Republic of the Philippines
Department of the Education PUBLIC TECHNICAL-VOCATIONAL HIGH SCHOOLS
Unit of Competency: Construct Auxiliary Views and Develop Surface Patterns Module No.: 1
Module Title: Construct Auxiliary Views and Developing Surface Patterns
ACKNOWLEDGMENT Copyright Department of Education 2008 First Published JUNE 2008 This draft was prepared during the Competency-Based Learning Materials Development Workshop conducted at the Marikina Hotel, Marikina City on February 18-22, 2008 and at the Development Academy of the Philippines (DAP) on May 5-10, 2008. This learning instrument was developed by the following personnel: Technology Teachers: Mario S. Gregorio, Ed.D. Tagum National Trade School Tagum City, Davao del Norte, Region XI Roy S. Luneta Bauan Technical High School Bauan, Batangas Ariel F. Maglalang Assemblywoman Felicita G. Bernardino Memorial Trade School, Lias, Marilao, Bulacan, Region III Juanito Bugaoisan Don Alejandro Roces, Sr. Science and Technology San Fernando, La Union Arlene V. Tobias Mabalacat Technical High School Mabalacat, Pampanga Facilitator: Aida T. Galura Angeles City National Trade School Sunset Valley, Angeles City
Encoders: Mel Contapay Office of Legal Affairs Department of Education Meralco Ave., Pasig City Maria Riza Zamora DepED Budget Division Meralco Ave., Pasig City The Refinement And Enrichment Of The Competency-Based Curriculum and Competency-Based Learning Materials was done in Marikina Hotel, Marikina City on April 13-18, 2009 through the concerted effort of the following writers: Technology Teachers: Mario S. Gregorio Ed. D. Tagum National Trade School Tagum City, Davao del Norte, Region 11 Condrado C. Casulla Pangasinan School of Arts and Trades Lingayen, Pangasinan, Region 01 Nelson M. Arisga Malvar National High School Malvar, Batangas, Region 4A Alexander M. Latoga Manuel S. Enverga Memorial College of Arts and Trades Mauban, Quezon, Region 4A Mirasol F. Dasig San Pedro Relocation Center National High School San Pedro, Laguna Region 4A Contextual Writer: Marvin R. Viernes Muntinlupa Business High School Muntinlupa City, NCR
Encoder: Lawrence D. Cruz DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Jeffree O. Ponce DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Facilitator: Orlando E. Manuel PhD Principal Cabarroguis National School of Arts and Trades Cabarroguis, Quirino Region 02
This work was funded by the Department of Education. REFERENCES AND FURTHER READING Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977
TABLE OF CONTENTS Page How to Use this Module ……………………………………………….. Introduction ……………………………………………….. Technical Terms ………………………………………………………….
I ii iii
Learning Outcome 1 Construct Primary Auxiliary Views………………… Learning Experiences/Activities …………………………………. Information Sheet 1.1 …………………………………………… Self – Check 1.1 …………………………………………………….. Operation Sheet 1.1 …………………………………………………….. Self – Check 1.2 ……………………………………………………..
1 2 3 8 11 13
Learning Outcome 2 – Developing Patterns for Product Packages……… Learning Experiences/Activities ………………………………….. Information Sheet 2.1 ……………………………………………… Operation Sheet 2.1 …………………………………………………….. Self Check 2.1 ………………………………………………………… Self Check 2.2 ………………………………………………………… Assessment Resources ………………………………………………….. Answer Key ………………………………………………………………….
14 15 16 20 25 27 28 30-33
HOW TO USE THIS MODULE Activities are properly arranged in this module to help you work in your own pace. This module also covers the knowledge, skills, and attitude desirable attitude you need in technical drawing. A Pre-assessment precedes the learning activities in each module to determine you learning level and needs. The Learning Activity Page gives the sequence of the learning task. This page serves as the road map in achieving the desired objectives. When you are able to accomplish all the tasks required, a postassessment is given to check if the learner is already competent with the specified learning outcome/s and ready for the next task. Definitions of terms are provided in this module for upon easier understanding.
