DOCUMENT RESUME TITLE Drawing And Sketching In .
DOCUMENT RESUMEED 275 906TITLEINSTITUTIONSPONS AGENCYPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSCE 045 529Drawing and Sketching in Agricultural Mechanics.Montana State Univ., Bozeman. Dept. of Agriculturaland Industrial Education.Montana State Office of Public Instruction, Helena.Dept. of Vocational Education Services.8681p.Guides - Classroom Use - Guides (For Teachers) (052)MF01/PC04 Plus Postage.*Agricultural Education; *Agricultural Engineering;Behavioral Objectives; *Drafting; EngineeringDrawing; *Freehand Drawing; Higher Education;Learning Activities; Teaching Methods; Units ofStudy; *Vocational EducationABSTRACTThis unit of instruction on drawing and sketching inagricultural mechanics is designed especially for use with freshmanvocational agriculture students. A unit plan discusses the generalaims and goals, lesson titles, student and teacher activities, a listof necessary special equipment and references. The unit consists ofnine lessons. A lesson plan for each lesson provides thesecomponents: need; references; objectives; interest approach; anoutline of key questions, problems, and concerns with appropriateteaching techniques and information; application and followup; andtransparency masters, exercises, handouts, and/or worksheets. Lessontopics are: drawing and sketching, tools and equipment used inmechanical drawing, procedures used in agricultural drawing andsketching, lettering, drawing to scale, multivir.A drawing,dimensioning of drawing, reading and interpreti.sg plans, and figuringa bill of material. **************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************i***********
hew: A. t3s/1 n70/33050SKETCHINGL MECHANICSU.S. OtPARTIIIINT OF IDUCATION"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYOffice of Educational Raman* and ImprovementEUCAT1ONAI. RESOURCES INFORMATIONCENTER (ERIC)This document has been reproduced asreceived from the person or orgenizetbnoriginating it.0 Minor changes have WW1 made to improvereproduction quality,Nt1-.,.t.Points of view or opmions stated in this docuPI:TO THE EDUCATIONALrnent do not necessanty represent othcielOERI position or policy'4.,.v.r -.'.',':,',A,RESOURCESINFORMATION CENTER (ERIC)"AV4P4,,, -,, .1.,,',.iin'!1' ''''':-;';.;-1%.-L ir.,34pikWit .**Fillk1.1jiii'f, 1i.,1.tss, ';' uf g, ,J\110' '''S''. i,t-it',.ettlt'
DRAWING AND SKETCHINGIN AGRICULTURAL MECHANICSThe work presented here was supported by theMontana Office of Public InstructionDepartment of Vocational EducationServicesMontana State UniversityDepartment of Agricultural & Industrial EducationRoom 126, Cheever Hall, Bozeman, MontanaJuly, 19863
FOREWORDThis unit of instruction has been designed especially foruse with freshmen vocational agricultural students.For yourconvenience, the material has been prepared to fit into a threering, loose-leaf notebook.Other material that is developed toaccompany this unit of instruction will be prepared in a similarmanner.The instructor should study the entire unit carefully beforeattempting to teach any of the lessons.The key concepts thatshould be presented to meet the objectives of the core curriculumare included.However, all material that would be applicable maynot be provided.Each instructor should look for ways to includeother activities and examples where possible and appropriate.Somelesson.handouts and visual materials are included with eachHereagain,eachteacher may haveadditionalillustrative material that would be appropriated or similar.It is important to have several references available.Somereferences are listed with each lesson, but there are many otherreferences that could be used with this instructional material.4
TABLE OF CONTENTSPageDrawing and Sketching1Tools and Equipment Used in Mechanical Drawing7Procedures Used in Agricultural Drawingand Sketching15Lettering21Drawing to Scale28Multiview Drawing38Dimensioning of Drawing48Reading and Interpreting Plans63Figuring a Bill of Material685
