalk or magic board, cardboard drawings, catalogue slides, audio- visual aids showing different types of horticultural machineries.
The students should be able to identify different horticultural machines and describe their mode of operation.
Visit the machinery shed and show the equipment to the students.
Horticultural machines.
9.2 Describe the functional parts of each equipment
List the component parts of machines and their adjustments e.g. vertical height adjustment, land wheel, hood or protective cover, rotors and cutting components e.t.c.
Chalk or magic board, cardboard drawings, catalogue slides, audio- visual aids showing different types of horticultural machineries.
The students should know the functions of parts of each of the horticultural equipment.
Display the component parts of each machine, identify and state their functions.
Dismantled parts of the various horticultural machines.
15 9.3 Select and use the appropriate horticultural machinery to carry out specific horticultural activity.
Explain how to select and use the appropriate machinery for a specific horticultural job.
Relevant machine manuals, experienced guide.
The students should be able to select and use the appropriate machinery for a specific horticultural job.
Supervise students to carry out selection and use of horticultural machinery for a typical work e.g. Use a lawn mower for a lawn mowing operation, then use an edge trimmer to trim the edges of cut grass.
Horticultural machinery Lawn mowers Turf cutters Edge trimmers Soil aerators e.t.c.
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical assessment Ability to safely and effectively conduct field operations as specified during the course
50%
TOTAL 100
PROGRAMME: NATIONAL DIPLOMA INAGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY
Course: Technical Report Writing CODE: ABE 227 CONTACT HOURS: 2 HRS/WK
Course Specification: THEORY AND PRACTICE
Week General Objective: 1.0 Meaning, Purpose and Types of Technical Report
Specific Learning Outcome Teachers Activities Resources
1 1.1 Explain the meaning of technical reports
Explain the key words- technical, report Chalk/ magic board
1 1.2 Identify the purposes of technical reports
Explain the different purposes according to types
Chalk/ magic board
2 . 1.3 Explain types and uses of technical reports
List and explain types and how they are used.
Give examples.
Chalk/ magic board
General Objective: 2.0 Contents of a Technical Report
3 2.1 Understand parts of a typical technical report.
List the components of named technical reports. E.g progress report, inspection report, annual.
Chalk/ magic board
4 2.2 Understand contents of the various components of different types of technical report
Explain the contents of the listed components. Chalk/ magic board
General Objective 3.0 Writing the contents of a technical report
5 3.1 Select suitable topic and title Give examples of situations and Present Chalk/ magic
suitable titles board
5 3.2 - aim and objectives of the report
Outline aim and objectives of the examples in 3.1 above and ask the students to write them
Chalk/ magic board
6 3.3 scope and limitation of report
Explain and ask students to write the scope and limitations of the report. Assess students’ work
Chalk/ magic board
7 3.4 -review of related literature Explain how to source for materials to read. Explain how to extract points related to the chosen topic. Illustrate with examples. Explain how to take notes. Illustrate how to write literature review. Give assignments and assess students.
Textbooks, journals, internet sources.
8 3.5 method of data collection Explain various methods of collecting data relevant to the report. Ask students to collect data for a given technical report.
Chalk/ magic board
9 3.6 - data analysis (graphical method, tabular method descriptive statistics) and presentation -bar chart, graphs, pie chart, etc (use of appendices).
Use typical data to illustrate analysis as in 3.6 Ask students to analyze and present the data they collected in 3.5 above.
Chalk/ magic board, data
10 3.7 -interpretation of results and conclusion
Explain how to draw meaningful conclusions from analyzed data. Ask students to write interpretation and draw conclusions from their analyzed data.
Chalk/ magic board, data
10 3.8 inferences and recommendations
Show how to draw inferences from the findings and make recommendations.
Chalk / magic board, sample report.
11 3.9 Write abstract or synopsis of the report
Show from a typical report, how to write the abstract- a brief summary of work done, results/findings and the inferences
Chalk / magic board, sample report
12 3.10 Pagination, referencing and bibliography
Illustrate the format for pagination, referencing and bibliography using a typical report.
Chalk / magic board, sample report
General outcome 4: Write a technical report
13 - 15
4.1. Demonstrate ability to produce a technical report on one aspect of agricultural and bio-environmental engineering technology
Provide a list of topics and supervise and support students to produce an appropriate technical report
List of topic areas
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT (MEC 102)
WEIGHTING (%)
In-class assessments
Assessment of student work completed during class as detailed in the programme above
30%
Technical Report Students to compile a brief technical report from a list of topics provided
70%
TOTAL 100
PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL
DIPLOMA
COURSE: SDV 210 ENTREPRENEURSHIP DEVELOPMENT
DURATION: 30 HOURS (2 hrs theory per week)
UNITS: 2 GENERAL OBJECTIVES:
1.0: Understand the basic concept of entrepreneurship
2.0: Understand the historical perspective of entrepreneurship development
3.0: Know how to plan a business enterprise/project.
4.0: Know how to operate simple stock keeping records
5.0: Know how to prepare and operate cash flow on spreadsheets
6.0: Understand employment issues
7.0: Understand the Nigerian Legal System
8.0: Comprehend the nature of contract and tort
9.0: Understand Agency and Partnership
PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL
DIPLOMA
Course: Entrepreneurship Development I Course Code: SDV 210 Contact Hours: 2 - 0 - 0
Course Specification: Theoretical Content
Week
General Objective 1.0: Understand the basic concept of entrepreneurship
Special Learning Objectives Teachers Activities Resources
1 1.1 Define entrepreneurship, entrepreneur,
small business and self-employment.
1.2 State the entrepreneurship philosophy and
identify entrepreneurial characteristics.
1.3 Identify entrepreneurial characteristics.
1.4 Define development enterprise.
• Lecture and site examples of each. Chalkboard
General Objective 2.0: Understand the historical perspective of entrepreneurship development
Week Specific Learning Outcome: Teachers Activities Resources
2 2.1 Historical perspective.
2.2 Trace the origin of entrepreneurship.
2.3 Explain organizational structure.
2.4 Explain the role of an entrepreneur.
2.5 Explain the reasons for business failure.
• Trace the historical evolution of business enterprise
citing example Highlight the reasons for their
failure/success.
Chalkboard
General Objective 3.0: Know how to plan a business enterprise/project.
Week Specific Learning Outcome: Teachers Activities Resources
3 3.1 Define the concepts: planning, business
enterprise and project.
3.2 Explain the importance of planning to a
business enterprise.
3.3 Analyse the skills and Techniques of
starting and managing small business
successfully.
• Lecture and illustrate with examples.
• Highlight to the students the initial problems likely
to be faced.
• Invite a successful entrepreneur to deliver lecture to
the students.
Chalkboard
4 - 5 3.4 Prepare and present project proposal. • Lecture and introduce the students to the formats of Chalkboard
3.5 Manage a small business profitably. various project proposals.
General Objective 4.0: Know how to operate simple stock keeping records
Week Specific Learning Outcome: Teachers Activities Resources
6 4.1 Ordering spare parts/materials
4.2 Receipt of parts/materials
4.3 Storage of parts/materials
4.4 Issue of parts/materials
• Lecture and demonstrate to students how to write
receipt and keep records of ordering, storage and
issue materials.
Store or any storage
facility Record note-
books.
General Objective 5.0: Know how to prepare and operate cash flow on spreadsheets
Week Specific Learning Outcome: Teachers Activities Resources
7-8 5.1 Need for different records (capital,
revenue, credit transaction, tax)
5.2 Formatting spreadsheet
5.3 Operating spreadsheet
• Lecture and demonstrate for the students to
appreciate
• Give practical exercise to students.
Chalkboard and
Computer
General Objective 6.0: Understand employment issues
Week Specific Learning Outcome: Teachers Activities Resources
9 6.1 Define the terms: education, training and
development.
6.2 Relate education, training and
development to employment.
6.3 Distinguish between skills and
employment.
6.4 Explain the role of the private sector in
employment generation.
6.5 Identify the forms and informal sectors.
6.6 Explain the issues of: (i) Rural youth and
employment (ii) Urban youth and
employment.
• Lecture and cite examples. Chalkboard.
General Objective 7.0: Understand the Nigerian Legal System
Week Specific Learning Outcome: Teachers Activities Resources
10 7.1 Explain the nature of law.
7.2 Analyse the sources of Nigerian laws.
7.3 Evaluate the characteristics of Nigerian
Legal System.
• Lecture Chalkboard
General Objective 8.0: Comprehend the nature of contract and tort
Week Specific Learning Outcome: Teachers Activities Resources
11 8.1 Define contract.
8.2 Explain types of contracts
8.3 State the basic requirements for a valid
contract.
8.4 Analyse contractual terms.
• Lecture Chalkboard
12 8.5 Examine vitiating terms.
8.6 Explain breach of contract and remedies.
8.7 Define Tort.
8.8 Explain types of Tort.
8.9 Discuss tortuous liabilities and remedies.
Lecture Chalkboard
General Objective 9.0: Understand Agency and Partnership
Week Specific Learning Outcome: Teachers Activities Resources
13-15 9.1 Define agency
9.2 Explain creation of agency
9.3 Explain authority of the agent.
9.4 Analyse the rights and duties of principal
agent and third parties.
9.5 Explain termination of agency and
remedies.
• Lecture Chalkboard
15 9.6 Define partnership.
