Scientific Drawing Curriculum (elective) / A’ Level
REPUBLIC OF RWANDA
P.O Box 3817 Kigali
www.reb.rw
MINISTRY OF EDUCATION
SCIENTIFIC DRAWING CURRICULUM FOR
PCM, MPG, MPC, MCE COMBINATION (elective)
ADVANCED LEVEL
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Scientific Drawing Curriculum (elective) / A’ Level
Kigali, January 2014Published by:
Rwanda Education Board (REB), Curriculum and Pedagogical Material Department (CPMD)
© Rwanda Education Board
All rights reserved
No part of this curriculum may be reproduced without the prior permission of Rwanda Education
Board (REB)
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Scientific Drawing Curriculum (elective) / A’ Level
FOREWORD
In the line with Rwandan Education system reform, where combinations system has been introduced
in schools in 2009, the leaver’s profiles for secondary education have been revised. At this time after
the curriculum of Mathematics as core subject have been revised, the Curriculum and Pedagogical
Material Department (CPMD) of Rwanda Education Board (REB) is at the stage of designing of the
elective and non examinable curricula in accordance with the revised leaver’s profile, to the
pedagogical approach progress and to the social and political context of our country.
In this regard, the Scientific Drawing Curriculum has been developed to be used in upper secondary
Education as elective and non examinable subject for the following combinations: MathematicsPhysics – Computer Science (MPC); Mathematics- Physics-Geography (MPG); Physics- Chemistry –
Mathematics (PCM) and Mathematics- Computer science – Economics (MCE).
As the previous scientific drawing curriculum was elaborated and published in 1999, there was a great
need to revise it in order to meet the changes that took place during the above mentioned reform.
The teaching part of Scientific drawing Curriculum is presented in three parts in connection with the
three grades of Advanced Level of secondary Education that is Senior four, Senior five and Senior six
(S4, S5, S6), while the content for the previous curriculum was prepared to be taught in two grades
that is senior five (S5) and senior six (S6) .
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Scientific Drawing Curriculum (elective) / A’ Level
Starting from the 2014 academic year this curriculum will replace the curriculum which had been
proposed in 2009 by the instructions No 426/12.00/2009 of the Minister of State in charge of Primary
and Secondary Education, dated 02/03/2009.
Dr John RUTAYISIRE
Director General of REB (Rwanda Education Board)
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Scientific Drawing Curriculum (elective) / A’ Level
LIST OF PARTICIPANTS IN ELABORATION OF THIS CURRICULUM
The following were involved in the development of this curriculum:
Coordinator:
Dr. Joyce MUSABE, Deputy Director General of CPMD (Curriculum and Pedagogical Material
Department),
Supervisor:
RUTAKAMIZE Joseph, Director of Science and Art Unit
Curriculum Specialists:
1.
2.
3.
KAYINAMURA Aloys : Mathematics Specialist/ CPMD/REB, team leader
NYIRANDAGIJIMANA Anathalie: Specialist in charge of Pedagogic Norms/ CPMD/REB;
HATEGEKIMANA Gratien: Technical Curriculum Developer, WDA
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Scientific Drawing Curriculum (elective) / A’ Level
Teachers:
1. NIYIKORA Sylvère: Collège Adventiste de Gitwe; Teacher
2. NDARA Lula : Ecole Secondaire Kanombe / EFOTEC; Teacher
3. ABEDI Mussa: Ecole des Sciences Louis de Montfort de Nyanza ; Teacher
Textbook Approval Committee (TAC)
1.
2.
3.
4.
5.
6.
7.
Dr MUSABE Joyce, Member and Chairperson
NHIMIYIMANA Alexis, Member and Secretary
Mr. RWAMBONERA Francois, Member
Mr. NTAGANZWA Damian, Member
Mr. GASANA Janvier, Member
Mr. HAVUGWECONSILE Stanislas, Non permanent member
Mr. KAYINAMURA Aloys, CPMD, Non permanent member
Desktop Publisher
NTAMBARA Jean, CPMD
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Scientific Drawing Curriculum (elective) / A’ Level
Table of contents
FOREWORD.....................................................................................................................................................................III
LIST OF PARTICIPANTS IN ELABORATION OF THIS CURRICULUM......................................................................................V
1. INTRODUCTION............................................................................................................................................................1
2. GENERAL ORIENTATION ...............................................................................................................................................3
3. GENERAL OBJECTIVES...................................................................................................................................................4
4. METHODOLOGICAL APPROACHES ................................................................................................................................5
5. EVALUATION APPROACH .............................................................................................................................................6
6. IMPORTANT FACTORS..................................................................................................................................................7
7. CURRICULUM DEVELOPMENT ......................................................................................................................................9
7.1. PROGRAM FOR SENIOR 4 ..............................................................................................................................................9
7.2.PROGRAM FOR SENIOR 5.............................................................................................................................................17
7.3.PROGRAM FOR SENIOR 6.............................................................................................................................................22
8.BIBLIOGRAPHY............................................................................................................................................................ 31
9. APPENDICES ............................................................................................................................................................... 32
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Scientific Drawing Curriculum (elective) / A’ Level
1. INTRODUCTION
Rwanda takes Education as a pillar of the development and intends to build economy based on the
knowledge of its citizens. Nowadays, education policy puts more emphasis on science and technology
as well as technical courses where scientific drawing is found.