UNIT PLANUnit:Drawing & Sketching in Agricultural MechanicsSituation:vocationalhave been a part ofConstructionprojectsTheprogram.since the beginning of theagricultureconstruction project has been used to teacli numerous skillsas well as support the student's SOE program or improve theoperation of the home, farm, ranch or agribusiness.Planning for these projects, drawing or sketching the projectand figuring the amount and cost of materials required arestudent'sskills to be taught early in theimportantvocational program. With the cost of materials continuing tothese activities become a more critical part of therise,student's basic knowledge and skill.Aims and Goals:1. Tounderstand the stepsconstruction project.totakeinplanningfora2. To identify resources useful in planning a project.3. To determine project costs.4. To understand the principles of drawing and sketching.5. To demonstrate the use of drawing and sketching equipment.6. To understand lettering.7. To read and interpret simple plans.8. To calculate bills of materials.9. To use anddrawings.explain the reasons fordifferenttypesof10. To understand dimensioning.11. To recognizesketching.thecommonsymbolsLessons:1. Drawing and Sketching2. Tools used in Drawing and Sketching3. Procedure used in Mechanical Drawing4. Letteringiii6usedindrawingand
LessonsContinued:5. Drawing to scale6. Multiview Drawing7. Dimensioning8. Reading and Interpreting Plans9. Bill of MaterialsStudent Activities:1. Demonstrate the proper use of tools and equipment useddrawing and sketching.in2. Complete lettering exercises.3. Complete scaling problems.4. Draw multiview drawings.5. Prepare a bill of materials.6. Identify dimensions from a blue print.Teacher Activities:1. Gather drawing equipment needed.2. Obtain blueprints of some common objects.3. Prepare smallpractice.wood blocks of varying shapesfordrawingSpecial Equipment1.Drawing boards and t-squares.2.Various types of drawing pencils.3.erasers,protractors,Masking tape,triangles and architect's scale.4.Numerous wooden blocks of different shapes.iv7dividers,
References:Jones,Mark W.,Company, Inc.Shopworkon the Farm,McGrawPhipps, Lloyd J., Mechanics in Agriculture,Printers and Publishers, Inc.HillBookThe InterstateWorking inCurtis R.,Glen C.,and Weston,McGraw-Hill BookAgricultural Mechanics, Gregg Division,Company, 1978.Shinn,Wakeman, T.J., Modern Agricultural Mechanics, The InterstatePrinters & Publishers, Inc.
Drawing and Sketching in Agricultural MechanicsUNIT:Lesson 1:Drawing and SketchingNeed:one can do an efficient jou of project constructionunless they have a good idea of what the final project willlook like.This is particularly true if the project hassome unique design features. A good plan on paper will helpa worker overcome mechanical and construction problems whilehelping save time, money and material.A good plan becomesa guide throughout the project. Thus,it becomes importantto learn the basic skills used in mechanical drawing.NoReferences:Modern Agriculture Mechanics, Wakeman.Working in Agricultural Mechanics, Shinn and WestonObjectives:1.Given an example of a drawing and a sketch,thestudents will be able to identify the characteristicsand uses of each and tell when each will be used.Interest Approach:Provide a plain, unlined sheet of paper for each student andacommon object found in the department such asascrewdriver. Ask the students to sketch the screwdrivers.Discuss with them the problems they might be having.Thengive the students a sheet of paper such as graph paper withsmall squares already drawn. Then have them sketch the sameobject.Does it make the task easier?Key Questions, Problemsor ConcernsTeaching Techniques andProcedures1. Why learn to sketch?a. A means of expressing yourideas.b. An aid to verbal language.c. Helps to clear up our ideas.d. Show others what you have inmind.e. Can be used when time is notavailable to make a finishedmechanical drawing.1
