Grade 8 & 9 MECHANICAL TECHNOLOGY - BusinessTech
Curriculum and Assessment Policy StatementGrade 8 & 9MECHANICAL TECHNOLOGY:1
CONTENTSECTION 1:1.1Background1.2Overview1.3General aims of the South African Curriculum1.4Time allocation1.4.1 Foundation Phase1.4.2 Intermediate Phase1.4.3 Senior Phase1.4 .4 Grades 10-12SECTION 2: INTRODUCTION TO MECHANICAL TECHNOLOGY2.1What is Mechanical Technology?2.2Specific Aims2.3Requirements for Mechanical Technology as a subject2.3.1 Subject offering for Mechanical Technology2.3.2 Resources:2.3.2.1 Human Resources2.3.2.2 Physical Resources2.3.2.2 Infrastructure2.3.2.3 Sustainable Support2.4 Career OpportunitiesSECTION 3:3.1Content Outline for Mechanical Technology3.1.1 Mechanical Technology Grade 83.1.2 Mechanical Technology Grade 9
SECTION 4: ASSESSMENT IN MECHANICAL TECHNOLOGY4.1 Introduction4.2 Assessment Principles4.3Managing Assessment4.4Moderation of Assessment4.5General
SECTION 1:1.1 BACKGROUNDThe National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum andassessment in the schooling sector.To improve implementation, the National Curriculum Statement was amended, with the amendmentscoming into effect in January 2012. A single comprehensive Curriculum and Assessment Policydocument was developed for each subject to replace Subject statements, Learning ProgrammeGuidelines and Subject Assessment Guidelines in Grades R-12.1.2 OVERVIEW(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statementfor learning and teaching in South African schools and comprises the following:(i)Curriculum and Assessment Policy Statements for each approved school subject;(ii)The policy document, National policy pertaining to the programme and promotionrequirements of the National Curriculum Statement Grades R-12; and(iii)The policy document, National Protocol for Assessment Grades R-12 (January 2012).(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two currentnational curricula statements, namely the(i)Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of31 May 2002, and(ii)National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6October 2003 and No. 27594 of 17 May 2005.(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise thefollowing policy documents which will be incrementally repealed by the National CurriculumStatement Grades R-12 (January 2012) during the period 2012-2014:(i)The Learning Area/Subject Statements, Learning Programme Guidelines and SubjectAssessment Guidelines for Grades R-9 and Grades 10-12;(ii)The policy document, National Policy on assessment and qualifications for schools in theGeneral Education and Training Band, promulgated in Government Notice No. 124 inGovernment Gazette No. 29626 of 12 February 2007;
(iii)The policy document, the National Senior Certificate: A qualification at Level 4 on theNational Qualifications Framework (NQF), promulgated in Government GazetteNo.27819 of 20 July 2005;(iv)The policy document, An addendum to the policy document, the National SeniorCertificate: A qualification at Level 4 on the National Qualifications Framework (NQF),regarding learners with special needs, published in Government Gazette, No.29466 of11 December 2006, is incorporated in the policy document, National policy pertaining tothe programme and promotion requirements of the National Curriculum StatementGrades R-12; and(v)The policy document, An addendum to the policy document, the National SeniorCertificate: A qualification at Level 4 on the National Qualifications Framework (NQF),regarding the National Protocol for Assessment (Grades R-12), promulgated inGovernment Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.(d) The policy document, National policy pertaining to the programme and promotion requirementsof the National Curriculum Statement Grades R-12, and the sections on the Curriculum andAssessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the normsand standards of the National Curriculum Statement Grades R-12. It will therefore, in terms ofsection 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for theMinister of Basic Education to determine minimum outcomes and standards, as well as theprocesses and procedures for the assessment of learner achievement to be applicable to publicand independent schools.1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills andvalues worth learning in South African schools. This curriculum aims to ensure that childrenacquire and apply knowledge and skills in ways that are meaningful to their own lives. In thisregard, the curriculum promotes knowledge in local contexts, while being sensitive to globalimperatives.(b) The National Curriculum Statement Grades R-12 serves the purposes of: equipping learners, irrespective of their socio-economic background, race, gender, physicalability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment,and meaningful participation in society as citizens of a free country;providing access to higher education;facilitating the transition of learners from education institutions to the workplace; andproviding employers with a sufficient profile of a learner’s competences.(c) The National Curriculum Statement Grades R-12 is based on the following principles: Social transformation: ensuring that the educational imbalances of the past are redressed,and that equal educational opportunities are provided for all sections of the population;