Program/ Course
:
TECHNICAL DRAWING 1
Unit of Competency
:
CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS
Module Title
:
Developing Auxiliary Views and Developing Patterns
INTRODUCTION This module is designed for you to familiarize you with auxiliary drawings and to be able to draw mechanically using compass, triangle, dividers, pencils and erasers. It is important to have a basic knowledge of orthographic construction because this can be integrated or applied in any area of specialization that you wish to have. This is also designed to teach students with skills in developing product packages.
SUMMARY OF LEARNING OUTCOMES Upon the completion of this module, you will be able to: LO1 Construct primary auxiliary views LO2 Develop patterns for product packages
TECHNICAL TERMS Miter line- is a 45 degree line which is used in projection. It serves as guide in keeping up drawing lines straight. Parallel-
is a line that does not intersect in the plane, but goes to the limit of infinity.
Inclined-
makes an angle with another line or plane.
Project-
means to extend from.
Cylinder-
is a geometric figure with a uniform circular cross section through its entire length.
Pattern or stretch out- is produced by utilizing a form of drafting called pattern development. Hem-
is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc.
Wired Edge- gives extra strength and rigidity to sheet metal edges. Seam-
is used to strengthen sheet metal sections. It is usually joined by soldering and / or riveting process.
Program/ Course
:
TECHNICAL DRAWING 1
Unit of Competency
:
CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS
Module Title
:
Developing Auxiliary Views and Developing Patterns
Learning Outcomes 1. Construct primary auxiliary views
Assessment Criteria 1. The principles of auxiliary drawing are discussed. 2. Two types of auxiliary drawings are identified. 3. Procedures in constructing the auxiliary drawing are correctly discussed. 4. Auxiliary drawings are demonstrated according to specifications.
References: Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977
LEARNING EXPERIENCES/ACTIVITIES Learning Outcome # 1: Construct Primary Auxiliary Views Learning Activities
Special Instruction
1. Read information sheet no. 1 on
Constructing
Auxiliary
Views. Try to answer self check no. 1.1 2. Answer self check no. 1.1.
as best as you can.
3. Compare your answers to the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 1. 5. Read operation sheet no. 1.1 carefully,
then
perform
Try to perform the said activity
the
activity on self check no. 1.2. 6. Review the steps in the same activity sheet, if the steps were not properly taken.
2
INFORMATION SHEET # 1.1 LO1. Construct auxiliary views Auxiliary views Some objects have inclined or oblique surfaces which cannot be represented in their true or exact shapes in any of the three regular orthographic views. In such case, it is necessary to make an extra or “helping” view which will be perpendicularly projected from the inclined surface. This extra view is called an Auxiliary view and can be classified as an orthographic view. In drawing auxiliary view, drawing is always projected from the regular view on which the inclined surface appears as a line. Also the construction lines projecting from the inclined surface are always on the right angles to the cut. In figure 1, the same objects are similarly drawn, the only difference that in both figures, there are extra views perpendicularly projected from the front view where the inclined edges appear. Fig. 1
Orthographic views
3
An auxiliary view added to the orthographic drawing Types of auxiliary views There are six recognized types of auxiliary view: right auxiliary view, left auxiliary view, front auxiliary view, rear auxiliary view, right auxiliary elevation, and left auxiliary elevation. Fig. 2
Left and right auxiliary views are projected perpendicularly from the front view. Fig. 3
4
The front and rear auxiliary views are projected from the side view.
Left and right auxiliary elevations are projected from the top view.
5
When drawing auxiliaries, the usual practice is to show only the inclined portion of the view. It is seldom necessary to draw a full projection of an object.
Fig. 4
6
SELF CHECK # 1.1 LO1. Construct auxiliary views I.
DIRECTION: Read each item carefully. then write the letter of the correct answer on the space provided.
-------------1. A type of drawing used to represent the exact size and shape of an object having inclined surfaces. a. auxiliary drawing
c. sectional drawing
b. orthographic drawing
d. perspective drawing
-------------2. It is a part of a drawing that needs extra view.
a.
Inclined surface
b.
Horizontal face
c.
Vertical surface
d.
Circular features
-------------3-5. From the given set of orthographic drawings on the succeeding pages, what type of auxiliary drawing is produced based on the position of the inclined surface?