9.7 Examine creation of partnership.
9.8 Explain relations of partners to one
another and to persons dealing with them.
9.9 Analyse dissolution of partnership and
• Lecture and cite examples Chalkboard
remedies
Assessment: Coursework 20% Course tests 20% Practical 0% Examination 60%.
References:
1. Wole Adewumi, “Business Management An Introduction”, McMillan Nig. Ltd. Lagos. 1988.
2. Soji Olokoyo, “Small Business Management Guide Entrepreneurs”, Ola Jamon Printers and Publishers, Kaduna.
Programme: National Diploma in Agricultural and Bio-Environmental Engineering
Module: IAE 112 - Rural Sociology and Agricultural Extension Duration: 60 hours Unit: 3 Credit Units Goal: The course is designed to provide the students with the knowledge of rural social set up and to acquaint them with the methods of packaging and disseminating modern farming techniques. General Objectives: On completion of the module, the students should be able to: 1.0 Understand basic sociological concepts. 2.0 Understand the organization and functioning of Nigerian rural institutions. 3.0 Understand the elements of social systems and barriers to social change. 4.0 Understand the agents of social change in Nigeria. 5.0 Understand the scope and principles of Agricultural extension in agriculture. 6.0 Understand the role of communication in extension. 7.0 Understand the concept of innovation and adoption in extension. 8.0 Understand the principles of extension administration and importance of audio-visual aids. 9.0 Understand the methods of creating teaching situations for adult learners. 10.0 Understand the roles of local leaders in agricultural extension. 11.0 Know the role of agricultural Research Institutes in extension work.
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 215 Farm Power DURATION: (2Hour Lecture, 2 Hour Practical) GOAL: This course is designed to provide the student with the knowledge of the sources of power used in
mechanized agriculture; the functional parts and working principles of the internal combustion engine and the functional units and the systems of the farm tractor
GENERAL OBJECTIVES; On completion of this course, the student should be able to:- 1.0 Understand the various sources of power for farming. 2.0 Understand the workings of the internal combustion engine 3.0 Understand the operation and maintenance of the tractor engine and its component parts 4.0 Understand the operation and maintenance of the tractor transmission system and PTO 5.0. Understand the operation and maintenance of the tractor hydraulic system.
PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA
COURSE: ABET 213 Farm Power COURSE CODE: ABET 213 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hr practical)
GOAL: This course is designed to provide the student with the knowledge of the sources of power used in mechanized agriculture; the functional parts and working principles of the internal combustion engine and the functional units and the systems of the farm tractor.
COURSE SPECIFICATION: : Theoretical contents Practical Contents:
General Objective: 1.0 Understand the various sources of power for farming.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 Understand the different sources of power on the modern farm
Introduce the topic List sources of power used for farm operations
Magic board, black board or projector
Students should be able to define farm power and specify the various forms and sources of farm power
Ask students to define farm power and specify the various forms and sources of power used in agriculture
Magic board, black board or projector
2 1.2. Understand and compare the main uses of each power type identified in 1.1 above.
Describe and compare the use of each power listed. Explain how power is exploited from each source.
Magic board, black board or projector
Students should recognize the main uses of different power sources available on the farm
Ask students to associate the various uses of power on the farm to the various forms of farm power, hence, to state forms of power that can be used for mobile operation
Magic board, black board or projector
General Objective: 2.0 Understand the workings of the internal combustion engine.
3 2.1 Understand the basic components required within an internal combustion
Introduce students to the main component parts of different
Catalogs, Pictorial drawings, engine models
Students should recognize the main engine components and specify their
Identify the various component parts and show where each part is located
Internal combustion engines and their
engine. engines etc. functions within an engine.
within the engine. component parts Cut-away engines to observe internal workings
4 2.2. Understand the operating principles of four-stroke and two-stroke engines.
Explain the operation of two-and four-stroke engines
Audio visuals, Catalogs, Pictorial drawings, engine models etc.
Students should be able to explain the operating principles of two- and four-stroke engines (fuel/air intake, opening and closing of valves, etc)
Demonstrate the differences between two- and four-stroke engines Ask students to explain the different operating principles
Two- and four-stroke engines and components Diagrams
5 2.3 Understand the difference between spark ignition and compression ignition engines.
Explain the differences between spark and compression ignition engines and explain their main uses.
Magic board, black board. Pictorial drawings, engine models etc
Students should be able to differentiate between spark ignition and compression ignition engines.
Demonstrate the differences between spark and compression ignition engines.
Combustion and spark ignition engines. Cut-away engines to observe internal workings
General Objective: 3.0 Understand the operation and maintenance of the tractor engine and its component parts
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities Learning Resources
6 3.1. Understand the operation of the engine fuel supply system
Explain the main components and operation of engine fuel supply systems
Chalk/Magic boards Diagrams Photographs Catalogues
Students should be able to recognize the main component parts of the tractor fuel supply system
Demonstrate the operation of the fuel supply system
Tractor engine Fuel supply system components
(e.g. fuel pumps, fuel injectors, turbos, air intakes, etc)
and state their function
Fuel injector rig, etc
7 3.2. Understand the operation of the engine cooling system
Explain the different types of engine cooling: air cooling; water cooling
Chalk/Magic boards Diagrams Photographs Catalogues
Students should be able to recognize the main components of engine cooling systems and state their function
Demonstrate the operation of air and water cooling systems on tractor engines
Air and water-cooled tractor engine Cooling system component parts
8 3.3. Understand the engine lubrication system
Explain the method of engine lubrication
Chalk/Magic boards Diagrams Photographs Catalogues
Students should be able to recognize the main components of engine lubricating systems and state their function
Demonstrate the operation of engine lubrication system components
Tractor engine Lubrication system components
9 3.4. Understand essential maintenance requirements of a tractor engine
Explain the periodic routine maintenance requirements of tractor engines
Chalk/Magic boards Diagrams Photographs Catalogues
Students should be able to carry out essential and routine maintenance tasks on a tractor engine
Supervise students to carry out essential and routine maintenance tasks. (clean and replace filters, change oil, clean radiators, etc)
Farm workshop Tractor engine Service parts Workshop tools
General Objective. 4.0 Understand the operation and maintenance of the tractor transmission system and PTO
10 4.1. Understand the function of gears in power transmission
Explain how gears transmit power Explain the
Chalk/Magic boards Diagrams Photographs
Students should understand the function of gears in engine power
Demonstrate the effects of gears in power and speed transmission
Individual gears Models and cut-away
multiplying effect of different gear ratios
Catalogues transmission Explain and demonstrate gear ratios
sections of different gear boxes
11 4.2. Understand the methods of selecting gears in tractors
Explain the use of the clutch and the development of different gear-shift systems (Crash box, synchromesh, powershift)
Chalk/Magic boards Diagrams Photographs Catalogues
Students should be able to identify the different gear selection systems and their controls in the tractor cab
Show students how gears are selected using clutches. Demonstrate different gear selection systems and their cab controls
Models of clutch units Tractors fitted with different gear selection controls Operators manuals
12 4.3. Understand the operation of the final drive system to the tractor wheels
Explain the function of the final drive Explain the need for two- and four-wheel drive tractors
Chalk/Magic boards Diagrams Photographs Catalogues
Students should recognize the main components of a tractor final drive system and describe their function
Demonstrate the operation of different final drive systems Demonstrate the difference between two- and four-wheel drive in transmitting engine power to the ground
Models of final drive systems Films and video of two- and four-wheel drive tractors in operation
13 4.4. Understand the operation of the tractor PTO systems
Explain the operation of the PTO Explain the need for different PTO speeds for different operations
Chalk/Magic boards Diagrams Photographs Catalogues
Students should understand the use of the PTO for power transmission
Demonstrate the operation and use of tractor PTO drive
PTO drive components Diagrams and slides Operating manuals
General Objective: 5.0 Understand the operation and maintenance of the tractor hydraulic system.
14 5.1. Understand the Explain the main Chalk/Magic Students should be Demonstrate the Tractor
operation of the tractor hydraulic system
functions and features of tractor hydraulic systems
boards Diagrams Photographs Catalogues
able to identify the main hydraulic components and control systems of the tractor
operation of tractor hydraulic systems
hydraulic systems and components
15 5.2. Understand the main applications of the tractor hydraulic system
Explain the main uses of tractor hydraulic power in agriculture
Chalk/Magic boards Diagrams Photographs Catalogues
Students should be able to identify the main uses of hydraulic power in agriculture
Explain the uses of hydraulic power in farm operations
Chalk/Magic boards Diagrams Photographs Catalogues
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical Assessment of maintenance skills in the workshop 25%
Assignment Essay on the most suitable sources of farm power for specific operations
25%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 223 Soil and Water Conservation DURATION: 60 Hours (2Hour Lecture, 2 Hours Practical) UNIT: 2.0 GOAL: This course is designed to provide the students with adequate knowledge and skill in soil and
water conservation technology and practices. GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Understand the importance of soil conservation in increasing crop production. 2.0 Understand the importance of hydrology and meteorology to soil water conservation. 3.0 Know the different types of erosion 4.0 Know the process of soil erosion by rainfall and surface water flow. 5.0 Understand soil losses by wind erosion. 6.0 Know the various methods of soil and water conservation and their limitations.
PROGRAMME: AGRICULTURAL AND BIO-ENVIONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: Soil and Water Conservation COURSE CODE: ABE 223 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hrs practical)
GOAL: this course is designed to provide the students with adequate knowledge and skill in soil and water conservation technology practices.