2. What equipment is needed?a. Pencil.b. Soft eraser.c. Paper (Cross-section paper).3. How do you sketchhorizontal lines?a. Mark off two points. Makethe dots parallel to the topor bottom edge of the paper.b. Move your pencil back andforth to connect the dotswith a construction or guideline.c. Start from the left and drawan object line over to theconstruction line.d. Have the students practice.It may be helpful to useOH 1.4. How do you sketchvertical lines?a. Make two dots spaced a distance equal to the length ofline to be drawn. Make thelines parallel to the rightor left edge. Move the pencilback and forth to make aconstruction line.b. Start from the top point andsketch down to produce anobject line over the construction line.c. Vertical lines can be sketchedby rotating the paper from avertical to a horizontal position.d. Have the students practice.It may be helpful to use OH 2.a. Mark off two points at thedesired angle.Connect thepoints by moving the pencilback and forth from left to5. How do you sketchinclined lines?right.b. Sketch an object line over theconstruction line. Sketchup when the line is inclinedto the right.Sketch downwhen the line is inclinedto the right.2
c. You may want to rotate thepaper until the points arein a vertical position.6. What is MechanicalDrawing?a. The drawings are made withdrawing instruments.b. The lines are scaled to thedimensions of the actualobjects.c. Drawings are made up of:1. Lines2. Dimensions or sizes3. SymbolsApplication and Followup:Provide the students with some sectional paper and somesimple objects to practice sketching.Remind the studentthat it is easier for some persons because of varyingartistic ability.It might be helpful for the students tomake freehand sketches of some of the required projects theywill be completing.311
HOW TO SKETCH A HORIZONTAL LINE0STEP 1ItSTEP 2--#STEP 34
OH 2HOU TO SKETCH A VERTICAL LIE1aSTEP 1STEP 2513STEP 3
OH 3HOW TO SKETCH AN INCLINED LINE61.4
Drawing and Sketching in Agricultural MechanicsUNIT:Lesson 2:Tools and Equipment Used in Mechanical DrawingNeed:good at doing anything one must be able to use toolsOne does not have to be an artist toand equipment properly.However, it is important to knowprepare excellent drawings.Because theand where to use the tools properly.how,when,tools are quite fragile they must be handled with care if theyare to be used to make accurate drawings.TobeReferences:Modern Agricultural Mechanics, WakemanWorking in Agricultural Mechanics, Shinn and WestonShopwork on the Farm, JonesObjectives:theGiven the actual tool or piece of equipment or a picture,students will name the tool or piece of equipment anddescribe how it is used when doing mechanical drawing.Interest Approach:Show the students how much easier it is to make a straightIt may beline with a T-square than it would be tingBe sure allfreehanded and then check it with a protractor.tools and equipment are available to be shown during thelesson.Teaching Techniques andProceduresKey Questions, Problems,and Concerns1. What are the most commontools used in mechanicaldrawing.a. Drawing board (OH 1)1. Madeof softwood whichsmoothand will retainisitsshape.2. A 20" by 26" board is suitablefor most drawing.3. The edges of the board must bestraight.4. A piece of heavy paper may betaped to the board to protectthe surfar:e.715
b. T-square(OH 1)1. This square is made in twoparts.2. The better quality squares haveplastic embedded in the blade.3. The head of the T-square slidesalong the edge of the drawingboard.4. Itis used to draw horizontallines and support trianglesused to draw vertical lines.5. The head of the square must beheld firmly against the drawingboard.6. Note:Illustrate and havethe students use the T-square.c. Triangles1. When supported on the blade ofthe T-square they are used todrawvertical andinclinedlines.2. They are made of transparentplastic.3. You can purchase a 30-60degree triangle and 45 degreetriangle.4. Bycombining the triangles,different angles can be drawn.5. Use OH-2 to illustrate the useof the triangles.d. Compass, Dividers (OH 3)1.Used to draw circles and areas.2. The compass can be used as adivider by replacing the pencilwith a pin.3. Dividers are used to transfermeasurements and spacing fromonepart of a drawingtoanother.4. To set, draw a line equal tothelength of thedesiredradius.5. Be sure to illustrate howhold and use the compass.toe. Protractor(OH 3)1. Used to measure angles.2. Ithasdegreegraduationsaround its circumference.3. To measure:a. Place flat edge on the bladeof the T-square.81g