Rwanda Education Board (REB), through Curriculum and Pedagogical Materials Department
(CPMD), found it wise to review the curriculum of Scientific Drawing in order to meet the appropriate
and enough knowledge, skills and attitude needed in Rwandan education system whereby the quality
of education is a must to the Rwandan society.
The course of Scientific Drawing is taught as elective and non examinable subject and it starts from
senior four (S4) to senior six (S6) in the following combinations: Mathematics- Physics – Computer
Science (MPC); Mathematics- Physics-Geography (MPG); Physics- Chemistry – Mathematics (PCM)
and Mathematics- Computer science – Economics (MCE).
This curriculum is presented in a three column table, where the first column contains learning
objectives / Specific objectives; the second column contains the content while the suggested teaching
and learning activities are in the third column. This curriculum presents some concrete activities /
examples to be done in order to help students to acquire the appropriate knowledge.
This Scientific Drawing curriculum shows the topics or chapters to be taught in each year as follow:
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Scientific Drawing Curriculum (elective) / A’ Level
Senior four (S4) deals with five chapters:
 Chapter 1: Introduction to scientific drawing
 Chapter 2: Elements of Geometry
 Chapter 3: Construction of Triangles
 Chapter 4: Circle
 Chapter 5: Regular Polygons
Senior five (S5) deals with two chapters:
 Chapter 1: Elements of Geometry
 Chapter 2: Descriptive Geometry
Senior six (S6) deals with five chapters:
 Chapter 1: Study of Bisectors of projected planes
 Chapter 2: The Polyhedra
 Chapter 3: Lowering on the plane of projection
 Chapter 4: Raising on the plane of projection
 Chapter 5: Rotation method
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Scientific Drawing Curriculum (elective) / A’ Level
2. GENERAL ORIENTATION
Scientific drawing is a subject which facilitates a student doing Science combinatios to easily follow
the studies in higher Education, especially in engineering field.
Scientific drawing as a part of Mathematics closely linked to the Geometry, the Scientific drawing
teacher should familiarize the learner to the practice of interpreting and representing observed
2-dimansional and 3-dimansional geometric figures.
While teaching, the teacher should start with simple drawings and gradually move to the more difficult
ones and make sure that the following skills are developed through teaching and learning activities:
1.
2.
3.
4.
5.
Skills
Communication skills
Precision and logical
thinking skills
ICT skills
Critical and interpretation
skills
Individual skills
Main learning activities
Discuss in group, oral and writing presentation of
findings
Relating the solution of problem to the real life.
Thinking critically about an observation
Using computers and projectors in presenting
individual or group activities
Interpreting curves and figures
Organize individual activities (exercises,
homeworks, tests …) in a given time.
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Scientific Drawing Curriculum (elective) / A’ Level
6.
7.
Group learning skills and
practical skills
Social skills
8.
Time management skills
9.
Motivation and self
confidence skills
Following instructions in solving problems in
group works
Working in groups
Leading group discussion and respect the
arguments of others
Doing her/his own planning
Following and respecting the timetable and
scheduled activities
Relating the acquired knowledge to her/his future.
3. GENERAL OBJECTIVES
After the completion of advanced level secondary education, learner should be able to:
1. Sharpen her/his ability to analyze and conceive a given situation through observation;
2. Acquire manual and accurate graphical skills and aptitudes through drawing and construction
of geometrical figures;
3. Enhance higher cognitive reasoning process in the study of engineering work and other
related fields;
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Scientific Drawing Curriculum (elective) / A’ Level
4. Describe object graphically in one dimension, two dimensions and solve spatial problems on
such drawings;
5. Improve problem solving related to the use of sketches and drawings and
6. Strengthen her/his constructive imagination.
4. METHODOLOGICAL APPROACHES
The teaching of Scientific Drawing requires the use of appropriate teaching resources in order to help
students to produce desired results. However, this will be achieved by combined efforts of both
teacher and learner.