7
a. left auxiliary elevation b. front auxiliary view
c. right auxiliary elevation d. Right auxiliary view
_____ 4.
a. front auxiliary view
c. left auxiliary view
b. right auxiliary view
d. left auxiliary elevation
8
_____ 5.
II
a. left auxiliary elevation
c. right auxiliary view
b. left auxiliary view
d. front auxiliary view
Enumeration: Give the six types of auxiliary views 1. 2 3 4. 5. 6
9
OPERATION SHEET # 1.1 LO1. Construct auxiliary views Procedure: 1. Study the given orthographic problems then identify the type of auxiliary drawing used for the given problem.
2. Project the inclined surface and corners with 90 degree line. Be sure to use your instruments properly.
900
10
3. Transfer all dimensions of the object aligned with the projected line.
3. Darken construction lines to show the auxiliary view.
11
SELF CHECK 1.2
LO1. Construct auxiliary views
Direction: Given the orthographic views, construct the auxiliary drawing.
28
PARTIAL VIEW
25 52 14
28 10
10
45 deg.
30
20
28
FRONT VIEW
FRONT VIEW
12
Program/ Course
:
TECHNICAL DRAWING II
Unit of Competency
:
DEVELOP PATTERNS FOR PRODUCT PACKAGES
Module Title
:
Developing Patterns for Product Packages
Learning Outcome 2. Develop patterns for product packages. Assessment Criteria 1. The principles of pattern development are correctly explained. 2. The three methods in making patterns are identified and discussed. 3. Procedure in developing patterns are demonstrated according to standard specifications. References: Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10 th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977
13
LEARNING EXPERIENCES/ ACTIVITIES
Learning Outcome # 2: Develop Patterns for Product Packages Learning Activities
Special Instruction
1. Read information sheet no. 2 on
Developing
Patterns
for
Product Packages. 2. Answer self check no. 2.1.
Try to answer self check no. 2.1 the best you can.
3. Compare your answers with the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 2. 5. Proceed to activity sheet no. 2.1.
Try to perform the said activity.
6. Review the steps from the given activity sheet.
14
INFORMATION SHEET # 2.1 LO2. Develop patterns for product packages Pattern is a full size drawing of the various surfaces of an object stretched out on a flat surface. Pattern development is important to many occupations and hobbies that require folding or rolling of sheet materials. It plays an important part in the fabrication of sheet metal ducts and pipes needed in the installation and heating of air conditioning units. Stoves and refrigerators are fabricated from many sheet metal parts.
Sample developed objects
Cube Prism
15
Pyramid
Cylinders
Cones
Sample Developed Patterns
16
Hems, Edges, Seams
Hem-is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc.
17
Wired Edge- gives extra strength and rigidity to sheet metal edges.
Seams-are used to strengthen sheet metal sections. They are usually joined by soldering and / or riveting process.
18
OPERATION SHEET # 2.1 LO2. Develop patterns for product packages Procedure: 1. Draw the front and top views of required cylinder. Divide top view into twelve (12) equal parts and number each division.
STEP 1
STEP 3
STEP 2
STEP 4
19
TOP VIEW
FRONT VIEW 2. The height of the pattern or stretchout is the same as the height of the front view. Project construction lines from the top to bottom of the front view.
20
3. Allow sufficient space (25 mm is adequate) between the front view and the pattern, then draw a vertical line. This will locate line 1 of the pattern.
4.
Set your compass or divider from 1 to 2 (the points where the
division lines intersect the circle) on the top view. Transfer this distance to the extended lines of the pattern to locate reference lines 1,2,3,-12,1.
21
5. Draw the top and bottom tangent to the extended stretch-out pattern. .
6. Allow 6.0 m for seams and go over all outlines with visible object lines. The lines that represent the curve or circular lines are drawn in color or they are left as construction lines.
22
7. Output
1 2 3 13
4
5
6
7
8
9 10 11 12 1
23
SELF CHECK # 2.1 LO2. Develop patterns for product packages I.
DIRECTIONS: Read each item carefully. Write the letter of the correct answer on the space provided.
-------------1.It is a full-sized drawing of the various surfaces of an object stretched out on a flat surface. a. hem
b. pattern
c. cylinder
d. fabrication
-------------2. It is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc. a. hem
b. wedge
c. seam
d. edge
-------------3. Which appliance below is not a sample of developed products? a. washing machine b. stoves -------------4-5
c. refrigerators
d. flat iron
Give the correct pattern development for figure A and figure
B. A
24
II.