Active and critical learning: encouraging an active and critical approach to learning, ratherthan rote and uncritical learning of given truths;High knowledge and high skills: the minimum standards of knowledge and skills to beachieved at each grade are specified and set high, achievable standards in all subjects;Progression: content and context of each grade shows progression from simple to complex;Human rights, inclusivity, environmental and social justice: infusing the principles andpractices of social and environmental justice and human rights as defined in the Constitution of theRepublic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues ofdiversity such as poverty, inequality, race, gender, language, age, disability and other factors; Valuing indigenous knowledge systems: acknowledging the rich history and heritage of thiscountry as important contributors to nurturing the values contained in the Constitution; and Credibility, quality and efficiency: providing an education that is comparable in quality,breadth and depth to those of other countries.(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: identify and solve problems and make decisions using critical and creative thinking; work effectively as individuals and with others as members of a team; organise and manage themselves and their activities responsibly and effectively; collect, analyse, organise and critically evaluate information; communicate effectively using visual, symbolic and/or language skills in various modes; use science and technology effectively and critically showing responsibility towards theenvironment and the health of others; and demonstrate an understanding of the world as a set of related systems by recognising thatproblem solving contexts do not exist in isolation.(e) Inclusivity should become a central part of the organisation, planning and teaching at eachschool. This can only happen if all teachers have a sound understanding of how to recogniseand address barriers to learning, and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all therelevant support structures within the school community, including teachers, District-BasedSupport Teams, Institutional-Level Support Teams, parents and Special Schools as ResourceCentres. To address barriers in the classroom, teachers should use various curriculumdifferentiation strategies such as those included in the Department of Basic Education’sGuidelines for Inclusive Teaching and Learning (2010).1.4 TIME ALLOCATION1.4.1Foundation Phase(a) The instructional time in the Foundation Phase is as follows:SUBJECTHome LanguageFirst Additional LanguageMathematicsLife Skills Beginning KnowledgeCreative ArtsPhysical EducationPersonal and Social Well-beingTOTALGRADE RGRDES 1-2GRADE )(2)(2)(2)(2)(2)(2)(1)23(1)23(1)25(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hoursand a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hoursand a maximum of 4 hours for First Additional Language.(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicatedby the hours in brackets for Grade 31.4.2Intermediate Phase(a) The instructional time in the Intermediate Phase is as follows:
SUBJECTHome LanguageFirst Additional LanguageMathematicsNatural Sciences and TechnologySocial SciencesLife Skills Creative ArtsPhysical EducationPersonal and Social Senior Phase(a) The instructional time in the Senior Phase is as follows:SUBJECTHome LanguageFirst Additional LanguageMathematicsNatural SciencesSocial SciencesTechnologyEconomic Management SciencesLife OrientationCreative ArtsA maximum of two subjects can be selectedfrom the list of thirteen Elective Occupationalsubjects to replace any two of the following:Technology, Creative Arts and/or EconomicandManagementSciences.Theinstructional time for these subjects is 2hours each.TOTALHOURS544,533222227,5Elective Occupational Subjects (Not more than 2)1. Agricultural Studies2. Art and Design3. Digital Technology4. Early Childhood DevelopmentTime Allocation per week: 2hours each
5. Mechanical Technology6. Mechanical Technology7. Civil Technology8. Hairdressing, Nail and Beauty Technology9. Ancillary Health Care Studies10. Services: Maintenance and Upholstery11. Consumer Studies12. Hospitality Studies13. Wholesale and Retail StudiesGrades 10-12(a) The instructional time in Grades 10-12 is as follows:SUBJECTTime allocation(hours)Home Language4,5First Additional Language4,5Mathematics4,5Life Orientation2A minimum of any three subjects selected from Group 12 (3x4h)BperweekAnnexure B, Tables B1-B8 of the policy document,National policy pertaining to the programme andpromotion requirements of the National CurriculumStatement Grades R-12, subject to the provisosstipulated in paragraph 28 of the said policy document.27,5The allocated time per week may be utilised only for the minimum required NCS subjects asspecified above, and may not be used for any additional subjects added to the list of minimumsubjects. Should a learner wish to offer additional subjects, additional time must be allocated forthe offering of these subjects.