The teacher should motivate students highly so that they can build self confidence and have high order
thinking which will enable them to acquire appropriate skills, knowledge and attitude.
The teacher should remind students to possess geometrical instruments needed like rulers, pair of
compasses, pencils, rubber, protractors, set squares. All drawings and constructions must be done with
pencils. She / he will remind the learners to draw often on the working drawing.
In teaching and learning process of Scientific Drawing, different methods and styles of learning must
be taken into consideration especially learner-centered approach/ method, individual learning, group
discussion and other methods/ approaches chosen due to the environment or availability of resources.
The prerequisite of geometrical elements and projection method is needed so that the learners can
master Scientific Drawing.
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Scientific Drawing Curriculum (elective) / A’ Level
The teacher should provide various activities to be done either in group or individually and if
necessary, she / he can provide the procedures before starting some activities. Always, Bloom’s
taxonomy must be respected. Through individual learning, the learner is totally involved in such way
that the approach can enhance her/his own concentration, attention, imagination, reasoning towards
the competence acquisition. Learning in groups should be emphasized to help learners to develop
social skills, encourage cooperation and build self confidence.
The follow up of how activities have been done is compulsory so that if any case of misconception
occurs, it should be solved/ removed early.
5. EVALUATION APPROACH
Evaluation or assessment must be planned and carried out as a part of classroom activities, because it
enables teacher to check whether specific or general objectives have been achieved. They may be done
in form of assignments, oral questioning and answering, observations or interviews. Based on the
feedback, teacher must rectify learners’ misconception or learners’ misunderstanding, and then take
effective measures to improve teaching and learning process.
Teacher should organize tests to verify whether students have acquired the basic skills, attitude as they
are suggested in the curriculum.
Teacher should give homeworks, classroom activities to be done in small groups. She/he should set
standards of passing the test.
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Scientific Drawing Curriculum (elective) / A’ Level
At the end of the term of academic year, she/he should set written examinations to verify the
achievement of objectives which have been set.
6. IMPORTANT FACTORS
The teaching of Scientific drawing may prove some difficulties for teachers who did not study it as
subject during school days. Even for those who may studied it, they have not been teaching it. It is
there imperative to hold seminars and refresher courses for these teachers if they have to be competent
enough to teach the subject.
This subject requires a lot of attention and careful preparation. In descriptive geometry, the given
measurements must be strictly adhered too. The teacher should make sure that the construction
material needed by the student is available and that the students know how to use it.
Bearing in mind the difficulties encountered by teacher of Scientific Drawing, it is recommended that
teachers have regular meetings and consultations with their colleagues of the same school or
neighboring schools. In addition, the have to use ICT to share experiences and good practices.
Teachers of Scientific Drawing should make sure that the material taught and the examples given are
drawn from every day life such that the learner sees clearly the application of Technical Drawing
involving problems dictated by nature.
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Scientific Drawing Curriculum (elective) / A’ Level
Nowadays using ICT a teacher of Scientific Drawing and students should share experiences and good
practices with their colleagues in the country and around the world. IT should be also used as a
pedagogical tool to facilitate teaching and learning of Scientific Drawing.
The teacher should try to motivate the learner to like Scientific Drawing. This may be through
showing him/her the usefulness of the subject its applicability in other disciplines.
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Scientific Drawing Curriculum (elective) / A’ Level
7. CURRICULUM DEVELOPMENT
7.1. PROGRAM FOR SENIOR 4
GENERAL OBJECTIVES BY THE END OF SENIOR 4
After completion of Scientific Drawing intended for Senior 4, the learner should be able to:
 Identify and draw the elements of Geometry (points, lines and planes) ;
 Construct Triangles and identify all elements of Triangles ;
 Recognize the relative positions of circles and lines ;
 Construct regular polygons;
 Apply the acquired knowledge in real life.
CHAPTER 1: INTRODUCTION TO SCIENTIFIC DRAWING (10 PERIODS)
General objective :
At the end of this chapter, the learner should be able to:


Use properly and effectively the materials required and
Apply the rules governing scientific drawing.
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Scientific Drawing Curriculum (elective) / A’ Level
Learning objectives
Content
At the end of this topic,
learner should be able
to:
 Define different
terms used in
Scientific Drawing
and apply them in
daily life
1.1.