COURSE SPECIFICATION: : Theoretical Content Practical Contents:
General Objective: 1.0 Understand the importance of soil conservation in increasing crop production.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities Learning Resources
1 1.1 Understand the concepts and importance of soil conservation.
Define soil conservation and explain its concept and its importance.
Chalk or magic board, cardboard drawings, slides explaining the concept and importance of soil conservation.
Recognise the impact of human activity, in particular modern farming practices, on the soil.
Arrange visit to observe the impact of farming activities on soil. Dig profile pits to observe soil structure sub-soil characteristics
Field plots Spade Soil profile pits
2 1.2 Understand how crop production can be increased through soil conservation measures.
Explain how crop production can be increased through soil conservation activities.
Chalk or magic board cardboard drawings, slides.
Appreciate how to implement various soil conservation measures to improve crop production
Arrange visit to commercial farm using soil conservation measures to improve crop production
Commercial farm enterprise
3 1.3 Understand the challenges facing soil and water engineers in the field
- Define soil and water engineering and highlight some of the challenges faced by those
Chalk or magic board cardboard drawings, slides.
Students should appreciate some of the problems associated with soil and water engineering and how they may be
Invite or visit professionals in the field of soil and water engineering to talk to students about problems and solutions
Professional soil and water engineers
working in this field.
.
overcome.
General Objective: 2.0 Understand the application of hydrology and meteorology to soil and water conservation
4 2.1 Understand the hydrologic cycle and the importance of accurate meteorological data in soil and water conservation.
Define the hydrologic cycle. Explain what meteorological data is and its importance
Chalk or magic board cardboard drawings, slides.
Understand the terms precipitation, evaporation, transpiration and evapo-transpiration as they apply to crop growth
Give the definitions of items 2.1 and relate them to crop water requirements.
Chalk or magic board cardboard drawings, slides.
5 2.2. Understand how to take meteorological readings using the rain gauge, anemometer, thermometer, psychrometer, etc.
Explain how to take readings using the rain gauge, anemometer, thermometer, psychrometer,
Chalk or magic board cardboard drawings, slides. Meteorological measuring instruments.
Students should be able to take accurate meteorological readings using various measuring instruments.
Demonstrate how to take readings with rain gauge, anemometer, thermometer, psychrometer, etc and supervise students to do the same
Meteorological station. Individual measuring equipment and guages
6 2.3. Understand how to calculate monthly and annual rainfall figures, mean rainfall, mean monthly temperature and relative humidity.
Explain how to calculate the necessary figures from standard meteorological data
Chalk or magic board, cardboard drawings. Standard data sets
Students should be able to calculate the monthly rainfall, temperature and relative humidity figures from data sets and charts and how such information can be used in crop production
Supervise students in calculating monthly and annual rainfall figures using data collected. Ask how such data can be used to manage crop production systems
Chalk or magic board, cardboard drawings. meteorological data
7 2.4. Understand how Describe the Chalk or magic Students should Organise visit to Crop production
to estimate transpiration and evapo-transpiration rates over a given area.
factors affecting transpiration and evapo-transpiration. Explain how to estimate rates and how this will affect crop production systems
board, cardboard drawings.
recognise how knowledge of transpiration and evapo-transpiration can be used to assist effective crop management and irrigation
modern farm to demonstrate use of such data in managing irrigation and crop management practices
farm
General Objective. 3.0 Know the different types of erosion.
WEEK Specific Learning Objective
Learning Resources
Specific Learning Objective
Teachers Activities Learning Resources
8 3.1. Understand the meaning of soil erosion and its impact on farming activities
Define soil erosion and explain the potential impacts on farming activities
Chalk or magic board, cardboard drawings and slides
Recognise the effect of soil erosion on crop growth and development
Explain the effects of soil erosion on the crop and illustrate with examples
Chalk or magic board, cardboard drawings, slides showing order and severity of erosion effect on crop production
9 3.2. Understand the main agents of each type of erosion and situations where particular erosion may occur.
Explain the main agents for each of erosion and identify the most common areas where each may occur
Chalk or magic board, cardboard drawings, slides list agents of each type of erosion.
Appreciate acceptable limits of soil erosion and the basis for determining such limits.
Define and explain the acceptable limits soil erosion. State the basis for such limits.
Chalk or magic board, cardboard drawings, slides.
General Objective: 4.0 Know the process of soil erosion by rainfall and surface water flow.
10 4.1 Understand the concepts of soil erosion by water and the main processes involved
Explain different stages of runoff and how it is influenced by, for example: catchment area, rainfall intensity, soil condition, crop cover, etc
Chalk or magic board, cardboard drawings Slides and diagrams
Recognise the impact of rainfall and surface water on the soil.
Explain and demonstrate the process of soil erosion through rainfall and surface run-off
Diagrams and slides Rainfall simulator
11 4.2 Understand how to determine soil erosion from surface water runoff
Explain the methods and procedures involved in determining surface runoff.
Chalk or magic board, cardboard drawings.
Students should be able to estimate soil erosion by surface run off
Demonstrate the use of field apparatus for determining surface run off and estimating soil erosion
Erosion plots on farm Run-off and erosion monitoring equipment (current meter, float, weirs and flumes, etc)
General Objective: 5.0 Understand soil losses by wind erosion.
12 5.1. Understand the process of soil erosion by wind.
Describe the processes involved
Chalk or magic board, cardboard drawings, slides indicating features of erosion caused by wind.
Appreciate how to recognise areas prone to wind erosion
Visit areas notable for wind erosion. Observe the features within the area.
Exposed sites prone to wind erosion
13 5.2. Understand the mode of soil movement by wind.
Explain the process of soil movement by
Chalk or magic board, cardboard drawings, slides
Understand how wind erosion affects soil suitability for
Explain the various ways by which wind erosion affects plant
Chalk or magic board, cardboard
wind with illustrations and video shows
showing various deposits of soil by wind.
plant growth. growth; eg: loss of soil nutrients and organic matter; physical damage to plants, loss of seeds, etc.
drawings, slides.
General Objective: 6.0 Know the various methods of soil and water conservation and their limitations.
14 6.1 Understand methods of controlling soil erosion by run-off
Explain methods of erosion control such as strip cropping, mulching, minimum and zero tillage, terracing, vegetated water courses, mechanical conservation practices etc.
Chalk and /or magic boards, drawings, pictures slides showing each of the various soil-water conservation measures.
The students should be able to identify each of the measures that are used to reduce soil erosion by water.
Arrange visit to observe different water erosion control measures in operation. Ask students to make notes and prepare essay on erosion control methods
Visits to water erosion control sites
15 6.2 Understand methods of controlling wind erosion of soils Explain as erosion control measures.
Explain different methods of controlling wind erosion such as wind breaks, shelter breaks, mulching, inter-row cropping, etc
Boards, drawings, pictures slides , literatures showing the suitability of various measures.
The students should be able to identify each of the measures that are used to conserve water within the soil and describe
Arrange visit to observe different wind erosion control measures in operation. Ask students to make notes and prepare essay on erosion control methods
Visit to wind erosion control sites
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Practical activities Students to undertake maintenance and repair operations on different farm implements as specified above
50%
Essay Students to complete an essay on soil erosion and control methods in Nigeria
50%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 224 Construction and Maintenance of Farm Structures DURATION: 75 Hours (2 Hour Lecture, 3 Hours Practical) UNIT: 5.0 GOAL: This course is designed to enable the students understand the construction techniques and processes
of farm building and other structures on the farm
GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Know preparations and organization of building sites. 2.0 Understand the principles and practice of making foundations for buildings. 3.0 Understand the construction and maintenance of walls, columns and beams. 4.0 Understand the constructions of floors. 5.0 Understand the construction of roofs. 6.0 Understand the features and functions of special farm structures. 7.0 Understand the principles of mechanical plant used in construction. 8.0 Understand the maintenance of farm structures
PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: Construction and maintenance of Farm Structures
COURSE CODE: ABE 224 CONTACT HOURS: 75 HOURS (2 hr lecture: 3 hrs practical)
GOAL: This course is designed to enable the students understand the construction & maintenance techniques of farm buildings and other structures on the farm
COURSE SPECIFICATION: : Theoretical Contents Practical Contents:
General Objective: 1.0 Know preparations and organization of building sites.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
1 1.1 Understand the need for effective preparation and management of building sites
Explain the services that will be required to facilitate construction activities and convenience of the workers
Models, drawings, photographs, chalk/ magic boards and literature
Recognise the equipment and machinery required for initial site clearing operations
Explain and illustrate the hand and motorised tools used in, and the need for, effective initial site clearing
Models, drawings, photographs, chalk/ magic boards and literature
2 1.2 Understand the need for accurate levelling and marking out of building sites.
Explain the need for, and the tools used in, levelling and marking building sites before commencement of construction
Models, drawings, photographs, chalk/ magic boards and literature
Students should recognise the equipment used for levelling and marking out sites
Demonstrate the various equipment used for levelling and marking out a building site
Pegs, ranges, levels, tapes, etc
General Objective: 2.0 Understand the principles and practice of laying foundation for buildings.