SECTION 2:INTRODUCTION TO MECHANICAL TECHNOLOGY2.1What is Mechanical Technology?Mechanical Technology focuses on concepts and principles in the Mechanical (motor, mining,shipping, rail, power-generation etc.) environment and on technological processes. It embracespractical skills and the application of scientific principles. This subject aims to create and improve theengineering and manufacturing environment to enhance the quality of life of both the individual andsociety alike, and ensure the sustainable use of the natural environment and resources.It consists of the following subjects; Manufacturing (Fitting & Machining) Motor Mechanics,Welding and Body Works.Embedded in this subject are the following disciplines:Motor Mechanics: encompassing petrol and diesel driven vehicles, motor cycles, lawnmowers andtractor mechanics;Manufacturing: includes turning, milling, cutting, shaping, fitting of keys, couplings, bushes, shaftsand bearings;Welding: includes welding (gas, electric, MIG/MAGS), developments, working with sheet metal andthe manufacturing of structures.Body works: which includes Panel Beating and Spray Painting of vehicles and motor cycles.The foundations of Mechanical TechnologyDuring the activities, the learner engages in investigating, diagnosing, adjusting, removing,replacing, designing, manufacturing and applying the necessary skills to provide solutions toproblems in Mechanical systems, processes and components. Mechanical Technology is howevernot limited to these processes.It affords learners with opportunities for life-long learning, self-development, empowerment,awareness of human rights, and exposure to socio-economic and environmental injustices, accessto latest international trends and innovations, and an awareness of the process of globalisation.Valuing indigenous knowledge systems, it acknowledges the rich history and heritage of this countryas important contributors to nurturing the values contained in the Constitution.
Apply solutions – vocational specific learningThis learning describes a core set of skills that can be developed through projects, simulations andreal-life applications that are needs driven and sensitive to environmental impact. An integratingapproach, to structure projects that develop the learner’s skills, knowledge, values and attitudes ina holistic way, should be adopted. Repair / Make / Maintenance:This aspect provides the opportunity for the learner to use tools, equipment and materials to solve /for monitoring the identified problems, needs or opportunities. The making should be according tothe specific design or the manufacturer’s specifications. Repairs include the removal of defectiveparts and the replacement of fixed or new parts. All work must always be undertaken in a safe andhealthy environment. The necessary safety measures and precautions against injuries should beapplied with due consideration to HIV /AIDS. Evaluate:The learner has to evaluate products, actions, decisions and results throughout the process, andwhere necessary changes or improvements should be recommended and implemented. Evaluationshould be done against the applicable criteria that may be given or developed. This stage requiresthe use of probing questions, fair testing and analysis. Communicate:The assessment evidence of the process followed in any project is: the ability to analyse, investigate,plan, design, draw, report, evaluate and communicate. All reports, designs, assessment forms andassessment records should be kept in a Portfolio file.Career Pathways: The curriculum is designed to incorporate the career fields of Manufacturing,Motor Mechanics, Welding and Body Works.Elements of entrepreneurship have been included to provide learners with the ability to identifybusiness opportunities in the engineering industry.2.1.1 ManufacturingAlso known as Fitting and Machining or Turning, focuses on the manufacturing and machining ofmachines parts using processes such as lathe turning, milling, cutting, shaping, fitting of keys,couplings, bushes, shafts and bearings. Turning is a machining process in which a cutting tool,typically a non-rotary tool bit, moves more or less linearly while the work piece rotates. Turning canbe done manually, in a traditional form of lathe, or by using an automated lathe. Today the most