Definitions of the key
words used in Scientific
drawing:
Point
Line
Plane
Dimension
Tolerance
Sketch
Material
Polygon
Regular polygon
Polyhedra
Orthogonal projection
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Suggested teachinglearning activities
 Discuss in groups some
geometrical elements
 Give some applications
in daily life
(for example in
carpentry, industry, civil
engineering)
Scientific Drawing Curriculum (elective) / A’ Level
 Identify and describe
different instruments
/materials used in
Scientific Drawing
1.2.
-
 Use different
materials of
Scientific Drawing
1.3.
 Give individual or group
activities of constructing
figures such as circles,
triangles, squares, …
involving the use of
drawing materials
 Plot different points of
various coordinates on
the working drawing in
small groups or
individually.
Instruments/Materials
used in Scientific Drawing:
Set squares, Protractors,
compass, rulers, pencils etc.
Rules and The Working
Drawing, scale and dimension
11
In group to describe
different drawing
instruments used in
scientific drawing.
Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 2: ELEMENTS OF GEOMETRY (10 PERIODS)
General objective :
At the end of this chapter, the learner should be able to identify and represent various relative
positions : point and line or plane, two lines, lines and planes, two planes
Learning objectives
Content
At the end of this topic,
learner should be able to:
2.1.
2.2.
Points
Lines & Segments
 Identify and construct
points, lines and planes
2.3.
Planes
 Identify different
positions of points,
lines and planes
2.4.
Relative positions of
Points, lines and Planes
 Interpret relative
positions of points,
lines and planes
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Suggested teaching-learning
activities
 Give the procedure leading to
the construction of different
relative positions between point
and line or plane, two lines,
lines and planes, two planes
 Construct different relative
positions:
 Point and line
 Line and line
 Plane and plane
 While constructing, distinguish
line from segment and half line.
Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 3: CONSTRUCTION OF TRIANGLES (14 PERIODS)
General objective :
At the end of this chapter, the learner should be able to construct different types of triangles.
Learning objectives
Content
Suggested teaching-learning
At the end of this topic,
3.1.
Types and Bisectors of  Do various exercises on
the learner will be able to:
angles: Right angle, acute
drawing different angles
angle, Obtuse angle,
 Demonstrate the procedure to
 Draw different types
Straight angle, complete
follow in order to construct
of angles
angle, reflex angle
bisector of an angle with help of
pair of compasses
 Do various exercises on
bisector of angles
 Construct angles with different
measures (amplitudes).
Emphasis will be made on
particular angles: 90o, 45o, 60o,
75o, 30o, 15o without the use of
protractor
 Construct different
3.2.
Types of Triangles:
 Through demostrations,
types of triangles.
 Equilateral
construct different different
 Isosceles
types of triangles by
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Scientific Drawing Curriculum (elective) / A’ Level


 Bisect angle and
triangle
Right angled
Scalene
considering their sides and
angles.
3.3.
Medians and Bisectors
of Triangles
14
 Construct mediators leading to
the medians of triangles
Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 4: CIRCLE (12 PERIODS)
General objective :
At the end of this chapter, the learner should be able to distinguish relative positions of circles and
lines.
Learning objectives
Content
Suggested teachinglearning activities
At the end of this topic, the
4.1.
Elements of a Circle and
 Draw circle and
learner should be able to:
their definitions (Diameter,
represent all its
 Represent and differentiate
Radius, Segment, Chord,
elements and parts;
elements of a circle
Quadrant, Sector, Arc,
Tangent)
 Interpret relative positions of
lines and circles, two circles
or more.
4.2.
Relative positions:
4.2.1. Circles and lines
4.2.2. Circles and Circles
15
 Discuss and represent
various relative
positions:
 Circle and line,
 Circle and circle.
 Give activities
involving the above
relative positions
Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 5: REGULAR POLYGONS (14 PERIODS)
General objective :
At the end of this chapter, the learner should be able to use different methods of constructing regular
polygons.
Learning objectives
At the end of this topic, the
learner should be able to:
Content
5.1.
Construction of
regular Polygons
according to the
given data:Pentagon,
Hexagon, Heptagon,
Octagon
5.2.
Inscribed regular
Polygon and
Circumscribed
regular Polygon in a
circle with given
side or angle.
16
 Construct any regular
polygon,
 Draw inscribed and
circumscribed regular
polygons in a circle.
