Grade 10 metalwork Tools and Materials in Metalwork – Project Notes
Metalwork — Tools & Materials
Subtopic: Project | Subject: Metalwork | Target age: 15 (Kenya)
Specific Learning Outcomes (SLOs)
- Identify and outline the sub-sub-strands:
- Identifying community problems solvable through Metalwork
- Suggesting items to solve identified problems
- Fabricating items using locally available materials
- Importance of tools and equipment in fabrication
- Identify a problem in the community that can be solved using metalwork skills.
- Suggest an item to solve the identified problem using locally available materials.
- Fabricate the identified item in the workshop using locally available materials.
- Appreciate the use of tools and equipment in fabrication and safe workshop practice.
Why projects in Metalwork?
Metalwork projects link school learning to real needs in Kenyan communities. By doing a project you will:
- Use local scrap and materials to make useful items.
- Learn to choose and use tools properly and safely.
- Develop designing, measuring, cutting, joining and finishing skills.
Sample community problem & project (Kenyan context)
Problem: Lack of a stable elevated stand for a 20–25 L jerrycan used for handwashing (hygiene problem).
Suggested item: A simple metal elevated jerrycan stand with tap holder — strong, easy to make from scrap pipes/angle iron.
Why useful: promotes handwashing, prevents contamination, fits school, clinic or market stall.
Suggested item: A simple metal elevated jerrycan stand with tap holder — strong, easy to make from scrap pipes/angle iron.
Why useful: promotes handwashing, prevents contamination, fits school, clinic or market stall.
Typical locally available materials
- Steel pipes (old bicycle frames, water pipes) or angle iron/rebar
- Sheet metal offcuts, old drums, scrap steel plates
- Bolts, nuts, washers, rivets, hinges (from hardware shops / scrap)
- Welding rod (for arc welding) or MIG wire if available
- Sandpaper, paint, anti-rust primer
Common tools & equipment (and their roles)
- Measuring tape, ruler, try square — for accurate measure & marking
- Hacksaw or angle grinder with cutting disc — for cutting metal
- Bench vise, clamps — hold work steady
- Hammer, cold chisel, files — shaping & finishing edges
- Drill & bits — holes for bolts or screws
- Welding machine (arc/MIG) and welding helmet — joining metal parts
- Bench grinder/sander — smooth edges and finish
- PPE: safety goggles, welding helmet, gloves, apron, boots, ear protection
Safety & workshop rules
- Always wear PPE — goggles for cutting/grinding, welding helmet for welding, gloves and closed shoes.
- Work under teacher/supervisor guidance when using power tools or welding equipment.
- Keep the work area clean: remove scrap, store tools properly, avoid tripping hazards.
- Ensure proper ventilation when welding or painting to avoid fumes.
- Never touch hot metal; use tongs or let pieces cool in safe area.
- Report broken tools and electrical faults immediately.
Project: Make an elevated jerrycan stand — step-by-step (simple plan)
1. Identify & survey
Visit the site (school, market, clinic). Ask: What height is comfortable for tap? Where will stand be placed? How many stands needed?
2. Design & measurements
Simple design: 3 legs (tripod) or 4-leg frame, top ring to hold jerrycan, tap support. Typical height: 60–75 cm (for bucket or basin below).
Sketch with dimensions: Top ring diameter ~ 30–35 cm, leg length 65–75 cm (allow for tap clearance).
3. Materials list (example for one stand)
- 3 × steel pipes (25–32 mm) 75 cm long (legs)
- 1 × circular ring or 3 curved pieces of flat iron to make ring (diameter 32 cm)
- Bolts & nuts (M6–M8) & washers — or weld joints
- Paint & primer
4. Tools needed
Measuring tape, hacksaw/angle grinder, file, drill (if bolting), welding machine or riveting tools, clamps, hammer, PPE.
5. Cutting, shaping & assembly
- Measure and mark all pipe lengths and ring pieces.
- Cut legs and ring pieces to size (use angle grinder/hacksaw). File sharp edges.
- Assemble dry: place ring on legs to check fit and height.
- Join ring to legs — either tack-weld each leg to ring or drill and bolt connections with washers.
- Check stability; adjust leg angles so stand sits flat on ground.
- Grind welds smooth; remove rust and paint with anti-rust primer then topcoat.
6. Finishing & testing
Let paint dry fully. Place jerrycan with water and test tap flow into basin — check stability and if top ring supports can be improved with small bracket under jerrycan neck.
Assessment & appreciation (what teacher and learners check)
- Functionality: Does the stand hold the jerrycan securely? Is tap accessible?
- Quality of work: neat cuts, secure joints (welds or bolts), smooth finish, paint applied.
- Use of tools: correct selection and safe use of tools and PPE.
- Problem-solving: Did the student choose appropriate local materials and adapt design?
- Community value: Is the item useful, durable and acceptable to users?
Reflection: Learners write a short note (50–80 words) about what they learned from making the item and how it helps the community.
Suggested Learning Experiences (activities for students)
- Community survey: In groups, visit nearby households, market or school and list metalwork problems (broken gates, leaking taps, no jerrycan stands, unstable desks).
- Choose one problem and propose at least two metal solutions; sketch each and explain materials needed.
- Source materials: Visit local scrapyard or ask family for scrap items; keep a simple cost list and receipts if purchased.
- Workshop practice: Teacher demonstrates measuring, marking, safe cutting, filing, and basic welding. Students practise under supervision.
- Group project: Each group fabricates one item (e.g., jerrycan stand, small rubbish bin, window grille patch). Rotate roles: designer, cutter, welder (if trained), finisher, quality checker.
- Field test and feedback: Install the item in the community; collect feedback and note improvements.
- Presentation: Groups present design sketches, cost breakdown, time taken, lessons learned and a photo/drawing of installed item.
- Safety quiz and skills checklist: ensure each student can identify tools, PPE and basic safe procedures before independent work.
Teacher notes
- Emphasize local materials and low-cost solutions. Encourage re-use and recycling of metal.
- Supervise all power tools and welding; only trained students should weld under teacher guidance.
- Use peer assessment and community feedback as part of grading.
- Adjust project complexity to student ability — simpler joints (bolts/rivets) for beginners; welding for advanced pupils.
- Relate project to other subjects: Maths (measurements), Science (materials properties), CRE/HE (community values).
- Supervise all power tools and welding; only trained students should weld under teacher guidance.
- Use peer assessment and community feedback as part of grading.
- Adjust project complexity to student ability — simpler joints (bolts/rivets) for beginners; welding for advanced pupils.
- Relate project to other subjects: Maths (measurements), Science (materials properties), CRE/HE (community values).
Quick checklist before starting
- Problem identified and accepted by community
- Design sketch and measurements ready
- Materials sourced and costed
- Tools available and in good condition
- PPE available for every student
- Teacher supervision scheduled for cutting/welding
End of Notes
Use these notes to plan one practical project that solves a real local problem and builds metalwork skills.