A
B
C
D
Enumeration: A. Give the three kinds of seam. 1. 2 3 B. Name the two kinds of hem. 1. 2.
25
SELF CHECK # 2.2
LO2. Develop Patterns for Product Packages DIRECTION: Given a model, develop a pattern.
8 cm dia.
20 cm
16 cm. dia.
26
ASSESSMENT RESOURCES Performance Assessment Scoring Rubrics Criteria
Score (Tick the corresponding pts.)
Accuracy 50 45 40 Speed 10 6 8 Neatness 25 20 15 Lettering/Labeling 15 12 10 8 Total Performance Criteria: Accuracy 50 pts
-
The output is accurately done.
45 pts
-
Two to five errors are observed on the output.
40 pts.
-
Six to ten errors are observed on the output.
10 pts
-
The output is done 5 minutes before the time.
8 pts
-
The output is done on time.
6 pts.
-
The output is done after the allotted time.
Speed
27
Neatness 25 pts.
-
has no error
20 pts
-
has two to three erasures
15 pts
-
has four or more erasures
Lettering/Labeling 15 pts.
- All pieces of information are completely indicated and legibly printed.
12 pts.
-
All pieces of information are legibly printed but some are missing.
10 pts.
- All pieces of information are legibly printed but some are missing and misspelled.
8 pts.
- Pieces of information are not legibly printed and words are misspelled.
28
ANSWER KEY 1.1 I. 1. a 2. a. 3. d. 4. a. 5. c. II.
right auxiliary view
left auxiliary view
front auxiliary view
rear auxiliary view
right auxiliary elevation
left auxiliary elevation
29
ANSWER KEY 1.2 ( Teacher’s Check)
Self-Check 1.2
30
ANSWER KEY 2.1 I. 1.
b.
2.
a.
3. d. 4. a. 5. c. II. A.1. grooved 2. countersunk 3. lap B. 1. single hem 2. double hem
31
ANSWER KEY 2.2 ( Teacher’s Check)
Self-check 2.2
32
Republic of the Philippines
Department of the Education PUBLIC TECHNICAL-VOCATIONAL HIGH SCHOOLS
Unit of Competency: Construct Auxiliary Views and Develop Surface Patterns Module No.: 1
Module Title: Construct Auxiliary Views and Developing Surface Patterns
ACKNOWLEDGMENT Copyright Department of Education 2008 First Published JUNE 2008 This draft was prepared during the Competency-Based Learning Materials Development Workshop conducted at the Marikina Hotel, Marikina City on February 18-22, 2008 and at the Development Academy of the Philippines (DAP) on May 5-10, 2008. This learning instrument was developed by the following personnel: Technology Teachers: Mario S. Gregorio, Ed.D. Tagum National Trade School Tagum City, Davao del Norte, Region XI Roy S. Luneta Bauan Technical High School Bauan, Batangas Ariel F. Maglalang Assemblywoman Felicita G. Bernardino Memorial Trade School, Lias, Marilao, Bulacan, Region III Juanito Bugaoisan Don Alejandro Roces, Sr. Science and Technology San Fernando, La Union Arlene V. Tobias Mabalacat Technical High School Mabalacat, Pampanga Facilitator: Aida T. Galura Angeles City National Trade School Sunset Valley, Angeles City
Encoders: Mel Contapay Office of Legal Affairs Department of Education Meralco Ave., Pasig City Maria Riza Zamora DepED Budget Division Meralco Ave., Pasig City The Refinement And Enrichment Of The Competency-Based Curriculum and Competency-Based Learning Materials was done in Marikina Hotel, Marikina City on April 13-18, 2009 through the concerted effort of the following writers: Technology Teachers: Mario S. Gregorio Ed. D. Tagum National Trade School Tagum City, Davao del Norte, Region 11 Condrado C. Casulla Pangasinan School of Arts and Trades Lingayen, Pangasinan, Region 01 Nelson M. Arisga Malvar National High School Malvar, Batangas, Region 4A Alexander M. Latoga Manuel S. Enverga Memorial College of Arts and Trades Mauban, Quezon, Region 4A Mirasol F. Dasig San Pedro Relocation Center National High School San Pedro, Laguna Region 4A Contextual Writer: Marvin R. Viernes Muntinlupa Business High School Muntinlupa City, NCR
Encoder: Lawrence D. Cruz DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Jeffree O. Ponce DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Facilitator: Orlando E. Manuel PhD Principal Cabarroguis National School of Arts and Trades Cabarroguis, Quirino Region 02
This work was funded by the Department of Education. REFERENCES AND FURTHER READING Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977
TABLE OF CONTENTS Page How to Use this Module ……………………………………………….. Introduction ……………………………………………….. Technical Terms ………………………………………………………….