Suggested teaching-learning
activities
 Give the procedures to
follow in constructing
regular polygons
 Demonstrate how to
inscribe or circumscribe
regular polygon in a circle
 Do various exercises related
to inscribing or
circumscribing regular
polygon in a circle
Scientific Drawing Curriculum (elective) / A’ Level
7.2.PROGRAM FOR SENIOR 5
GENERAL OBJECTIVES BY THE END OF SENIOR 5
After completion of Scientific Drawing intended for Senior 5, the learner should be able to:
 Construct correctly and accurately plane curves following a given method of construction ;
 Determine the projection of points, lines, planes and solids in the space Apply Monge’s
Projection Method in the construction of lines and planes in the space.
CHAPTER 1: ELEMENTS OF GEOMETRY (20 PERIODS)
General objectives : At the end of this chapter, the learner should be able to:
 Construct different curves
 Determine the projection of points, lines as well as planes in the space.
Learning objectives
Content
At the end of this topic, the
learner should be able to:
 Construct correctly
1.1. Construction of
curves: Parabola,
Hyperbola , Oval,
17
Suggested teaching-learning
activities
 Through demonstrations
construct different curves
following the given procedures
Scientific Drawing Curriculum (elective) / A’ Level
Ellipse, Helix,
 Do various exercises in small
groups on curves construction
 Differentiate solids from
other geometric figures
1.2. Concepts of Solids
 Distinguish frontal
projection from the
horizontal one
1.3. Projection planes:
frontal and horizontal
 In group to distinguish solids
from other geometric figures
 State examples of solids in the
real life
 In group to differentiate frontal
projection from the horizontal
projection.
different curves;
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Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 2 : DESCRIPTIVE GEOMETRY (40 PERIODS)
General objective :
At the end of this chapter, the learner should be able to apply the Monge’s Method on the Diagram
(Working Drawing) to solve any problem related to the orthogonal projections.
Learning objectives
Content
At the end of this topic,
the learner should be
able to:
 Determine a
projection of points,
lines and planes.
2.1.
 Distinguish different
intersections of a
Plane and line
on a diagram
(Working Drawing)
2.2.
Monge’s projection
methods:
 Projection of points
 Projection of lines
 Projection of planes
Intersection of a line and
a plane
19
Suggested teaching-learning
activities
 Demonstrate Monge’s
projection methods
 Exercises in groups or
individually
 Various problems in small
groups, involving projection
points, lines and planes
 Discuss the intersection of line
and plane:
 Any line and a horizontal
plane
 Any line and a vertical
plane
Scientific Drawing Curriculum (elective) / A’ Level
 Distinguish different
intersections of a
Plane and plane
on a diagram
(Working Drawing)
2.3.
 Construct correctly a
perpendicular line/
plane to a plane
2.4.
Intersection of two
planes
Perpendicular lines and
planes
 Perpendicula lines
 Perpendicula to a plane
 Perpendicula planes
20
 Any line and an edge plane
 Any line and a profile
plane
 Discuss the intersection of two
planes:
 Horizontal and vertical
planes
 Horizontal and edge planes
 Frontal and vertical planes
 Frontal and edge planes
 Frontal and profile planes
 Two vertical planes
 vertical and profile planes
Through examples facilitate
students to notice that:

A line which is perpendicular
to two lines on the plane
(where they intersect), it will
be perpendicular to the
plane.
Scientific Drawing Curriculum (elective) / A’ Level

 Analyze and solve
classical problems

2.5.
Classical problems
2.6.
Common perpendicular
lines
to two skew
lines
21
A plane is perpendicular to
another plane when it contains
a line perpendicular to the
other plane

 Using a box or a cube
(drawing) help students to
recognize that Skew lines lie
on separate planes which are
not parallel, and they do not
intersect
Scientific Drawing Curriculum (elective) / A’ Level
7.3.PROGRAM FOR SENIOR 6
GENERAL OBJECTIVES (S6)
After completion of Scientific Drawing intended for Senior 6, the learner should be able to:
 Recognize the projection properties of a point in the bisector plane;
 Construct a projection of a simple three dimension figure on two perpendicular planes ;
 Transform a projected figure in two dimensional space by rotation
 Transform a projected figure in two dimensional space by changing the plane of projection.
CHAPTER 1: STUDY OF BISECTORS OF PROJECTED PLANES (6 PERIODS)
General objective :
At the end of this chapter, the learner should be able to recognize the properties of projections of point
in the bisector plane
Learning objectives
At the end of this topic, the
learner should be able to:
 Define the dihedral
Content
1.1. Dihedral: the
first dihedral,
the second
22
Suggested teaching-learning activities
 Using papers, illustrate the four
dihedrals and represent the first and
the second bisector planes,
Scientific Drawing Curriculum (elective) / A’ Level
dihedral, the
third dihedral,
the fourth
dihedral.