b. Place the center line of theprotractor on the point ofthe desired angle.c. Mark the proper degree fromthe graduations.Give the students theNote:practice sheet in determiningangles.(OH 4)f. Other items needed.1. Pencil pointera. Used to keep pencils sharp.finehaveb. Theyusuallysandpaper on one side andfelt on the other.c. The felt is used to wipe offgraphite.2. Masking tapea. To attach paper to drawingboard.2. Use sparingly3. Erasing Shieldmistakesa. Can erase smallwithout soiling large areas.andinmetalb. Availableplastic.4. Dusting brusha. To remove rubber crumbs orloose dirt particles fromthe drawing.b. Don't brush anything else inthat might damage thebristles.5. Erasersa. Art gum and rubber erasersare most commonly used.b. After erasing, always brushcrumbs away before drawing.6. Pencilsa. Available in 17 degrees ofhardness from 6B (very soft)to 9H (very hard).b. Soft pencils smear easily.c. Use 4H or a 5H for layoutwork and dimension lines.d. Use an H or 28 to darken thelines and for lettering.the effect ofe. Illustrateusing different pencils7. Scaler (Discussed in Lesson 5)917
Application and Followup:Place the name of the drawing tool in a container. Have theAsk them to explainstudents draw out the name of a tool.and demonstrate the use of the tool in drawing.1810
UHDRAW I NGTOOLSDRAW I NG BOARDT-SQUARE1119
OH 2DRAWINGTOOLSANGLES USED IN COMBINATION1220
VH. 4DRAW IIIG TOOLSPENC I L POINTERPENC ILERASERSH I ELDDUSTING BRUSH2113ERASERS.
OH 3DRAWING TOOLSTHEELUPTICALPOINTCOMPASSPROTRACTOR
UNIT:Drawing and Sketching in Agricultural MechanicsLesson 3:ProcedurrUsed In Agricultural Drawing and SketchingNeed:There are certain accepted and established procedures that areunique to drawing and sketching.A thorough knowledge ofthese procedures will enable the student to do quality work.Proper use of the procedures will reduce the chance of error.References:Modern Agricultural Mechanics, WakemanWorking in Agricultural Science, Shinn and WestonMechanics in Agriculture, PhippsOb ectives:1. Given the basic drawing and sketching tools the studentwill be able to:,a. Name and draw lines used in drawing and sketching.b. Properly attach the paper to the drawing board.c. Draw in margins.d. Prepare a title block.e. Center a drawing.Interest Approach:Show the students a drawing of a project that is well done,clean, neat and easy to follow,and a drawing of a projectthat leaves much.to be desired.Have the students givetheir perceptions of the two drawings relative to theirusefulness in constructing the project.Key questions, problems,and concerns1. What lines are includedin the "alphabet" oflines?Teaching techniquesand proceduresa. Usingthe attached form (handouthave the student complete thechart on the alphabet of lines.#1)b. Discuss the chart when theycompleted their work.havec. Use OH-1 during the discussion.2. What is the properprocedure for attachingdrawing sheet to theboard?a. Use OH-2 while illustrating theprocedure for the students.1523
3. What are the standardborder dimensions?a. A 1/4" margin is usually usedan 8 1/2" x 11" sheet.onb. A 1/2" margin is usually usedan 17" x 22" sheet.onc. The title block at the bottom ofthe page is generally 5/8" wide.d. On a 17" x 22" sheet,the titleblock is usually in the right handcorner and is three inches(31)long and two inches (21) wide.e. Distribute handout #2.4. How do you lay out aborder on an 8 1/2"x 11" sheet?a. Steps in laying out a border1. Attach the drawing page to theboard.2. Make a short light pencil mark1/4'in from the edge of thepaper.3. Using a T-square, complete theborder around the entire sheet.4. Draw a 5/8" wide title block onthe bottom of the sheet.5. Divide the title block into 3equal parts.6. To do this, place the scale onadiagonal with thefirstmeasuringmark on the leftvertical line and the 12" markonthe right borderline.Lightly mark at 4" and 8" mark.This will divide the area into3 equal parts.7. Draw in the guide lines on thetitle block.Application and FollowuPProvidethe students with the necessary equipmentandmaterials and have them prepare a rheet to include the bordersand the title block.