I ii iii
Learning Outcome 1 Construct Primary Auxiliary Views………………… Learning Experiences/Activities …………………………………. Information Sheet 1.1 …………………………………………… Self – Check 1.1 …………………………………………………….. Operation Sheet 1.1 …………………………………………………….. Self – Check 1.2 ……………………………………………………..
1 2 3 8 11 13
Learning Outcome 2 – Developing Patterns for Product Packages……… Learning Experiences/Activities ………………………………….. Information Sheet 2.1 ……………………………………………… Operation Sheet 2.1 …………………………………………………….. Self Check 2.1 ………………………………………………………… Self Check 2.2 ………………………………………………………… Assessment Resources ………………………………………………….. Answer Key ………………………………………………………………….
14 15 16 20 25 27 28 30-33
HOW TO USE THIS MODULE Activities are properly arranged in this module to help you work in your own pace. This module also covers the knowledge, skills, and attitude desirable attitude you need in technical drawing. A Pre-assessment precedes the learning activities in each module to determine you learning level and needs. The Learning Activity Page gives the sequence of the learning task. This page serves as the road map in achieving the desired objectives. When you are able to accomplish all the tasks required, a postassessment is given to check if the learner is already competent with the specified learning outcome/s and ready for the next task. Definitions of terms are provided in this module for upon easier understanding.
Program/ Course
:
TECHNICAL DRAWING 1
Unit of Competency
:
CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS
Module Title
:
Developing Auxiliary Views and Developing Patterns
INTRODUCTION This module is designed for you to familiarize you with auxiliary drawings and to be able to draw mechanically using compass, triangle, dividers, pencils and erasers. It is important to have a basic knowledge of orthographic construction because this can be integrated or applied in any area of specialization that you wish to have. This is also designed to teach students with skills in developing product packages.
SUMMARY OF LEARNING OUTCOMES Upon the completion of this module, you will be able to: LO1 Construct primary auxiliary views LO2 Develop patterns for product packages
TECHNICAL TERMS Miter line- is a 45 degree line which is used in projection. It serves as guide in keeping up drawing lines straight. Parallel-
is a line that does not intersect in the plane, but goes to the limit of infinity.
Inclined-
makes an angle with another line or plane.
Project-
means to extend from.
Cylinder-
is a geometric figure with a uniform circular cross section through its entire length.
Pattern or stretch out- is produced by utilizing a form of drafting called pattern development. Hem-
is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc.
Wired Edge- gives extra strength and rigidity to sheet metal edges. Seam-
is used to strengthen sheet metal sections. It is usually joined by soldering and / or riveting process.
Program/ Course
:
TECHNICAL DRAWING 1
Unit of Competency
:
CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS
Module Title
:
Developing Auxiliary Views and Developing Patterns
Learning Outcomes 1. Construct primary auxiliary views
Assessment Criteria 1. The principles of auxiliary drawing are discussed. 2. Two types of auxiliary drawings are identified. 3. Procedures in constructing the auxiliary drawing are correctly discussed. 4. Auxiliary drawings are demonstrated according to specifications.
References: Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977
LEARNING EXPERIENCES/ACTIVITIES Learning Outcome # 1: Construct Primary Auxiliary Views Learning Activities
Special Instruction
1. Read information sheet no. 1 on
Constructing
Auxiliary
Views. Try to answer self check no. 1.1 2. Answer self check no. 1.1.
as best as you can.
3. Compare your answers to the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 1. 5. Read operation sheet no. 1.1 carefully,
then
perform
Try to perform the said activity
the
activity on self check no. 1.2. 6. Review the steps in the same activity sheet, if the steps were not properly taken.