 Define the bisector plane
1.2. Definitions of
first bisector
plane and the
second
bisector plane
 Distinguish the first bisector
plane from the second
bisector plane
1.3. Elements of :
 In groups or individually, solve
The first
different exercises involving
bisector plane;
characteristics of bisector planes
The second
bisector plane
23
 By illustration, show the
characteristics of projection of point
in the first and the second bisector
planes
Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 2: THE POLYHEDRA (14 PERIODS)
General objective :
At the end of this chapter, the learner should be able to determine and represent the section plane in
different ways showing correctly and accurately the visible and hidden edges.
Learning objectives
Content
At the end of this topic,
the learner should be able
to:
 Determine visible and
hidden edges of a
polyhedra
 Represent visible and
hidden edges of a
polyhedra
2.1.
 Generate different
sections by intersecting
the polyhedra and a
plane
2.2.
Determination of
visible and hidden
edges of an object
represented on a
diagram in two (2)
orthogonal projections
Section plane in a
Polyhedra
24
Suggested teaching-learning
activities
 Using different forms of
polyhedral, ask learners to show,
in groups or individually, the
visible edges and facilitate them
to discover that those which are
not visible are the hidden edges.
 With help of a knife or pair of
sissors, ask learners in small
groups, to cut carrots, oranges,
bananas, sticks in different
Scientific Drawing Curriculum (elective) / A’ Level
positions; ask them to tell the
forms of the section planes they
obtain after cutting
 Construct a section plane in a
polyhedra following given
procedures
 Do various exercises involving
section plane in a polyhedra in
groups or individually
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Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 3: LOWERING ON THE PROJECTION PLANE (12 PERIODS)
General objective :
At the end of this chapter, the learner should be able to :
 Solve problems involving lowering method
 Visualise the real dimension of the figure.
Learning objectives
At the end of this topic,
the learner should be
able to:
Content
3.1.
Lowering of a point,
line and a plane on:
3.1.1. a horizontal plane
3.1.2. a frontal plane
 Lowering on the
projection plane
26
Suggested teaching-learning
activities
 In small groups, ask learners to
fold a paper by the middle in a
right angle and show them what is
called a horizontal plane and a
frontal plane.
 In small groups, ask learners to
practice exercises by opening the
door up to the vertical hall,
opening books by turning one
paper to another one and tell them
different methods of lowering.
 Do various exercises of lowering
a point and a line following given
Scientific Drawing Curriculum (elective) / A’ Level
instructions in small groups or
individually.
 In small groups or individually,
do various exercises of lowering:
 2 distinct points (line)
 3 non collinear points
(plane)
CHAPTER 4: RAISING ON THE PROJECTION PLANE (8 PERIODS)
General objective :
At the end of this chapter, the learner should be able to :
 Solve problems involving raising method;
 Visualize the real dimension of the figure.
Learning objectives
At the end of this topic,
the learner should be
able to:
Content
4.1.
Raising of a point, line
and a plane on:
4.1.1. a horizontal plane
4.1.2. a frontal plane
 Raising on the
27
Suggested teaching-learning
activities
 Give concrete examples of
raising as inverse operation of
lowering
 Start by raising a point and line
 In a small group or
Scientific Drawing Curriculum (elective) / A’ Level
projection plane
individually, do various
exercises involving the raising
of
 2 distinct points (line)
 3 non collinear points
(plane)
28
Scientific Drawing Curriculum (elective) / A’ Level
CHAPTER 5: ROTATION METHOD (20 PERIODS)
General objective:
At the end of this chapter, the learner should be able to:
 Solve problems involving rotating method
 Visualize the real dimension of the figure.
Learning objectives
Content
At the end of this topic, the
learner should be able to:
 Apply Rotation method to
get the real dimension of a
figure
5.1. Rotation of points
5.2. Rotation of lines
5.3. Rotation of planes
5.4. Rotation of
Polyhedra
29
Suggested teaching-learning
activities
 In small groups, ask learners to
practice exercises by opening the
door halfway the vertical hall,
opening books by turning one
paper halfway the other one and
tell them different methods of
rotation.
 In small groups, ask learners to
state differences and similarities
between lowering/raising and
rotation:
Separate elements of rotation
(axis of rotation, orientation of
Scientific Drawing Curriculum (elective) / A’ Level
rotation and angle of rotation)
from those of lowering: turning
line, direction (shown by an
arrow).