3 2.1 Understand the features of various types of foundations and the suitable purposes for each
Explain the need to construct the right type of foundations at the right site for both
Models, drawings, photographs, chalk/ magic boards and
Students should recognise the different types of foundation and their methods of construction
Arrange visit to building site to observe foundation construction
Building site
safety and economy
literature
4 2.2. Understand the methods of laying foundations for simple farm building structures
Explain the methods involved in laying foundations
Models, drawings, photographs, chalk/ magic boards and literature
Students should be able to lay some of the common foundations for building simple structures
Supervise students, working in groups, to lay simple building foundations
Cement, fine and coarse aggregate, binding wire water and rods
General Objective: 3.0 Understand the construction of walls, columns and beams.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
5 3.1 Understand the requirements for accurate construction of walls, columns, lintels and beams. how to lay blocks, construct lintels or columns to straight lengths, intersections and angles using the right mix of mortar and concrete.
Explain how to construct accurate walls, etc Explain the need for correct choice and use of materials (bricks, lintels, mortar mix, etc)
Boards, display, slides, projector and literature.
Students should be able to correctly mix mortar and construct straight walls and corners according to given dimensions
Supervise the students in the construction of a straight wall and corner to meet given specifications
Blocks, cement , fine and coarse aggregate, rods binding wire and water
6 3.2 Understand how to incorporate additional building features into walls and structures
Explain the purpose of lintels, damp proof courses, etc and how to create openings in walls for doors and windows
Boards, display, slide projector and literature.
Students should continue with their building from week 5, incorporating additional features such as windows and doors
Supervise students in the installation of lintels to create doors/windows in walls
Blocks, cement , fine and coarse aggregate, rods binding wire and water Lintels. Door/window
frames
General Objective: 4.0 Understand the constructions of floors.
7 4.1 Understand the features of and functions of different types floors and floor finishes
Describe different floors and floor finishes Compare the relative merits of each (timber, steel and concrete floors)
Boards, display, slide projector and literature.
Students should have experience in the construction of different types of floors
Supervise students in the construction of at least one type of flooring
Cement , fine & coarse aggregate, binding wire, water, steel sections wood nails etc
General Objective: 5.0 Understand the construction of roofs
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
8 5.1 Understand and the features of and functions of different types of roofs.
Describe the roofs and compare the relative merits of each (steel, timber, Zinc, etc)
Roof model, drawings, photographs, chalk/ magic board
Recognise the main components of different roof structures
Describe the main features and components of different roof structures
Roof model, drawings, photographs, chalk/ magic board
9 5.2. Understand the functions of the various parts of a roof (truss, coverings, bracing , gutters and insulators).
State the functions of the roof truss and its components, and of the roofing sheets
Roof model, drawings, photographs, chalk/ magic board
Have experience in construction of different types of roofs
Supervise students in constructing at least one of the mentioned structures
Concrete materials, wood, steel sections ,nails, corrugated roofing sheets etc.
General Objective: 6.0 Understand the features and functions of special farm structures.
10 6.1 Understand the features and construction of structures for crop storage
Describe and explain the features and functions of different facilities (rhumbus, silos , cribs, cold stores, etc)
Models, drawings, photographs, chalk/ magic board
6.2. Understand the features and construction of structures for animal housing
Describe and explain the features and functions of different facilities (Poultry housing, dairy, piggery, etc)
Models, drawings, photographs, chalk/ magic board
11 6.3. Understand the features and construction of farm service facilities
Describe and explain the features and functions of different structures (roads, bridges, culverts, channels, etc)
Models, drawings, photographs, chalk/ magic board
Students should recognise the range of different buildings and structures in use on a modern farm unit
Arrange visit to modern farm to observe different buildings and structures and their construction
Farm unit
General Objective: 7.0 Understand the principles of mechanical plant used in construction.
WEEK Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities
Learning Resources
12 7.1. Understand the principles of operation of different mechanical plant used in building construction sites
Explain the need for using machines in big projects (earth moving and excavating machines, concrete mixers and loaders, etc)
Models, drawings, photographs, chalk/ magic boards and literature
Students should appreciate the approaches to using mechanical plant in building sites
Arrange a visit to a building construction site to observe use of various mechanical plant
Mechanised building site operations
13 7.2. Understand the Explain the need Models, Students should Organise visiting Visiting
need for effective safety precautions when using mechanical plant
for safe and efficient operation of each machine and for effective management of the workforce
drawings, photographs, manuals chalk and boards
understand the risks associated with use of mechanical plant on building sites
safety officer to talk about dangers of using mechanical plant on building sites
safety officer
General Objective 8.0 : Understand the maintenance of farm structures
14 8.1 Understand the periodic maintenance requirements of different farm structures
Explain the need for periodic maintenance of buildings and structures in agriculture
Models, drawings, photographs, chalk/ magic board
Recognise the problems associated with poor maintenance of farm structures
Illustrate some problems associated with poor maintenance of farm buildings
Models, drawings, photographs, chalk/ magic board Slides and video clips
15 8.2 Understand the concept of service life of buildings and structures
Explain why buildings have limited service life and the effects of poor construction methods on the life span of the structure.
Models, drawings, photographs, chalk/ magic board
Recognise signs and causes of building failure
Demonstrate causes of building failure and the signs indicating potential failure
Models, drawings, photographs, chalk/ magic board Slides and video clips
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
Practical activities Assessment of building construction skills 50%
TOTAL 100
PROGRAMME: Agricultural Engineering Technology: National Diploma COURSE: AET 225 Postharvest Technology and Storage DURATION: 75 Hours (2 Hours Lecture, 3 Hours Practical) UNIT: 5.0 GOAL: This course is aimed at giving the students a good knowledge of the importance,
procedures, equipment and problems of processing, handling and storage of agricultural products.
GENERAL OBJECTIVES; On completion of this course, the students should be able to:- 1.0 Understand the unique characteristics of biological materials that influence processing handling and storage
of agricultural products. 2.0 Understand cleaning, sorting and separation of biological materials. 3.0 Understand the principles and methods of milling, shelling and decortications. 4.0 Understand the methods of drying of biological materials. 5.0 Understand the methods of storage and preservation of agricultural produce.
PROGRAMME: NATIONAL DIPLOMA (ND) AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY
COURSE: Crop Processing and Storage COURSE CODE: ABE 225 CONTACT HOURS: 75 HOURS (2 hrs lecture: 3 hrs practical)
GOAL: This course is aimed at giving the student a good knowledge of the importance, procedures, equipment and problems of processing, handling and storage of agricultural products.
COURSE SPECIFICATION: : Theoretical Contents Practical Contents:
General Objective: 1.0 Understand the unique characteristics of biological materials that influence processing, handling and storage of agricultural products.
WEEK Specific Learning Objective
Teachers Activities Learning Resources Specific Learning Objective
Teachers Activities Learning Resources
1 1.1 Understand the unique biological properties of agricultural materials.
List and explain the biological properties of agricultural materials including: Moisture content, Hygroscopy, Bio-degradability, non-uniformity of shape, etc
Chalk or magic board, cardboard drawings etc
Students should understand the peculiar nature and properties of Agricultural materials and their impact on post-harvest operations.
Expose different crop materials to ambient condition and soak in water for few days and observe the change in colour, size, smell, etc Explain impact on post-harvest operations
Tuber, cereal seeds, legume seeds, fruits, etc.
2 1.2. Understand the physical and mechanical properties of agricultural materials.
List and explain the engineering properties including: Physical Mechanical Thermal
Chalk or magic board, cardboard drawings etc
Students should understand how the physical and
Demonstrate physical and mechanical properties of agricultural produce and discuss how this may affect post-
Tuber, cereal seeds, legume seeds, fruits, etc. Equipment for testing various properties
Optical Electrical, etc Discuss the importance and application of each of the engineering properties.
mechanical properties of affect post-harvest operations and storage
harvest operations (Gauges, planimeter, colorimeter, calorimeter, resistometer, etc)
General Objective: 2.0 Understand the cleaning sorting and separation of biological materials.
3 2.4 Understand methods of grain cleaning, sorting, grading and separation.
Provide standard definitions and distinguish each of the processes. Explain the differences between traditional and modern methods of cleaning, grading, sorting and separation
Chalk or magic board, cardboard drawings etc
Students should appreciate the importance of modern machine for grain cleaning, sorting, grading and separation and observe its advantage over traditional methods.
Use manual method and machine to effect cleaning, sorting, grading and separation and compare results in terms of efficiency, output and speed of operation.
Cleaning, sorting, grading and separation machines.
4 2.5 Appreciate the methods of operation of different types of grain cleaning, sorting, grading and separation machines.
List and describe different types including, aspirators, specific gravity, sieve, electrical, magnetic, vibrating types, etc. Explain the principles of each of the machines
Chalk or magic board, cardboard drawings etc
Students should be able to identify the distinctive features of different types of grain cleaning, sorting, grading and separation machines and classify them.
Demonstrate the main features and components of the different types of grain cleaning, sorting, grading and separation machines
Grain cleaning, sorting, grading and separation machines.
5 2.6 Understand the specific features and functions of specialist cleaning, sorting and separation machines for delicate produce
State the unique characteristics machines for sorting and separating delicate produce including eggs, tubers, vegetables with low mechanical strength, high moisture, high level of spoilage, high commercial value, etc.
Chalk or magic board, cardboard drawings etc
Students should understand the uniqueness of eggs, tubers, vegetables and the need for special considerations in the design of those machines.
Disassemble and examine the component parts of egg and orange sorters and explain their function.
Egg and orange sorters.