2
INFORMATION SHEET # 1.1 LO1. Construct auxiliary views Auxiliary views Some objects have inclined or oblique surfaces which cannot be represented in their true or exact shapes in any of the three regular orthographic views. In such case, it is necessary to make an extra or “helping” view which will be perpendicularly projected from the inclined surface. This extra view is called an Auxiliary view and can be classified as an orthographic view. In drawing auxiliary view, drawing is always projected from the regular view on which the inclined surface appears as a line. Also the construction lines projecting from the inclined surface are always on the right angles to the cut. In figure 1, the same objects are similarly drawn, the only difference that in both figures, there are extra views perpendicularly projected from the front view where the inclined edges appear. Fig. 1
Orthographic views
3
An auxiliary view added to the orthographic drawing Types of auxiliary views There are six recognized types of auxiliary view: right auxiliary view, left auxiliary view, front auxiliary view, rear auxiliary view, right auxiliary elevation, and left auxiliary elevation. Fig. 2
Left and right auxiliary views are projected perpendicularly from the front view. Fig. 3
4
The front and rear auxiliary views are projected from the side view.
Left and right auxiliary elevations are projected from the top view.
5
When drawing auxiliaries, the usual practice is to show only the inclined portion of the view. It is seldom necessary to draw a full projection of an object.
Fig. 4
6
SELF CHECK # 1.1 LO1. Construct auxiliary views I.
DIRECTION: Read each item carefully. then write the letter of the correct answer on the space provided.
-------------1. A type of drawing used to represent the exact size and shape of an object having inclined surfaces. a. auxiliary drawing
c. sectional drawing
b. orthographic drawing
d. perspective drawing
-------------2. It is a part of a drawing that needs extra view.
a.
Inclined surface
b.
Horizontal face
c.
Vertical surface
d.
Circular features
-------------3-5. From the given set of orthographic drawings on the succeeding pages, what type of auxiliary drawing is produced based on the position of the inclined surface?
7
a. left auxiliary elevation b. front auxiliary view
c. right auxiliary elevation d. Right auxiliary view
_____ 4.
a. front auxiliary view
c. left auxiliary view
b. right auxiliary view
d. left auxiliary elevation
8
_____ 5.
II
a. left auxiliary elevation
c. right auxiliary view
b. left auxiliary view
d. front auxiliary view
Enumeration: Give the six types of auxiliary views 1. 2 3 4. 5. 6
9
OPERATION SHEET # 1.1 LO1. Construct auxiliary views Procedure: 1. Study the given orthographic problems then identify the type of auxiliary drawing used for the given problem.
2. Project the inclined surface and corners with 90 degree line. Be sure to use your instruments properly.
900
10
3. Transfer all dimensions of the object aligned with the projected line.
3. Darken construction lines to show the auxiliary view.
11
SELF CHECK 1.2
LO1. Construct auxiliary views
Direction: Given the orthographic views, construct the auxiliary drawing.
28
PARTIAL VIEW
25 52 14
28 10
10
45 deg.
30
20
28
FRONT VIEW
FRONT VIEW
12
Program/ Course
:
TECHNICAL DRAWING II
Unit of Competency
:
DEVELOP PATTERNS FOR PRODUCT PACKAGES
Module Title
:
Developing Patterns for Product Packages
Learning Outcome 2. Develop patterns for product packages. Assessment Criteria 1. The principles of pattern development are correctly explained. 2. The three methods in making patterns are identified and discussed. 3. Procedure in developing patterns are demonstrated according to standard specifications. References: Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10 th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977
13
LEARNING EXPERIENCES/ ACTIVITIES
Learning Outcome # 2: Develop Patterns for Product Packages Learning Activities
Special Instruction
1. Read information sheet no. 2 on
Developing
Patterns
for
Product Packages. 2. Answer self check no. 2.1.
Try to answer self check no. 2.1 the best you can.
3. Compare your answers with the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 2. 5. Proceed to activity sheet no. 2.1.
Try to perform the said activity.