ALPHABET OF LINESLineExample and DescriptionUseWeightConstruction 6Used to block in drawings.Guide LineUsed asVery light.a guide for lettering.2,Border LineUsed to draw the border and outlinethe title block,To frame a drawing.Heaviest of alllines.h Visible objectUsed to outline the edges of anLineHeavyobject that can be seen.i.Hidden objectLineUsed to represent edges of an objectShort lines 118" long separatedhidden from view.by 1/16" spaces.Dimension Lines.MMINkor.).1(111r.1.11111 14 511 .1)1111Medium.1.TCapped on each end with an arrowhead.LightUsed to extend the dimensions beyondLightExtension Linethe outline of a view.Starts 1/16"beyond the object and extends about1/8" beyond the last dimension line.Center LineISMIMIfPAlternate 3/4" and 1/8" dashes withHeavy line1/16" space between,.Cutting Plane11MP MOIWOMMIIMIOUsed to donate where the sectionalLineHeavy lineview will be taken.Short Break Line"vvvvvvvvvviswww"ovv"To indicate short breaks.HeavyTo indicate long breaks.LightUsed when drawing inside features ofFine dark LinesLong Break LineSection Linesan object.They indicate materialcut by the cutting plane line and alsoindicate the general classificationof material.2526
HANDOUT 11827
OH 2ATTACHING THE SHEET TO THE BOARD11CLEAN THE BOARD OF ALL ERASER CRUMBS AND DIRT.PLACE THEPAPER IN THE UPPER LIFT HAND CORNER OF THE BOARD ABOUT 2 IN.FROM EACH EDGE.2,CLEAN THE T-SQUARE AND PLACE IT ON THE BOARD WITH THEHEAD PIRMLY AGAINST THE LEFT EDGE OF THE BOARD.3.SLIDE THE T-SQUARE UNTIL THE BLADE IS IN LINE WITH THETOP EDGE OF THE SHEET. nOVE THE PAPER UNTIL THE EDGEIS PARALLEL WITH THE BLADE AND ATTACH THE SHEET.SOMESHEETS MAY REQUIRE FASTENERS ON THE BOTTOM CORNERS.4.ANOTHER METHOD THAT IS SOMETIMES USED IF THE SHEET ISSMALL ENOUGH, IS TO PLACE THE HEAD OF THE T-SQUARE FIRMLYAGAINST THE LEFT EDGE OF THE BOARD AND SLIDE IT INTOPOSITION. THE BOTTOM EDGE OF THE SHEET IS PLACED AGAINSTTHE BLADE OF THE TOOL. ATTACH THE SHEET TO THE BOARD.28
20 29
UNIT:Drawing and Sketching in Agricultural MechanicsLesson 4:LetteringNeed:Neatness, accuracy and clarity are extremely important inAll three of these characteristicssketching and drawing.dependenton neat, uniform lettering.to some extent,are,Freehand lettering requires a lot of practice.References:Modern Agricultural Mechanics, Wakeman.Ob ectives:withpapera standard size piece of delines, oweraccording to the guidelines given.Interest Approach:Have two or three students draw a series of numbers andNo doubt there will be differences.letters on the board.Discuss with the students the importance of uniformity inorder to be sure that everyone has the same interpretation.Discuss how a slight misunderstanding could cost a large sumof money and a loss of a great deal of time.Teaching Techniques andProceduresKey Questions, Problemsor Concerns1. Why is accurate letteringso important?a. Lettering supplements thegraphic description.b. It enhances the appearanceof a drawifig.2. What skills must onelearn to masterlettering?a.b.c.d.e.Learn the proper strokes.Learn the basic shapes.Learn the proper spacing.Practice.Use OH 1 to illustrate theskills.3. What equipment is neededfor lettering?a. H or 2H pencil for lettering.411 or 6H pencil for drawingguidelines, standard ruler,T-square, sandpaper block.2130
