Lesson Notes By Weeks and Term v4 - SHS 1

Lesson Video

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Performance objectives

• Identify at least three common skills required in engineering.
• Explain the importance of these skills in Ghanaian society.
• Create a concept map linking disciplines to common skills.
• Analyze how engineering skills can address local challenges in Ghana.

Lesson summary

This lesson introduces the fundamental skills that form the backbone of all engineering disciplines. We will explore how, whether an engineer is designing a new app in Accra, building a bridge in the Ashanti Region, or developing a new food processing technique in the Northern Region, a common set of abilities is required for success. Understanding these skills helps us appreciate the engineering profession and provides a roadmap for any student aspiring to become an engineer. It connects directly to our lives by showing us the "how" behind the innovations we see and use daily.

Lesson notes

Introduction: Imagine building a house. You need different tools: a hammer, a saw, a measuring tape, a spirit level. Each tool has a specific purpose, but you need the skill to use them all together to build the house properly. Similarly, an engineer has a "toolkit" of skills. Some are very specific to their field (like a chemical engineer knowing about reaction kinetics), but many are common to ALL engineers. These common skills are what make them effective problem-solvers.

We can group these essential skills into three main categories:

A. Technical Skills (The "What You Know") These are the specific knowledge-based skills, often learned in school and through practice. They are the foundation of engineering work. Mathematical and Scientific Proficiency: Engineering is applied science and mathematics. Engineers must be excellent at calculus, physics, chemistry, and statistics to analyse, design, and build solutions. Ghanaian Context: An electrical engineer calculating the load requirements for a new community electrification project near Ho needs strong physics and math skills to ensure the system doesn't overload. Computer Literacy & Programming: Modern engineering is impossible without computers. This includes using software for design (like AutoCAD for civil engineers), simulation (to test a design virtually), and data analysis. Some engineers (like computer and software engineers) also need to know programming languages like Python or C++. Technical Drawing and Design (CAD): The ability to create and read detailed technical drawings (blueprints) is fundamental. This is the language engineers use to communicate their designs to technicians and construction workers.

B. Analytical and Problem-Solving Skills (The "How You Think") This is the core of what it means to be an engineer. It's about how they approach challenges. Critical Thinking: The ability to analyse information objectively, identify the key parts of a problem, and evaluate different possible solutions without bias. Ghanaian Context: When faced with persistent flooding in parts of Accra, a civil engineer uses critical thinking to determine if the best solution is larger drains, better waste management to prevent blockages, or a completely new water diversion system. They must weigh the cost, effectiveness, and social impact of each option. Problem-Solving: A systematic approach to finding solutions. This involves: Defining the problem clearly. Gathering information and data. Brainstorming potential solutions. Analysing and selecting the best solution. Implementing and testing the solution. Creativity and Innovation: Engineering is not just about applying formulas. It’s about coming up with new, better, and more efficient ways to do things. It is about thinking "outside the box." Ghanaian Context: The invention of the Veronica Bucket is a perfect example of creative problem-solving – a simple, innovative engineering solution to a major public health challenge.

Evaluation guide

• Outline the common skill set required by the respective engineering disciplines.
• Managing Talk for Learning: In a moderated discussion, learners share their understanding of the
• common skillset required by the respective disciplines. Organise or summarise their thoughts using
• webbing or concept maps.