General Objective: 3.0 Understand the principles and methods of milling, shelling and decortications.
6 3.1 Understand the requirements of milling, shelling and decortications processes.
Provide standard definitions and distinguish each of the processes. Explain the importance of each of the processes.
Chalk or magic board, cardboard drawings etc
Students should appreciate the need for effective crop processing
Organise visit to observe range of crop processing, including milling, shelling and decorticating machinery in operation
Processing plant
7 3.2 Understand the use and operation of various traditional and modern machinery for milling, shelling and decorticating
Describe the different traditional and modern machinery used for shelling, milling and decorticating.
Chalk or magic board, cardboard drawings etc
Students should recognize the different traditional and modern equipment specified in 3.2
Demonstrate the operation of traditional and modern equipment
Range of traditional and modern equipment for milling, shelling and decorticating
8 3.4 Understand the servicing requirements of equipment for processing of agricultural materials.
Explain servicing requirements and identifying common faults in shelling milling and decortications machines. Conduct minor servicing on shelling milling and decortications machines.
Chalk or magic board, drawings, etc
Be able to carry out basic servicing of different shelling, milling and decorticating machinery
Organize students into groups to disassemble different types of shelling milling and decortications machines.
Available types of shelling milling and decortications machines with faults.
General Objective: 4.0 Understand the methods of drying of biological materials.
9 4.1. Understand the Need for effective drying for long-term storage.
Explain the drying requirements of different crops.
Chalk or magic board, cardboard drawings, etc
Students should understand the need for effective drying of crops for long-term storage
Organise visit to grain drying and storage plant. Discuss main features and requirements of commercial operations
Grain drying and storage plant
10 4.2. Understand the operation of farm-based drying systems
Explain the features and classifications of solar dryers based on mode of heat collection: *Flat plat collector *Concentrator Explain the features and classifications of mechanical dryers
Chalk or magic board, cardboard drawings, film projector etc
Students should recognize the different types and classes of solar and mechanical types of dryers and their methods of operation
Use film show and slides and available dryers in laboratory.
Flat plate and concentrator solar dryers; cross flow. Co-current and counter current mechanical dryers.
based on mode of heat and material flow, and loading methods: *Cross flow dryer *Co-current flow dryer *Counter flow dryer *Batch dryer *Continuous flow dryer
11 4.3. Understand drying parameters and psychometry and the need for careful management of drying equipment.
List and explain thermal and environmental parameters that affect grain drying such as relative humidity, temperature, enthalpy, humidity ratio, entropy, etc.
Chalk or magic board, cardboard drawings, film projector etc
Students should be able to interpret psychometric chart to obtain drying data for effective dryer operation.
Conduct drying experiments and use psychometric chart to obtain drying data.
Any mechanical dryer.
General Objective: 5.0. Understand the methods of storage and preservation of agricultural produce..
12 5.1 Understand the key parameters involved in safe storage of agricultural crops
Define storage and preservation. Discuss the agents of grain deterioration in stores Explain the parameters for safe storage such as equilibrium moisture content, relative humidity and temperature
Chalk or magic board, cardboard drawings, film projector etc
Students should appreciate the importance of modern storage systems.
Visit any strategic grain reserve centre in the State and note the capacity of silo and other modern storage structures available.
Strategic grain reserve centre in the State.
13 5.2. Understand the management and
Emphasis on various types of grain storage
Chalk or magic board, cardboard drawings.
Students should recognize
Visit different farms with
Grain storage farms.
operation of grain storage structures
structures such as: *Crib *Rhombus *Silo *Ware house
different types of grain storage systems and their distinctive features.
different grain storage systems.
14 5.3 Understand the management and operation of storage facilities for tubers, fruits and vegetables.
Emphasis on storage facilities such as: *Barn storage *Crate storage *Pit storage *Cold storage *Evaporative coolant
system
Chalk or magic board, cardboard drawings, film projection of processing machines.
Students should recognize different types of storage facilities for fruits, tubers and vegetables.
Visit farms with facilities for tubers, fruits and vegetables storage.
Farms with facilities for tubers, fruits and vegetables storage.
15 5.4. Understand the maintenance and hygiene requirements of different crop storage systems
Explain the operation maintenance and hygiene requirements of grain storage systems. Explain the operation, maintenance and hygiene requirements of facilities for tubers, fruits and vegetables storage.
Chalk or magic board, cardboard drawings, film projection of processing machines.
Students should be able to operate and maintain structures for grain, tubers, fruits and vegetables storage.
Demonstrate how to operate and carry out minor maintenance and hygiene requirements of different storage structures and allow students to participate.
Crib, rhombus, ware house, silo, cold storage, pit storage, etc.
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 60%
Assignment Written assignment on the postharvest processing and storage requirements for one particular crop
40%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 228 Practical Project DURATION: 75 Hours (1Hour Lecture, 4 Hours Practical per week) UNIT: 5.0 GOAL: This course is designed to provide the students with an opportunity to investigate and provide
a solution for a specific problem associated with agricultural and bio-environmental engineering technology
GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Research a chosen topic from a list of suitable sources provided for the programme 2.0 Design an appropriate solution to the problem(s) identified 3.0 Fabricate the chosen final product 4.0 Produce a final report on the project
PROGRAMME: AGRICULTURAL AND BIO-ENVIONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: Practical Project COURSE CODE: ABE 228 CONTACT HOURS: 75 HOURS (1 hr lecture: 4 hrs practical)
GOAL: This course is designed to provide the students with an opportunity to investigate and provide a solution for a specific problem associated with agricultural and bio-environmental engineering technology
COURSE SPECIFICATION: : Theoretical Content Practical Contents:
General Objective: 1.0 Research a chosen topic from a list of suitable sources provided for the programme.
WEEKS Specific Learning Objective
Teachers Activities
Learning Resources
Specific Learning Objective
Teachers Activities Learning Resources
1 1.1. Choose, under guidance, an appropriate topic for investigation
Guide students in selecting a suitable topic
List of available topics Notes Internet
Students should select a suitable topic and produce a plan of action setting out key targets to meet over the semester
Support students in planning their activities
List of available topics Notes Internet
2-3 1.2. Research chosen topic from available sources
Provide guidance in finding sources
Textbooks Internet Notes
Students should research the background to their chosen project
Support students in their research. Provide guidance in finding appropriate sources
Textbooks Internet Notes
General Objective: 2.0 Design an appropriate solution to the problem(s) identified
4-6 2.1. Devise solutions to the problems identified
Support students in finding appropriate solutions
Textbooks Internet Notes
Students should produce suitable designs and drawings of their chosen solution
Guide students in producing drawing suitable for manufacture
Drawing Office Drawing equipment
General Objective: 3.0 Fabricate the chosen final product
7-12 3.1. Organise practical activities to produce chosen solution
Guide students in planning workshop
Workshop manuals Internet
Students should produce their chosen final product,
Supervise students working in the workshop
Workshop Machine tools Resources
activities Notes Textbooks
according to their designs, using appropriate workshop techniques and equipment
General Objective: 4.0 Produce a final report on the project
13-15 4.1. Produce final written report on project
Guide students in the production of their written report
Internet Notes Textbooks
Students should produce a final technical report on their project
Guide students in the production of their written report
Internet Notes Textbooks
TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Project plan Students to submit their proposed action plan for their chosen project 10%
Design drawings Suitability of proposed design in meeting identified problems 30%
Practical solution Assessment of students workshop skills in fabricating product according to final plans
30%
Final report Completed technical report on project 30%
TOTAL 100
PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma
COURSE: ABE 230 Farm Machinery Management
DURATION: 60 Hours (2Hour Lecture, 2 Hours Practical)
GOAL: This course is designed to develop a working understanding of the importance of effective machinery
management for efficient agricultural production
GENERAL OBJECTIVES;
On completion of this course, the students should be able to:
1.0 Select appropriate farm machinery for specific activities.
2.0 Match implements and tractors for efficient utilization of tractor power.
3.0 Determine field performance and outputs of individual machines.
4.0 Manage machinery systems for maximum performance.
5.0 Determine the costs of machinery operations.
PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA
COURSE: Farm Machinery Management COURSE CODE: ABE 230 CONTACT HOURS: 60 HOURS
(2 hr lecture plus 2 hrs practical)
GOAL: This course is designed to develop a working understanding of the importance of effective machinery management for efficient
agricultural production
COURSE SPECIFICATION: Theoretical content Practical Content
General Objective: 1.0 Select appropriate farm machinery for specific activities
WEEK Specific Learning
Objective
Teachers Activities Learning
Resources
Specific Learning
Objective
Teachers Activities Learning
Resources
1 Understand and
interpret
manufacturers
information for
tractors
Explain and discuss
manufacturers
literature for tractors
Explain the meaning
of the technical terms
Manufacturers
data sheets
Students should be
able to appreciate the
differences between
different tractors and
their suitability for
specific situations
Highlight the
differences between
a range of tractors
Encourage students
to explain the
suitability of each
for a specific farm
situation
A range of
tractors of
different sizes
and
configurations
2 Understand how to
determine appropriate
implements for a
range of agricultural
operations
Explain the different
categories of tillage,
agronomic, harvesting
and transportation
machinery
Diagrams and
photographs
Video examples of
machines in action
Students should be
able to select a
suitable range of
equipment for a
specific farm situation
Organise a visit to
view a range of new
agricultural
machinery
Explain the
operating
characteristics of the
machinery available
Site visit to
view a range
of agricultural
implements
Manufacturers
information
sheets
General Objective: 2.0 Match implements and tractors for efficient utilization of tractor power.