4. What rules should befollowed when lettering?a. Guidelines1. Always use guidelines.2. They should be drawn witha "needle sharp" 411 or 611pencil.3. Draw the lines verylightly.b. Spacing1. There is no hard and fastrule on how far apart toplace the letters.2. The spacing between lettersshould be judged by theeye.3. The spacing between wordsshould be equal to theheight of the letters.4. The spacing between sentences should be equal totwice the height of theletters.c. Height of the lettering.1. Letters and numbers areusually 1/8" high with 1/8"spacing between lines.2. Titles are usually 3/16" to1/4" high.3. Numbers are the same heightas letters.4. Fractions are twice theheight of the letter.5. Use OH 2.d. Uniformity.1. The main requirement forgood lettering.a. Never mix capitals andlower-case letters.b. Use guidelines to prevent irregularities.c. Avoid thick and thinstrokes.d. The background areabetween letters shouldappear equal.e. The space between wordsshould not be too smallbut should be aboutequal.2. Use OH 3.22al
Application and Followup:Provide the students with the necessary materials in ordernumbers andthat they might practice making letters,fractions. Have the students mnke both upper and lower caseyou might want toTo get the students lines areprovideletteringexerciseisattachedto thisAalready drawn.lesson.2332
OH 1LEARNTHEPROPERSTROKESr.r
OH 2DRAWYOURFRACTIONSNOSPACESle- SPACESI4(a) CORRECTSHOULDNOTCORRECTLY(b) WRONG1 z.--tsitg ciuLD/4LINE UPSLANT(C) WRONG(d) WRONG
OH 3UNIFORMITYINLETTERINGRELATIVELYLetters notuniform in style.IyRELATIVELYRELATIVE LYREICITIVELetters notuniformin height.RELAT /VERELATIVELYLetters not.uniformlyvertical or inclined.RE LAT IVE LYRE LAT I VELYLetters not uniformin thicknessof stroke.RELA TIVELYAreas between lettersNOW IS THE TIME FOR EVERYGOOD MAN TO COME TO THEAID OF HIS COUNTRYnot uniform.Areas betweenwords not uniform.
LETTERING PRACTICE'RACTICE PRINTING THE FOLLOWING NUMBERS AND FRACTIONS:'RACTICE PRINTING THE FOLLOWING LETTERS:1 2 3 4THE QUICK RED FOX JUMI3611.
UNIT:Drawing and Sketching in Agricultural MechanicsLesson 5:Drawing to ScaleNeed:Often, the objects that must be drawn will not fit on theitFurthermore,normal size paper if drawn to full size.Bywould be unrealistic to draw large objects to full scale.knowing how to use an architect's scale one can save time,and prepare neat readable drawings that are easy tospace,follow when building the project.Reading Assignment:Modern Agricultural Mechanics, WakemanObjectives:Following the lesson presentationstudents will be able to:anddemonstrations,the1. Select an appropriate scale for the project being drawn.2. Demonstrate their ability to read an architect's scale.Interest Approach:(Use OH 6&7 to review reading of the common ruler.) Show thestudents a simple, but rather large object or project theyTheir task will be to draw thewill be expected to build.outline of the object or project on an 8 1/2 x 11" piece ofpaper showing the drawing is properly proportioned. Let themexplain how they will do it and what they will use toaccomplish the task.Teaching techniques andinformationKey questions, problemsconcerns1.What is an architect'sscale?a.2838A specially designed scaletothat is usedruleranreducethe size ofobject so it can be drawnon a standard size paper orenlarge an object that maybe too small to interpret.
2.3.W.at is the main functionof the architect's scale?Examine the differenttypes of scales,enables the person tothink in relation to theactual size of the objector structure and ration purposes.a.Itb.Use OH-1 to explaindiscuss the function.a.Showthestudentsatriangular architect scale.and1. Point out that the scalehas a full scale of 12"which is graduated into16 parts to an inch.2. Point out the ten otherscales (two oneachface)3/32,1/8,3/16,1/4,3/8, 1/2, 3/4, 1, 1-1/2,and 3.3. Two scales are locatedon each face.a. Onescale reachesfrom left to rightb. The other scale onthesame faceistwice as large andreaches from right toleft.Example:1/4" scale and1/8"scale are on thesame face, etc.Note:When reading ascale, be sure you arereading in therightdirection.c. Illustrate these concepts to the stuientusing an architect'sscale.