 In small groups, ask learners to
do various exercises involving
rotation of:
 A point
 A line
 A plane
 A polyhedra around a
given axis
30
Scientific Drawing Curriculum (elective) / A’ Level
8.BIBLIOGRAPHY
1. M. MAKIADI NZUMBA (1992), Centre de Recherches Pédagogiques, B.P. 1800 Kinshasa,
1992.
2. B.J. OKELO AMBOK (2007), Technical Drawing for Schools and Colleges English Press,
P.O. Box 30127 Nairobi, Kenya.
3. H. DE SLOOVERE (1973), Cours de Géometrie Descriptive (Méthode de Monge), A. De
Boeck – Bruxelles.
4. ISANGA ERIC (2007), Technical Drawing (Plane and Solid Geometry), First Edition.
5. CHRISTOPHER CLAPHAM AND JAMES NICHOLSON (2009), Concise Dictionary of
Mathematics Oxford, 4th Edition.
6. VERSCHRAEGEN R., Dessin scientifique I: Ed. j. Van In S.A - Lierre
31
Scientific Drawing Curriculum (elective) / A’ Level
10. APPENDICES
9.1. WEEKLY TIME ALLOCATION FOR SCIENCE SECTION ‘A’ LEVEL
A. Mathematics –Physics - Computer Science combination (MPC)
Number of Periods (1 period = 50
min.)
Subject
S4
S5
S6
Core subjects (all compulsory and examinable)
Mathematics
7
7
7
Physics
7
7
7
Computer science
7
7
7
Entrepreneurship
5
5
5
General Paper
2
2
2
SUB-TOTAL
28
28
28
Non Examinable Subjects
(Schools may choose any three non examinable subjects below but French and ELCS are
Compulsory)
Technical drawing
2
2
2
Chemistry
2
2
2
Kinyarwanda
2
2
2
32
Scientific Drawing Curriculum (elective) / A’ Level
French
English Language Communication Skills (ELCS)
Co-curricular activities:
Sport, culture activities, Clubs, religious studies, research in
library…
TOTAL
2
2
2
2
2
2
2
2
2
36
36
36
B. Mathematics-Physics-Geography combination (MPG)
Number of Periods (1 period = 50 min.)
Subjects
S4
S5
S6
Core subjects (all compulsory and examinable)
Mathematics
7
7
7
Physics
7
7
7
Geography
7
7
7
Entrepreneurship
5
5
5
General Paper
2
2
2
SUB-TOTAL
28
28
28
Non Examinable Subjects
(Schools may choose any three non examinable subjects below but ELCS and French are
Compulsory)
Technical drawing
2
2
2
33
Scientific Drawing Curriculum (elective) / A’ Level
Accounting
Kinyarwanda
French
English Language Communication Skills (ELCS)
Fine arts
Computer science
Co-curricular activities
Sport, culture activities, Clubs, religious studies,
study, research in library…
TOTAL
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
36
2
36
2
36
C. Physics-Chemistry -Mathematics combination (PCM)
Number of Periods (1 period = 50 min.)
Subjects
S4
S5
S6
Core subjects (all compulsory and examinable)
Physics
7
7
7
Chemistry
7
7
7
Mathematics
7
7
7
Entrepreneurship
5
5
5
General Paper
2
2
2
SUB-TOTAL
28
28
28
34
Scientific Drawing Curriculum (elective) / A’ Level
Non Examinable Subjects
(Schools may three non examinable subjects below but French and ELCS are Compulsory)
Technical drawing
2
2
2
Biology
2
2
2
Computer science
2
2
2
Kinyarwanda
2
2
2
French
2
2
2
English Language Communication Skills (ELCS)
2
2
2
Co-curricular activities
Sport, culture activities, Clubs, religious studies,
study, research in library…
2
2
2
TOTAL
36
36
36
D. Computer Mathematics -Science-Economics combination (MCE)
Number of Periods (1 period = 50 min.)