3 Understand how to
determine tractor power
availability at the
drawbar and PTO
Introduce students
to power equations
and explain how to
determine drawbar
Chalk or Magic
Board
Manufacturers
literature
Be able to calculate
drawbar power output
of a tractor
Demonstrate how to
calculate drawbar
power using
Chalk or
Magic Board
Manufacturers
literature
and PTO power
outputs
appropriate equations
4 Understand how to
identify tractor power
demands of drawn and
powered machines
Explain how to
identify power
demands from
manufacturers
literature
Explain the effect
of increasing depth
of tillage
operations on
power demand
Chalk or Magic
Board
Manufacturers
literature
Students should be
able to select suitable
tractors and
implements for
specific operations
and performance
Demonstrate how to
calculate sizes of
implements for
specific field
performance
requirements and
required tractor
power to operate
them
Chalk or
Magic Board
Manufacturers
literature
5 Understand methods for
maximizing the traction
performance of tractors
Explain the
importance of
correct tyre
pressures and
ballast
Explain the
concepts of soil
strength and
deformation under
load
Tyre manufacturers
literature
Tractor
manufacturers
literature
Students should be
able to determine
wheel-slip during
field operations and
appreciate methods to
reduce slip to
acceptable levels
Explain the methods
of calculating wheel-
slip. Demonstrate
wheel-slip in the
field
Explain how to
reduce wheel-slip
Tractor and
cultivator
Tape Measure
Stop watch
Tyre pressure
gauge
General Objective: 3.0 Determine field performance and outputs of individual machines
6 Understand how to
calculate the output of
cultivation implements
Explain the concept
of field efficiency
Explain the
equations for field
Chalk or Magic
Board
Diagrams and slides
Students should be
able to calculate the
work rate of an
individual cultivator
Remind students of
the relevant equations
Chalk or
Magic Board
Diagrams and
slides
work and
demonstrate their
use
Identify any
assumptions that will
need to be made
7 Understand how to
calculate the
performance of crop
husbandry equipment
including drills,
sprayers and fertiliser
spreaders
Explain the factors
involved in
machine operation
and how to
determine field
performance
Chalk or Magic
Board
Diagrams and slides
Students should be
able to determine
work rates of
machines for
applying specific
commodities (seed,
fertiliser, chemicals)
Remind students of
the relevant equations
Identify any
assumptions that will
need to be made
Chalk or
Magic Board
Diagrams and
slides
8 Understand how to
calculate the
performance of a
harvesting machine
Explain the concept
of material
throughput.
Explain equations
for harvester
throughput.
Chalk or Magic
Board
Diagrams and slides
Students should be
able to determine
work rates of
different harvesting
machines (forager,
combine, etc)
Remind students of
the relevant equations
Identify any
assumptions that will
need to be made
Chalk or
Magic Board
Diagrams and
slides
General Objective: 4.0 Manage machinery systems for maximum performance.
WEEK Specific Learning
Objective
Teachers Activities Learning Resources Specific Learning
Objective
Teachers Activities Learning
Resources
9 Evaluate the factors
influencing the
performance of a
harvesting system
Introduce the
concept of
machinery systems
such as grain
harvesting, root crop
harvesting or forage
harvesting.
Explain the criteria
affecting overall
system performance
Chalk or Magic
Board
Diagrams and slides
Students should be
able to assess the
performance of a
harvesting system and
suggest ways of
improving output
Arrange visit to
observe harvesting
in operation
Encourage students
to work in small
groups to determine
system output
Ensure students are
aware of relevant
personal safety
requirements
Stop watches
Field note
books
10 Evaluate the factors
influencing the
performance of
commodity
application machinery
Explain the
operating cycles of
application
equipment such as
fertiliser spreaders
and crop sprayers
Explain the criteria
affecting
performance
Chalk or Magic
Board
Diagrams and slides
Students should be
able to assess a
commodity
application system
and suggest
approaches to
improve performance
Arrange visit to
observe commodity
application such as
fertiliser application
or pesticide
application
Ensure students are
aware of relevant
personal safety
requirements
Stop watches
Field note
books
General Objective.5.0 Determine the costs of machinery operations
11 Understand the main
costs associated with
Explain the main
fixed costs of
Chalk or Magic
Board
Students should be
able to calculate
Explain how to
calculate costs
Chalk or
Magic Board
machinery ownership machinery ownership
– depreciation,
interest payments,
housing costs if
appropriate
Diagrams and
slides
machinery ownership
costs and explain
methods of reducing
these
Discuss ways in
which the costs may
be reduced
Diagrams and
slides
12 Understand the main
costs associated with
machinery operation
Explain the main
variable costs
associated with
machinery usage –
repair costs, general
maintenance, fuel and
oil costs, etc
Chalk or Magic
Board
Diagrams and
slides
Student should be able
to calculate machinery
operating costs and
explain methods of
reducing these
Explain how to
calculate costs
Discuss ways in
which the costs may
be reduced
Chalk or
Magic Board
Diagrams and
slides
13 Understand how to
calculate the
operating costs of a
specific agricultural
operation
Explain how to
combine fixed and
variable costs, to
estimate the
proportion of
ownership time to a
specific task, and to
determine overall
costs of the operation
Chalk or Magic
Board
Diagrams and
slides
Students should be
able to calculate the
costs of a specific
agricultural operation
such as mowing,
planting, ploughing,
etc
Explain how to
combine fixed and
variable costs, to
estimate the
proportion of
ownership time to a
specific task, and to
determine overall
costs of the
operation
Chalk or
Magic Board
Diagrams and
slides
14 Understand sources
of finance for the
acquisition of
machinery
Explain the different
methods of acquiring
finance for the
acquisition of
machinery operations
on farms
Chalk or Magic
Board
Diagrams and
slides
Students should be
familiar with the
methods of planning
machinery
replacement for
efficient farm business
operations
Explain how to plan
machinery
replacements over
an extended time
period to minimize
financial costs and
maximize
machinery
performance
Chalk or
Magic Board
Diagrams and
slides
15 Understand how to
compare ownership
Demonstrate how to
compare contracting
Chalk or Magic
Board
Students should
appreciate the range of
Arrange visit to
farm contractor to
Farm
Contractor
costs with those of
contracting
and hire costs with
machinery ownership
costs. Identify break-
even point for
comparisons
Diagrams and
slides
services available
from farm contractors
show and discuss
the range of services
available
TYPE OF ASSESSMENT
PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)
Examination Written examination to test knowledge and understanding 50%
In-class assignments A series of in-class tests and assignments linked to each of the different objectives of the course
50%
TOTAL 100
Edexcel Level 3 BTEC National Diploma in Land-based Technology
Recommended text books
Applegarth M — The Project Management Pocketbook (Management Pocketbooks,
1998) ISBN 1870471636
Balls R — Horticultural Engineering Technology: Field Machinery (Palgrave Macmillan, 1985) ISBN 0333364341
Bell B — Farm Machinery, 5th Edition (Old Pond Publishing, 2005) ISBN 1903366682
Bell B — Farm Workshop, 2nd Edition (Farming Press, 1992) ISBN 0852362374
Bell B and Cousins S — Machinery for Horticulture, 2nd Edition (Old Pond Publishing, 1997) ISBN 0852363699
Borgman D, Hainline E, Long M, Hoerner T and Conrads J — Tractors, 3rd Edition
(John Deere Publishing, 1991) ISBN 0866911324
British Standards Institution — British Standard Pp 8888-1:2001 Engineering Drawings:
Engineering Drawing Practice for Schools and Colleges (BSI Standards, 2001)
ISBN 0580379531
British Standards Institution — BS 3939-1:1986 Graphical Symbols for Electrical
Power, Telecommunications and Electronics Diagrams: General Information, General
Index (BSI Standards, 1986) ISBN 0580153975
British Standards Institution — Drawing practice: a guide for schools and colleges to
BS 8888:2004. Technical product specification (BSI Standards, 2005) ISBN 0580454002
British Standards Institution — Manual of British Standards in Engineering Drawing
and Design (Nelson Thornes, 1991) ISBN 0748710310
Culpin C — Farm Machinery, 12th Edition (Blackwell Science, 1992) ISBN 063203159X