common type of such automation is computer numerical control, better known as CNC. (CNC is alsocommonly used with many other types of machining besides turning.)When turning, a piece of relatively rigid material is rotated and a cutting tool is traversed along axesof motion to produce precise diameters and depths. Turning can be either on the outside of thecylinder or on the inside (also known as boring) to produce tubular components of variousgeometries.The turning processes are typically carried out on a lathe, considered to be the oldest machine tools,and can be of four different types, namely straight turning, taper turning, profiling or externalgrooving. These types of turning processes can produce various shapes of materials such asstraight, conical, curved or grooved work pieces. In general, turning uses simple, single-point cuttingtools. Each group of work piece materials have an optimum set of tool angles which have beendeveloped through the years.Milling operates on the principle of rotary motion. A milling cutter is spun about an axis while a workpiece is advanced through it in such a way that the cutters are able to shave chips of material. Thisnon-continuous cutting operation means that no surface cut by a milling machine will ever becompletely smooth; at a very close level (microscopic for very fine feed rates), it will always containregular ridges.2.1.2 Motor MechanicsEncompassing petrol and diesel driven vehicles, motor cycles, lawnmowers, generators and tractormechanics.The automotive industry is a term that covers a wide range of companies and organisations involvedin the design, development, manufacture, repair marketing, aftermarket products and selling of motorvehicles, motorcycles, mopeds and recovery and repair of damaged and stolen vehicles. It is one ofthe world's most important economic sectors by revenue.Modern automotive engineering, along with aerospace engineering and marine engineering, is abranch of vehicle engineering, incorporating elements of Mechanical, MECHANICAL, electronic,software and safety engineering as applied to the design, manufacture and operation of motorcycles,automobiles, buses and trucks and their respective engineering subsystems. This includes entitiessuch as:Safety Engineering, Fuel Economy/Emissions, Vehicle Dynamics (ride, handling, steering, braking,comfort and traction), Design of the chassis systems of suspension (steering, braking, structure(frame), wheels and tires, and traction control); Vehicle Electronics (responsible for operationalcontrols such as the throttle, brake and steering controls; as well as many comfort and convenience
systems such as the HVAC, infotainment and lighting systems. It would not be possible forautomobiles to meet modern safety and fuel economy requirements without electronic controls); ShiftQuality (as influenced by the powertrain (engine, transmission), and the vehicle (driveline,suspension, engine and powertrain mounts, etc.); Drivability (cold starts and stalls, RPM dips, idleresponse, launch hesitations and stumbles, and performance levels).2.1.3 WeldingIncludes welding (gas, electric, MIG/MAGS), developments, working with sheet metal and themanufacturing of structures.Welding is a fabrication or sculptural process that joins materials, usually metals or thermoplastics,by causing coalescence. This is often done by melting the work pieces and adding a filler materialto form a pool of molten material (the weld pool) that cools to become a strong joint, with pressuresometimes used in conjunction with heat, or by itself, to produce the weld. This is in contrast withsoldering and brazing, which involve melting a lower-melting-point material between the work piecesto form a bond between them, without melting the work pieces.Many different energy sources can be used for welding, including a gas flame, an electric arc, alaser, an electron beam, friction and ultrasound. While often an industrial process, welding may beperformed in many different environments, including open air, under water and in outer space.Welding is a potentially hazardous undertaking and precautions are required to avoid burns, electricshock, vision damage, inhalation of poisonous gases and fumes, and exposure to intense ultravioletradiation.Modern welding techniques include manual methods like shielded metal arc welding, now one of themost popular welding methods, as well as semi-automatic and automatic processes such as gasmetal arc welding, submerged arc welding, flux-cored arc welding and electro-slag welding.Developments continued with the invention of laser beam welding, electron beam welding,electromagnetic pulse welding and friction stir welding in the latter half of the century. Robot weldingis commonplace in industrial settings, and researchers continue to develop new welding methodsand gain greater understanding of weld quality.Metalworking is the process of working with metals to create individual parts, assemblies, or largescale structures. The term covers a wide range of work from large ships and bridges to preciseengine parts and delicate jewellery. It therefore includes a correspondingly wide range of skills,processes and tools. Metalworking is a science, art, hobby, industry and trade. Modern metalworkingprocesses, though diverse and specialized, can be categorized as forming, cutting, or joiningprocesses. Today's machine shop includes a number of machine tools capable of creating a precise,useful work piece.