4.What factors should weconsider when selectinga scale?a.Selecting the proper scaleis sometimes difficult.Consider:1.The size of the object.2.The size of paper.3.The details to beshown.4.Appearance of theobject.5.6.How do you use thearchitect's scale?Key to measuring correctlywith a scale.a.is onlyThescaleasaccurateas thepersonusing it and the sharpnessof that person's pencil.b.Use OH 2 & 3 to illustratethe function of the scale.a.Start with the zero mber of feet es inarea (UseOH-4)Application and Followup:Prepare handout one for the students to test their skill inusing the architect's scale.For additional practice you canprepare other objects to measure.43o
OH 11/4" MAY NIPRESINT P 0' ON A DRAWING
OH 2l' 9 AS IT APPEARS ON SEVERAL ARCHITECTI'S SCALER.
l' 9" AS IT APPEARS ON SEVERAL ARCHITECT'S SCALES.
OHI/ u4 'gu413n4 topei280III2613/4 Scale441iri2411322iI4i
RULERREV I EWINA111)11111116HOW MANY CAN YOU ANSWER CORRECTLY?
OH 7DIVISIONSTHEOFTHERULER1116116THE 1/16 GRADUATED EDGE1.662fe164416THE DIVISIONS NUMBERED.0046361
HANDOUT 1SCALE PRACTICE SHEETDIRECTIONS:MEASURE CAREFULLY EACH OF THE.LINES ACCORDING TO THESCALE ODICATED.DRAW GUIDE LINES AND LETTERS NEATLY.PLACE ARROWHEADS AT THE END, OF EACH LINE.LENGTH ON THE LINE.PLACE ACTUALDETERMINE THE ACTUAL LENGTH ININCHES AND FEET."'NAME.:DATE:CLASS:4 737
Drawing and Sketching in Agricultural MechanicsUNIT:Multiview DrawingsLesson 6:Need:The detail of an object is often difficult to show on asingle 3-dimensional picture on a sheet of paper.Everyobject has six directions of sight.Most objects can becompletely dimensioned using three views.Since mechanicaldrawing is a universal graphic language,knowing how toplacethese views on a drawing will enable youtocommunicate clearly through drawings.References:Modern Agricultural Mechanics, Wakeman.Working in Agricultural Mechanics, ShinnOb'ectives:Given the basic drawing equipment, material and severalpre-cut dimensioned wooden blocks, the students will be ableto:a.b.Center multiview drawing on the drawing sheet.Draw and dimension 3-view isometric drawings.Interest Approach:Share the sketch on OH 1.Ask the students to locate the 6possible views.Then have them discuss what the 3-view,front, top and side will look like on a flat sheet of paper.Itwould be helpful if the students had an actual model toview.Key Questions, Problemsor ConcernsTeaching, Techniques andProcedures1. How many possible viewsof an obiect might webe able to see?a. Front, top, right side, leftside, rear and bottom views.b. Refer back to OH 1 or model.c. Discuss OH 2.Be su,:e toexplain why three of theviews are actually duplicates.2. How should the threeviews be placed on thedrawing sheet.a. In most cases one, two orthree views are sufficient todescribe the shape of anobject.48
b. Views containing a large number of hidden lines shouldbe eliminated since thehidden lines will make adrawing confusing.c. Each view of an object willshow a minimum of two dimensions.d. Any two views will have atleast one dimension incommon.e. It saves time if we can project from one view to theother instead of measuring.f. Construction lines should beused when transferring points.g. Discuss OH 3.3. How do you center a3-view isometric drawing.a. Give each student a copy ofthe Task Operation Sheetentitled, "Centering a 3View Drawing".Take themthrough the exercise.Application and Followup:Prepare a large number of wooden blocks of abut with a variety of configurations.Theseprepared quickly with the table saw andsuggested size is 4" long, 2" high and 2"blocks can be given to the students forpractice drawings.Following their activity,given simple objects to draw, perhaps theirthey will be building in the shop.4939standard size,blocks can beband saw.Awide.Thesemaking theirthey should beprojects that