Davies D — The Science and Practice of Welding: The Practice of Welding Volume 2, 10th Edition (Cambridge University Press, 1993) ISBN
0521435668
Davies D — The Science and Practice of Welding: Welding Science and Technology
Volume 1, 10th Edition (Cambridge University Press, 1993) ISBN 052143565X
Deere and Company — Agricultural Safety (John Deere Publishing, 1987)
ISBN 0866910956
Dibb S, Simkin L, Pride W and Ferrell O — Marketing Concepts and Strategies
(Houghton Mifflin, 2005) ISBN 061853203X
Dyson J — Accounting for Non-Accounting Students (FT Prentice Hall, 2003)
ISBN 0273683853
Edward H, Breece H, Hansen H, Hoerner T, Gunter R — Planting, 3rd Edition
(John Deere Publishing, 1992) ISBN 0866911480
Edwards D, Harris F and McCaffer R — Management of Off-highway Plant and
Equipment (Spon Press, 2003) ISBN 0415251281
Flood C — Fabrication Welding and Metal Joining Processes (Butterworth-Heinemann, (1981) ISBN 0408004487
Gibson S and Smith A — Basic Welding (Thomson Learning, 1993) ISBN 0333578538
Gillespie A — Business in Action (Hodder Arnold, 2002) ISBN 0340848200
Gourd L — Principles of Welding Technology, 3rd Edition (Butterworth-Heinemann,
1995) ISBN 0340613998
Griffin I, Roden E and Briggs C — Basic Oxyacetylene Welding, 4th Edition (Delmar,
1984) ISBN 0827321376
Griffin I, Roden E and Briggs C — Basic Arc Welding, 4th Edition (Delmar, 1984)
ISBN 0827321317
Harris F — Modern Construction and Ground Engineering Equipment and Methods,
2nd Edition (Prentice Hall, 1994) ISBN 0582236576
Hathaway L — Compact Equipment: Electrical Systems, 2nd Edition (John Deere
Publishing, 1994) ISBN 0866912053
Hathaway L and Buckingham F — Tillage, 3rd Edition (John Deere Publishing, 1993)
ISBN 0866911804
Hathaway L and Riney L — Bearings and Seals, 5th Edition (John Deere Publishing,
1992) ISBN 0866912274
Hathaway L and Riney L — Belts and Chains, 5th Edition (John Deere Publishing,
1994) ISBN 0866911995
Hathaway L and Riney L — Identification of Parts Failure, 4th Edition (John Deere
Publishing, 1991) ISBN 0866911340
Hathaway L and Riney L — Machinery Maintenance, 3rd Edition (John Deere
Publishing, 1991) ISBN 0866911308
Hathaway L and Riney L — Preventive Maintenance, 5th Edition (John Deere
Publishing, 1992) ISBN 0866911715
Hathaway L and Riney L — Power Trains, 6th Edition (John Deere Publishing, 1991)
ISBN 0866911634
Hawker M and Keelyside J — Horticultural Machinery, 3rd Edition (Longman Higher
Education, 1985) ISBN 0582408075
Health and Safety Executive — An Introduction to Health and Safety (HSE, 2003)
ISBN 0717626857
Health and Safety Executive — Essentials of Health and Safety at Work (HSE, 2006)
ISBN 0717661792
Health and Safety Executive — Farmwise: Your Guide to Health and Safety (HSE,
1995) ISBN 0717608395
Health and Safety Executive — Health and Safety in Arc Welding (HSE Books, 2000)
ISBN 0717618137
Health and Safety Executive — Managing Health and Safety: Five Steps to Success
(HSE, 2003) ISBN 0717621707
Hillier V and Coombes P — Hillier’s Fundamentals of Motor Vehicle Technology,
5th Edition (Nelson Thornes, 2004) ISBN 0748780823
Hillier V, Coombes P and Rogers D — Hillier's Fundamentals of Motor Vehicle
Technology: Powertrain Electronics, 5th Edition (Nelson Thornes, 2006)
ISBN 0748780998
Hughes P and Ferrett E — Introduction to Health and Safety at Work, 2nd Edition
(Butterworth-Heinemann, 2005) ISBN 0750666234
Jones R, Raffo C and Hall D — Business Studies, 3rd Edition (Causeway Press, 2004) ISBN 1902796837
Kenyon W — Basic Welding and Fabrication, 2nd Edition (Longman, 1987)
ISBN 0582005361
Mason R — Finance for Non-financial Managers in a Week, 3rd Edition
(Hodder Arnold, 2003) ISBN 0340849622
McFarlane R — Beginning AutoCAD 2000, 2nd Edition (Butterworth-Heinemann, 2000) ISBN 0340760974
Nunney M — Light and Heavy Vehicle Technology, 4th Edition (Butterworth-
Heinemann, 1998) ISBN 0750680377
Parker M and British Standards Institution — Manual of British Standards in
Engineering Drawing and Design (Nelson Thornes, 1991) ISBN 0748710310
Pearce A — Farm Welding, 2nd Edition (Old Pond Publishing Press, 2006)
ISBN 1905523300
Plant M — Teach Yourself Electronics (McGraw-Hill Companies, 2005)
ISBN 0071452095
Portney S — Project Management for Dummies (Hungry Minds, 2001)
ISBN 076455283X
Pritchard D — Soldering, Brazing & Welding: A Manual of Techniques (The Crowood
Press, 2001) ISBN 1861263910
Taylor G, Fuller A and Greer A — BTEC National Mathematics for Technicians,
3rd Edition (Nelson Thornes, 2004) ISBN 0748779493
Tooley M and Dingle L — BTEC National Engineering (Butterworth-Heinemann, 2002) ISBN 0750651660
Twigg P — Science for Motor Vehicle Engineers (Butterworth-Heinemann, 1995)
ISBN 034064527X
Whipp J and Brooks R — Transmission, Chassis and Related Systems (Vehicle
Maintenance & Repair Series: Level 3), 3rd Edition (Thomson Learning, 2001)
ISBN 186152806X
Yarwood A — An Introduction to AutoCAD 2002 (Prentice Hall, 2002) ISBN 0130447714
NB: Please consider this list in combination with that provided for the HND Agricultural & Bio-Environmental Engineering
Technology Farm Power and Machinery Option
TEAM LIST S/N
O
NAME ADDRESS TELEPHONE NO E-MAIL
1 NIGEL
WARNER
ROYAL
AGRICULTURAL
COLLEGE,UK
2 PROF. B.A
ADEWUN
MI
AGRICULTURAL
ENGINEERING
DEPARTMENT,UNIVE
RSITY OF NIGERIA
,ABEOKUTA
+2348033885382 [email protected]
3 ENGR.
A.D.K.
MUHAMM
AD
PROGRAMMES DEPT.,
NBTE, KADUNA
+2348033071322 [email protected]
4 M.A
SHEHU
S.C.A/DAC/ABU ZARIA 07040445565 [email protected],mashehu2007@gm
ail.com
5 E.C
NWALOR
C/O DEPARTMENT OF
AGRICULTURAL
ENGINEERING,KADU
NA
POLYTECHNIC,KADU
NA-NIGERIA
0803640164
6 ENG.AKA
NI
O.AKANI
AGRICULTURAL
ENGINEERING
TECHNOLOGY
DEPARTMENT
FEDRAL
POLYTECHNIC,BAUC
HI
08023826835 [email protected]
7
ALIYU
LEMU
DEPARTMENT OF
PROGRAMMES,N.B.T.
E, KADUNA
07038083494,08028348605,0807
7504482
[email protected];aliemu.700
@gmail.com
AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY
NATIONAL DIPLOMA (ND)
LIST OF PHYSICAL FACILITIES
S/N WORKSHOP LABORATORY STUDIO OTHERS
1 Farm Machinery
Maintenance
Soil Mechanics Drawing Room
Crop Farm
2 Fabrication Shop
Crop Processing and
Storage
Computer Studio Livestock farm
3 Machining Shop
Fluid Mechanics
Surveying & GIS Plotting Studio Feed Mill
4 Farm Machinery Equipment
Shed
Weather Station
5 Wood Shop - Irrigation Equipment
FARM MACHINERY AND EQUIPMENT
S/NO. ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Tractors 5 2. Garden tractors – (4 wheeled) 2 3. Garden tractors – (2 wheeled) 2 4. Trailer (4 wheeled 4-5 tonne
capacity)
2
5. Disc plough 3 6. Reversible mouldboard plough 3 7. Disc ridger 3 8. Rotary cultivator (rotavator) 2 9. Mouldboard ridger 3
10. Rigid tine cultivator 2 11. Subsoiler 1 12. Spring tine cultivators 2 13. Land leveler 1 14. Rotary weeder 2 15. Inter-row weeder 2 16. Knapsack sprayer –hand
operated
5
17. Knapsack sprayer – powered 2 18. Handy sprayer (ULVs) 5 19. Tractor-mounted (boom)
sprayer
1
20. Compressor sprayer 4 21. Motorized mist sprayer 1 22. 4-row Multi-purpose planter
(with fertilizer attachment)
2
23. Seed drill 2 24. Maize planter 2 25. Manure spreader 1
26. Fertilizer distributor 1 27. Combine harvester 1 28. Cutter bar mower 1 29. Rotary slasher 1 30. Lawn mower 2 31. Forage harvester (chopper) 1 32. Fruit harvester different types 3 33. Potato digger 1 34. Cassava digger 1 35. Chisel plough - 36. Ferterilizer Applicator -
CROP PROCESSING AND STORAGE
S/NO. ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Seed cleaner/grader 2 2. Maize sheller (different types) 2 3. Groundnut decorticator
(manual)
2
4. Groundnut decorticator
(powered)
1
5. Cowpea decorticator 1 6. Cassava grater 2 7. Rice thresher 1 8. Multi-purpose grain thresher
(engine or motor driven)
1
9. Rice parboiler 2 10. Rice milling machine 1 11. Hammer mill 1 12. Plate mill 1 13. Vertical Feed mixer 1 14. Grain dryers 4 15. Solar crop dryers (different
types)
4
16. Laboratory ovens 4 17. Food blender 2 18. Oil screw press 1 19. Hydraulic oil press 1 20. Oil expeller 1 21. Feed mill (2-3 tonne capacity) 1 22. Palm fruit digester 1 23. Oil clarifier 1 24. Oil sterilizer 1 25. Grain digital moisture meter 4
26. Hygrometer 2 27. Grain counter 1 28. Hot-wire anemometer 1 29. Thermocouples with data
logger
2
30. Wet-bulb and dry-bulb
thermometer
4
31. Bulk density equipment 1 32. Sensitive electronic balance 2 33. Refrigerator 2 34. Vacuum desiccator 4 35. Avery produce weighing scale 1 36. Beam balance 2 37. Plate scale 2 38. Traditional granary rumbus 1 39. Yam barns 1 40. Maize cribs 1 41. Silo – metal (different sizes) 4 42. Silo – concrete 1 43. Silo – masonry bricks 1 44. Small size cold room 1 45. Stack chopper - 46. G/nut Extractor - 47. Thresher -
MACHINING/FABRICATION/MAINTENANCE
S/NO
.
ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Lathe machine 4 2. Pillar drilling machine 4 3. Bench drill 4 4. Power saw 2 5. Band saw 1 6. Milling machine 1 7. Pedestal grinder 2 8. Bench grinder 2 9. Marking gages 4
10. Scribers 10 11. Vernier calipers –digital 2 12. Vernier calipers - ordinary 5 13. Micrometer screw gauge –
digital
2
14. Micrometer screw gauge –
ordinary
5
15. Sheet metal shearing machine 1 16. Plate rolling machine 1 17. Pedestal drilling machines 2 18. Hand drills – manual 4 19. Hand drills – battery powered 2 20. Hand drills – electrically
powered
2
21. Grinding stone 4 22. Hand grinder 2 23. Riveting equipment 4 24. Tool boxes with complete
tools
10
25. Avery produce weighing scale 1
26. Files with handles 10 sets 27. Work benches 10 28. Sets of screw drivers – big and
medium
3 sets
4 2
2 Bench vices 10
5 Hacksaws complete 10 6 Torque wrench 1 7 Assorted sets of drill 4 sets 8 Stock and die sets 5 9 Nail punches 4 10 Powered nail punch 1 11 Pipe screw threader 1 12 Pipe cutter 1 13 Hydraulic pipe bender 1 14 Steel rulers 10 15 Hydraulic jacks 2 16 Hydraulic trolley jack 2 17 Grease gun 2 18 Hydraulic dynamometer 1 19 Arc welding plants 5
MACHINE/FABRICATION/MAINTENANCE Continued
S/NO
.
ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 20 Welding electrodes 20 packets 21 Welding electrodes (cast iron) 20 packets 22 Welding goggles 20 23 Welding gloves 20 24 Oxy-acetylene gas welding
equipment
5
25 Welding helmets 20 26 Chipping hammer 5 27 Wire brush 10 28 Clamps 10 29 Hammers 20 30 Mallets 20 31 Blow torch 10 32 Cylinder wrenches 10 33 Spark lighter 5 34 Anvil 2 35 Blacksmithing equipment
(sets)
2
36 Tyre vulcanizing set 1 37 Air compressor (petrol engine
driven)
1
38 Air compressor (manual) 2 39 Battery charger (6 – 12 V) 1 40 Tyre pressure gauge 4 41 Engine stands 4 42 Portable hoist (crane – 10
tonne capacity)
1
43 Injector nozzle tester 1 44 Timing light 1
45 Spark plug tester 1 46 Pulley extractor 2 47 Digital tachometer 1 48 Feeler gauges 4 49 Valve grinder 1 50 Ring spanners (6 mm – 32
mm)
4 sets
51 Set of open-end spanners (6
mm – 32 mm)
4 sets
52 Compression ignition engine
models
1
53 Spark ignition engine models 1 54 2 stroke engine models 1 55 4 stroke engine models 1 56 Slider crank mechanism model 1 57 Dismembered tractor engine
parts
Assorted
58 Wall charts of the following
tractor system: Complete
chassis, Fuel system, Ignition
system, Power Transmission.
Final drive, Clutch and
Brake system, Hydraulic
system
1 chart for each of the
systems
59 Wall charts showing pictures
of different farm machinery
Assorted
DRAWING AND COMPUTER DRAFTING STUDIOS
S/NO. ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Drawing boards and tables 30 2. Drafting sets 20 3. T-square 20 4. Protractors 20 5. Lettering stencils 20 6. Drawing pen 10
7. Chalkboard set square 2 8. Chalkboard protractors 2 9. Chalkboard divider 2
10. Chalkboard pair of compasses 2 11. Chalkboard wooden straight
edges
2
12. Chalkboard lettering set 2 13. Drafting machine for standard
drawing table
2
14. Templates 2 15. Engineering scale rules 4 sets 16. Plastic curves 20 17. Printer 1 18. Laptop computer with
AUTOCAD
1
19. Desktop PCs with AUTOCAD 10 20. Digital multimedia projector 1 21. Magnetic board 1
WOODWORK SHOP
S/NO. ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Band saw 2 2. Cross cutting saw 2 3. Surface planer 6 4. Drilling machine 4 5. Hand drill (manual) 4 6. Hand drill (powered) 2 7. Sanding machine 1 8. Grinding machine 1 9. Wood lathe 4
10. Wood chipper Unspecified 11. Saw 15 12. Chisels 15 13. Try square 15
14. Gauges 15 15. Rulers 15 16. Screw Drivers 15 17 Sets of Drill bits 15 18. Hammers 15 19. Mallets 15 20. Pincers 15 21. Planers 15 22. First Aid kits 2 23. Fire extinguishers 2 24. Sand buckets 4 25. Tools rack 2 26. Work benches 10 27. Bench vices 20
SURVEYING
S/NO. ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Automatic levels 2 2. Theodolite and accessories 2 3. Planimeter 2 4. GPS mobile mapper 2 5. Plotter-copier-scanner (B &
W)
1
6. Plotter-copier-scanner (colour) 1 7. Leveling staff 10 8. Ranging poles 20 9. Marking arrows 20
10. Odometer 4 11. Prismatic compass 2 12. Steel tapes (100m length) 5 13. Steel tapes (30 m length) 5 14. Surveyor’s rope 5 15. Measuring Tapes 5
SOIL MECHANICS
S/N
O
ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT
1. Top loading balance 3
2. Drying Oven 1
3 Beam balance 2
4 Electric furnace 1
5 High speed stirrer 1
6 Soil augers 5
7 Constant Temperature bath 1
8 Core-Cutter apparatus 1
9 Liquid limit device (hand operated) 1
10 Liquid limit device (motorised) 4
11 Core penetrometer 2
12 Permeameter 3
13 Sand box apparatus 5
14 Sieve shaker 2
15 Soil Sieve 2set
16 Compression test machine 1
17 Moisture content test apparatus 2
18 Specific gravity test apparatus 2
19 Soil hydrometers 2
20 Thermometers 5
21 Measuring cylinders 5
22 Desicators 5
23 Glass wares Assorted
24 Stop watches 10
25 Soil testing kit 1
26 pH Meter 1
FLUID MECHANICS
27 Electronic balance 2
28 Conductivity meter 1
29 Water distiller 1
30 Earth resistivity meter 1
31 Pestle & motor 2
32 Digital Colorimeter 1
33 Centrifuge 1
S/NO ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT
1. Hydraulic bench 1
2. Stability of floating bodies
apparatus
1
3 Discharge through the orifices 1
4 Flow through venturimeter 1
5 Friction loss along a pipe 1
6 Centre of pressure apparatus 1
7 Mobile bed tank 1
8 Sedimentation study apparatus 1
9 Basic hydrology apparatus 1
10 Permeability tank 1
11 Ground water model 1
12 Borehole data logger 1
IRRIGATION AND DRAINAGE EQUIPMENT
S/NO ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT 1. Sprinkler irrigation field trail unit (Hand-
moved laterals, portable sprinkler irrigation)
2-5 Ha
2. Surface irrigation field trail unit 0.5-1Ha 3 Tensiometer 10 4 Electric centrifuge 2 5 Current flow meters 3 6 Soil PH meters 3 7 Conductivity meters 2 8 Irrigation water test kit 1 9 Portable turbidity meter 1 10 Piezometers 3 11 Water measuring devices: Assorted 12 Thin plate weirs (Rectangular, triangular, and
trapezoidal)
1 each
Notches 2
H-Flume 2
Parshall flume 2
Wsc Flume 2
Sluice gate 1
Floating weir flume 1
Cut-throat flume 2 13 Ground water potential probe kit 1 14 Soil salt tester 2
13 Water level indicator 1
14 Current meters 1
15 Hygrometer 1
16 Psychrometer 1
15 Soil Permeability meter 1 16 Soil moisture meter 2 17 Pump (2 HP) 1 18 Secateurs 10 19 Planting Hoes 10 20 Spade 10 21 Digger 10 22 Hand Trowel 10 23 Wheel barrows 2 24 Watering can 10 25 Head pan 10 26 Hoses (3/4) 50 meter roll 10
WEATHER STATION
S/NO ITEM NBTE
REQUIREMENT
NUMBER
AVAILABLE
ADDITIONAL
REQUIREMENT
1 Stevenson screen 1
2 Sun-shine guage 1
3 Cup-Anemometer 1
4 Hygro-thermograph 1
5 Maximum and minimum thermometers 3
6 Grass thermometer 1
7 Evaporation guage 2
8 Digital thermometers 2
9 Soil thermometers 5
10 Rain guage 2
11 Barometers 2
12 Wind vane 1
13 Measuring Cylinder 2
14 Wet and dry hydrometers 2