2.2Topics to be studied in Mechanical Technology1.Safety and first aid – Occupational Health and Safety (OHS)2.Graphics Communication (Engineering Graphics and Design) (rough sketches, simpledrawing ISO and orthographic)2.33.Tools and equipment (hand, power and machine)4.Entrepreneurship5.Materials – ferrous and non-ferrous materials6.Joining methods – permanent and semi-permanent.7.Terminology (operations/procedures and equipment).8.Maintenance (operations/procedures and equipment).9.Body Works (operations/procedures and equipment).Specific Aims:The learner is able to:1. Adhere to and identify safe working practices and demonstrate safe working conditions daily,also adopting proper safety and first aid procedures.2. Demonstrate knowledge of the Mechanical industry and its productivity requirements, byapplying appropriate work-procedures.3. Understand and interpreting work instructions and drawings for the completion of projects.4. Apply Mechanical Technology, techniques, processes and skills, as applied in the fabricationand Mechanical industry, using appropriate tools and measuring equipment.5. Identify Ferrous & Non-Ferrous metals, Alloys and Plastics with their differences, applicationsand uses.6. Demonstrate the joining methods processes:7. Use vehicle lifting equipment8. Identify and maintain (car) batteries9. Lubrication machinery components10. Explain fundamental machine technology11. Remove and fit automotive components12. Assemble Mechanical components13. Carry out an automotive service
2.4Requirements for Mechanical Technology as a subject2.4.1: Time AllocationThe total number of hours allocated for the subject in a five-day cycle is 2 hours. Sufficient time mustbe allocated in the school timetable for the practical work required to be done.2.4.2 ResourcesHuman resourcesMechanical Technology requires a trained subject specialist (should be a person that has at least 5years’ industry experience). It is preferred that the Educator offering Mechanical Technology is anartisan, technician, technical educator that has been in the Mechanical industry.Mechanical Technology Educators are required to: Teach the subject content with confidence, professionalism and in a relaxed firm manner. Plan and execute Theory and Practical lessons/work/demonstrations in a manner that wouldbe suitable for the learners. Provide workshop that is properly equipped, clean and safe and first aid friendly for learners. Keep proper records of all learners and results from all SBA and PAT. Implement innovative methods to keep learners interested in the subject. Maintain and service the workshop, tools, and instruments as a whole. Produce working PAT projects for learners one for every term and scale at the learners’ability. Educator must carry out SBA regularly, at the end of every term correct break down oflearner’s progress.Learner Resources:Each learner should be in possession of the following: Workbooks Overall School Leather Shoes or safety shoes2.4.3 Infrastructure, equipment and budget.Schools must ensure that teachers have the necessary infra-structure, equipment and financialresources for quality teaching and learning.Infrastructure:
Mechanical Technology cannot be implemented in a school without an equipped workshop. Electricity supply to the workshop is crucial, preferably a three phase, four-wire supply, butat least single phase with a high current circuit breaker. Lighting and ventilation is of extreme importance and a workshop should ideally havemultiple exits with doors that open outward. Tools and equipment should have sufficient storage and well-secured storagemanagement system with an up to date inventory. Shelves should be clearly marked andstorage areas defined. Good housekeeping principles require that all workshops be cleaned regularly. A suitablewaste removal system should be in place to accommodate refuse, off-cut materials as wellas chemical waste. The requirements of the Occupational Health and Safety (OHS) Act 85of 1993 need to be complied with at all times. Machinery on stands should be permanently affixed to the floor, with isolation switches forthe mains supply. All machines should have working machine guards. Mechanical motors should ideally be painted bright orange. Specification plates should beclearly legible. The workshop must have a lockable mains distribution board. The workshop must be fittedwith an emergency cut of switch/s which is/are easily accessible at all times. The