Subject
S4
S5
S6
Core subjects (all compulsory and examinable)
Computer science
7
7
7
Economics
7
7
7
Mathematics
7
7
7
Entrepreneurship
5
5
5
35
Scientific Drawing Curriculum (elective) / A’ Level
General Paper
SUB-TOTAL
Non Examinable Subjects
(Schools may choose any three non examinable
Compulsory)
Technical drawing
Accounting
Kinyarwanda
French
English Language Communication Skills (ELCS)
Co-curricular activities
Sport, culture activities, Clubs, religious studies,
study, research in library…
TOTAL
36
2
28
2
28
2
28
subjects below but ELCS and French
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
36
2
36
2
36
are
Scientific Drawing Curriculum (elective) / A’ Level
9.2. ADVANCED LEVEL/ SCIENCE COMBINATIONS LEAVER’S PROFILE
A. Mathematics - Physics - Computer Science- (MPC)
Upon completion of advanced level secondary education in Mathematics- Physics – Computer Science
(MPC), the student should have acquired basic knowledge, skills and attitudes which will enable
him/her to:
 Apply experimental, prospective and axiomatic processes;
 Analyse, explain facts and practical applications of phenomena relating to daily life;
 Have appropriate attitude in usual scientific and professional situations, by improving
knowledge, being realistic and self motivated;
 Apply ordinary skills, mathematical techniques and operational methods in the resolution of
problems related other subjects;
 Collect, interpret statistic data and present the results;
 Prove the principle algorithms in analysis that provides solutions related to studied subjects;
 Use computer to install, maintain and control data base (data base using SQL server or others);
 Carry out computer maintenance;
 Install simple networks;
 Use appropriately programming languages (eg. C, C++, visual basic,...) in analysis that
provides solutions to Physics and Mathematics subjects;
37
Scientific Drawing Curriculum (elective) / A’ Level
 Have access to higher studies in higher institutions of learning and universities mainly in the
following faculties:
 Sciences
 Engineering
B. Mathematics-Physics-Geography (MPG)
Upon completion of advanced level secondary education in Mathematics- Physics – Geography
(MPG), the student should have acquired basic knowledge, skills and attitudes which will enable
him/her to:
 Apply experimental, prospective and axiomatic processes;
 Analyse, explain facts and practical applications of phenomena relating to daily life;
 Posses appropriate attitude in usual scientific and professional situations, by improving
knowledge, being realistic and self motivated;
 Apply ordinary skills, mathematical techniques and operational methods in the resolution of
problems related other subjects;
 Collect, interpret statistic data and present the results;
 Analyse and react towards issues sensitive to the world which have negative impact on
people’s lives: environmental degradation, population growth, etc. and contribute towards
solving them;
 Understand the value, maintenance and exploitation of environment;
 Participate in research aiming at analysing geography related issues;
38
Scientific Drawing Curriculum (elective) / A’ Level
 Have access to higher studies in Higher Learning Institutions and Universities mainly in the
following faculties:
 Sciences
 Engineering
 Agricultural engineering, environmental science
 Rural development
 Geology
 Aeronautics
C.
Physics– Chemistry – Mathematics (PCM)
Upon completion of advanced level secondary education in Physics– Chemistry – Mathematics
(PCM), the student should have acquired basic knowledge, skills and attitudes which will enable
him/her to:
 Apply experimental, prospective and axiomatic processes;
 Analyse, explain facts and practical applications of phenomena relating to daily life;
 Posses appropriate attitude in usual scientific and professional situations, by improving
knowledge, being realistic and self motivated;
 Apply ordinary skills, mathematical techniques and operational methods in the resolution of
problems related other subjects;
 Collect, interpret statistic data and present the results;
39
Scientific Drawing Curriculum (elective) / A’ Level
 Have access to higher studies in higher institutions of learning and universities mainly in the
following faculties:
 Sciences
 Engineering
 Agricultural engineering, environmental science
 Rural development
D. Mathematics - Computer Science- Economics (MCE)
Upon completion of advanced level secondary education in Mathematics - Computer Science –
Economics (MCE), the student should have acquired basic knowledge, skills and attitudes which will
enable him/her to:
 Posse appropriate attitude in usual scientific and professional situations, by improving
knowledge, being realistic and self motivated;
 Apply ordinary skills, mathematical techniques and operational methods in the resolution of
problems related to other subjects;
 Collect, interpret statistic data and present the results;
 Prove the principle algorithms in analysis that provides solutions related to studied subjects;
 Use computer to install, maintain and control data base (data base using SQL server or others);
 Carry out computer maintenance;
 Install simple networks;
40
Scientific Drawing Curriculum (elective) / A’ Level
 Use appropriately programming languages (eg. C, C++, visual basic….) in analysis that
provides solutions to economics and mathematics subjects; Analyse and explain economic
issues facing the world in general and Rwanda in particular and contribute to solving them;
 Participate in research aiming at analysing issues related to Rwanda and world’s economic
changes;
 Have access to higher studies in Higher Learning Institutions and Universities mainly in the
following faculties:
 Engineering
 Sciences
 Social sciences
41