6. Review the steps from the given activity sheet.
14
INFORMATION SHEET # 2.1 LO2. Develop patterns for product packages Pattern is a full size drawing of the various surfaces of an object stretched out on a flat surface. Pattern development is important to many occupations and hobbies that require folding or rolling of sheet materials. It plays an important part in the fabrication of sheet metal ducts and pipes needed in the installation and heating of air conditioning units. Stoves and refrigerators are fabricated from many sheet metal parts.
Sample developed objects
Cube Prism
15
Pyramid
Cylinders
Cones
Sample Developed Patterns
16
Hems, Edges, Seams
Hem-is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc.
17
Wired Edge- gives extra strength and rigidity to sheet metal edges.
Seams-are used to strengthen sheet metal sections. They are usually joined by soldering and / or riveting process.
18
OPERATION SHEET # 2.1 LO2. Develop patterns for product packages Procedure: 1. Draw the front and top views of required cylinder. Divide top view into twelve (12) equal parts and number each division.
STEP 1
STEP 3
STEP 2
STEP 4
19
TOP VIEW
FRONT VIEW 2. The height of the pattern or stretchout is the same as the height of the front view. Project construction lines from the top to bottom of the front view.
20
3. Allow sufficient space (25 mm is adequate) between the front view and the pattern, then draw a vertical line. This will locate line 1 of the pattern.
4.
Set your compass or divider from 1 to 2 (the points where the
division lines intersect the circle) on the top view. Transfer this distance to the extended lines of the pattern to locate reference lines 1,2,3,-12,1.
21
5. Draw the top and bottom tangent to the extended stretch-out pattern. .
6. Allow 6.0 m for seams and go over all outlines with visible object lines. The lines that represent the curve or circular lines are drawn in color or they are left as construction lines.
22
7. Output
1 2 3 13
4
5
6
7
8
9 10 11 12 1
23
SELF CHECK # 2.1 LO2. Develop patterns for product packages I.
DIRECTIONS: Read each item carefully. Write the letter of the correct answer on the space provided.
-------------1.It is a full-sized drawing of the various surfaces of an object stretched out on a flat surface. a. hem
b. pattern
c. cylinder
d. fabrication
-------------2. It is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc. a. hem
b. wedge
c. seam
d. edge
-------------3. Which appliance below is not a sample of developed products? a. washing machine b. stoves -------------4-5
c. refrigerators
d. flat iron
Give the correct pattern development for figure A and figure
B. A
24
II.
A
B
C
D
Enumeration: A. Give the three kinds of seam. 1. 2 3 B. Name the two kinds of hem. 1. 2.
25
SELF CHECK # 2.2
LO2. Develop Patterns for Product Packages DIRECTION: Given a model, develop a pattern.
8 cm dia.
20 cm
16 cm. dia.
26
ASSESSMENT RESOURCES Performance Assessment Scoring Rubrics Criteria
Score (Tick the corresponding pts.)
Accuracy 50 45 40 Speed 10 6 8 Neatness 25 20 15 Lettering/Labeling 15 12 10 8 Total Performance Criteria: Accuracy 50 pts
-
The output is accurately done.
45 pts
-
Two to five errors are observed on the output.
40 pts.
-
Six to ten errors are observed on the output.
10 pts
-
The output is done 5 minutes before the time.
8 pts
-
The output is done on time.
6 pts.
-
The output is done after the allotted time.
Speed
27
Neatness 25 pts.
-
has no error
20 pts
-
has two to three erasures
15 pts
-
has four or more erasures
Lettering/Labeling 15 pts.
- All pieces of information are completely indicated and legibly printed.
12 pts.
-
All pieces of information are legibly printed but some are missing.
10 pts.
- All pieces of information are legibly printed but some are missing and misspelled.
8 pts.
- Pieces of information are not legibly printed and words are misspelled.
28
ANSWER KEY 1.1 I. 1. a 2. a. 3. d. 4. a. 5. c. II.
right auxiliary view
left auxiliary view
front auxiliary view
rear auxiliary view
right auxiliary elevation
left auxiliary elevation
29
ANSWER KEY 1.2 ( Teacher’s Check)
Self-Check 1.2
30
ANSWER KEY 2.1 I. 1.
b.
2.
a.
3. d. 4. a. 5. c. II. A.1. grooved 2. countersunk 3. lap B. 1. single hem 2. double hem
31
ANSWER KEY 2.2 ( Teacher’s Check)
Self-check 2.2
32