red,mushroom type, emergency switch should preferably be lockable to prevent accidental reconnection with mains in the case of it being activated. Safety rules must be displayed on posters in the workshop.Finances:Budget and inventoryA budget must be allocated for the subject. The amount will be determined by the number of learnerstaking the subject across all the years and the nature of the practical work required as stipulated inthe curriculum. The budget needs to be revised annually and must consider all resources neededper year. The funding must make provision for maintenance of equipment and the replacement overthe years.Resourcing could be sub-divided into the following categories:Safety EquipmentTools and EquipmentConsumable MaterialsPractical Assessment Task Resources (PAT)Teaching and Learning Support MaterialMaintenance
A stock inventory must be quarterly maintained by the teacher and verified annually by a SeniorManagement Team member.2.5Career opportunitiesCareer and occupational opportunities for learners with a foundation in Mechanical Technologyinclude but is not limited to:. Fitter Welder Machinist Boilermaker Gunsmith Panel beater Motor mechanic Exhaust fitter Diesel mechanic Brake and clutch fitter and machinist Motorbike mechanic Upholsterer Farm mechanic Draughtsman Technician Toolmaker Instrument specialist Automotive machinist and fitter Vehicle designer Engine rebuilder Auto electrician Transmission machinist Specialized Roof truss developerdiagnostic analyst Technical teacher Suspension builder Lecturer Blacksmith Technical trainer etc. Jeweller Riggerenginetunerand
SECTION 3OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLANS3.1 Content overviewTOPICGrade 8o Definition of an accidento Causes of Accidentso Identify and respond to unsafeorpotentiallyunsafeconditions or actso Personal safety equipmentand performing housekeepingdutieso Purpose of demarcated areas,emergency stops and first aidstationso Explain what HIV/AIDS is, andhow to manage the accidentscene.1. Safety:2. GraphicsCommunicationIntroduction of GraphicsCommunicationGrade 9oooDemonstrate and apply allaspects of drawing. What is GraphicsCommunication? The purpose of GraphicsCommunication General drawingprinciples Safety precautions whenusing drawing instruments Correct use and care ofdrawing instruments Free hand sketches Types of lines Lines(SANS110guidelines) Dimensions, lettering andborder Freehand drawing Scale drawing 1:1 and 1:2o Pictorial Drawings3. Use andTools:CareofoooooIdentify hand tools, and theiruses (THEORY)Select and use hand tools(PRACTICAL APPLICATION)Discussbasicunitsofmeasurement and (PRACTICAL APPLICATION)Recognise and report anydamage to any toolFire- fighting.Identify and respond tounsafeorpotentiallyunsafe conditions or actsExplain the rights andresponsibilities of workerswith HIV/AIDS Revision of Grade 8work Free-hand drawings Geometrical drawings IsometricandOrthographicdrawingsooooCare and maintenance ofhand toolsWork safely with due carefor self, fellow worker andequipmentCare and maintenance ofmeasuringequipmentRecognise, and reportwear or damage tomeasuring equipmentPowersupplyandconnection to equipment
ooIdentifydifferentliftingequipment used in theAutomotive workshop i.e.hydraulic trolley jack, bottlejack, scissor jackSafety involved when usinglifting equipment i.e. chockblocks, jacking points on thevehicle, trestles and creepersoooooo4. EntrepreneurshipRecognise and report anydamage to any power toolSelect and use power toolsCare and maintenance ofpower toolsDiscussoperation,functions and componentsof the lifting equipmentCarry out precautionarymeasures before operatingthe lifting equipmentUse lifting equipment tochange a wheel of avehicle.What is entrepreneurshipWhat is entrepreneurshipWho is an entrepreneurshipWho is an entrepreneurshipType of entrepreneurshipType of entrepreneurship SmallBusinessentrepreneurship Scalablestart-upentrepreneurship Largecompanyentrepreneurship Social entrepreneurship SmallBusinessentrepreneurship Scalablestart-upentrepreneurship Largecompanyentrepreneurship Social entrepreneurshipWhy is entrepreneurshipimportant? Whatfactorsaffectentrepreneurship? 5. Materials6. Joining MethodsoIntroduction and classification
Mechanical Technology focuses on concepts and principles in the Mechanical (motor, mining, shipping, rail, power-generation etc.) environment and on technological processes. It embraces
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