TASK OPERATION SHEETTask:Centering a 3-View DrawingSteps1. GatherEquipmenta. T-square, pencils,eraser, drawing pen,masking tape, scale.2. Examine theobject to bea. Determine its width,depth & height.b. Determine the positionin which the objectwill be drawn.drawn.Safety &Key PointsStandard OperatingProcedurea. Determine thescale size ofthe object tobe drawn.(Figure 1)3. Center theviews on thesheet horizontally.a.a. Measure the area ofsheet after the titleblock and border hasbeen drawn.b. Allow 1" between thefront and top views.c. Add the width of frontview, plus the depth ofside view, plus 1" spacebetween views (Fig. 1).(4" 1 1/2" 1" The area shouldbe 7" x 10 1/2"when using8 1/2" x 11"paper.6 1/2")d. Subtract this total fromthe horizontal width ofthe working surface and(10 1/2" divide by 2.6 1/2" 3 3/4" - 2 1 7/8").e. Measure in 1 7/8" fromthe left border line &draw a vertical construction line.f. Measure over the distanceequal to the width of thefront view and draw asecond vertical construction line (Fig. 2).3. Center theviews on thesheet vertically.a. Allow 1" space toa. Use the sameseparate the views.area of theb. Add the height of thedrawing paper.front view plus thewidth of the top viewplus 1" space.(Fig. 1)(2" 1 1/2" 1" 4 1/2")4 50
c. Subtract this total fromthe vertical height ofthe working surface anddivide by two.(7 - 4 1/2 2 1/21 2 1 1/41)d. Measure the 1 1/4" frombottom and top borderline and draw construction lines
5. Drawing to scale 6. Multiview Drawing 7. Dimensioning 8. Reading and Interpreting Plans 9. Bill of Materials Student Activities: 1. Demonstrate the proper use of tools and equipment used. in. drawing and sketching. 2. Complete lettering exercises. 3. Complete scaling problems. 4. Draw multiview drawings. 5. Prepare a bill of materials. 6.
Drawing Block Title - 03 Grids 1:12 014200-003 Drawing Block Title - 04 Grids 1:16 014200-004 Drawing Block Title - 05 Grids 1:20 014200-005 Drawing Block Title - 06 Grids 1:24 014200-006 Drawing Block Title - 07 Grids 1:28 014200-007 Drawing Block Title - 08 Grids 1:32 014200-008 Drawing Block Title - 09 Grids 1:36 014200-009 Drawing Block .
Drawing Template and Sheet Format Drawing and Detailing with SolidWorks 2001/2001Plus PAGE 1-8 Drawing Template The foundation of a SolidWorks drawing is the Drawing Template. Drawing size, drawing standards, company information, manufacturing and or assembly requirements, units and other properties are defined in the Drawing Template.
2: Building Drawing and Unit 3: Mechanical Engineering Drawing. Three questions will be set on Building Drawing and three on Mechanical Engineering Drawing. Candidates must attempt two questions: one 2D working/assembly drawing and one 3D solid model design drawing (from area of choice). The working/assembly drawing
Drawing the Female Arm and Hand 21 Drawing the Side Leg and Fool 22 Drawing the Ferrule Leg and Foot 24 . Drawing the Male Figure 26 Drawing the Female Figure 30 Pencil Drawing 34 . Demonstration I. Standing Male Figure 36 Demonstration 2, Standing Fcmak Figure 40 Demonstration 3, Seated Female
A drawing that displays technical information to the reader through specific visuals, directions, notes, etc A good technical drawing should be informative, clear, NEAT, unambiguous and not cluttered. Drawing Basics Profile View . Drawing Basics Plan View Viewed from above . Drawing Basics FWD View (Bow view) FWD looking aft. Drawing Basics Section View Looking in direction .
Pencil drawing is a process, artists start drawing by making light outlines that help them create a drawing. You can also erase later on the outlines and people will hardly notice that the drawing came from simple lines. Using pencils in drawing is inexpensive because you will just need a pencil and paper to create a basic drawing.
Civil 3D Points or Drawing Points exist only in a single drawing; if the same point is needed in another drawing, it must be created in that drawing, as there is no way to expose Civil 3D Points or Drawing Points from drawing to drawing. Throughout this manual, we'll use the terms Civil 3D Points or
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