technical drawing y2

Unit of Competency: Construct Auxiliary Views and Develop

Surface Patterns

Module No.: 1 Module Title: Construct Auxiliary Views and

Developing Surface Patterns

Republic of the Philippines

Department of the Education PUBLIC TECHNICAL-VOCATIONAL

HIGH SCHOOLS

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:


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 ……………………………………………….. I Introduction ……………………………………………….. ii Technical Terms …………………………………………………………. iii Learning Outcome 1 Construct Primary Auxiliary Views………………… 1

Learning Experiences/Activities …………………………………. 2

Information Sheet 1.1 …………………………………………… 3

Self – Check 1.1 …………………………………………………….. 8

Operation Sheet 1.1 …………………………………………………….. 11

Self – Check 1.2 …………………………………………………….. 13

Learning Outcome 2 – Developing Patterns for Product Packages……… 14

Learning Experiences/Activities ………………………………….. 15

Information Sheet 2.1 ……………………………………………… 16

Operation Sheet 2.1 …………………………………………………….. 20

Self Check 2.1 ………………………………………………………… 25

Self Check 2.2 ………………………………………………………… 27

Assessment Resources ………………………………………………….. 28

Answer Key …………………………………………………………………. 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 post-

assessment 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.



DEVELOP PATTERNS


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:


Company: 1949.


editon: 1960



1977

2

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome # 1: Construct Primary Auxiliary Views

Learning Activities Special Instruction

1. Read information sheet no. 1

on Constructing Auxiliary

Views.

2. Answer self check no. 1.1.

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 the

activity on self check no. 1.2.

6. Review the steps in the same

activity sheet, if the steps were

not properly taken.

Try to answer self check no. 1.1

as best as you can.

Try to perform the said

activity

3

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

4

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

5

The front and rear auxiliary views are projected from the side view.

Left and right auxiliary elevations are projected from the top

view.

6

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

7

SELF CHECK # 1.1


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?

8

a. left auxiliary elevation c. right auxiliary elevation

b. front auxiliary view d. Right auxiliary view

_____ 4.

a. front auxiliary view c. left auxiliary view

b. right auxiliary view d. left auxiliary elevation

9

_____ 5.

a. left auxiliary elevation c. right auxiliary view

b. left auxiliary view d. front auxiliary view

II Enumeration:

Give the six types of auxiliary views

1.

2

3

4.

5.

6

10

OPERATION SHEET # 1.1


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

11

3. Transfer all dimensions of the object aligned with the projected

line.

3. Darken construction lines to show the auxiliary view.

12

SELF CHECK 1.2


28

52

25

28

PARTIAL VIEW

FRONT VIEW FRONT VIEW

28

45 deg.

20

10

30

10

14

Direction: Given the orthographic views, construct the auxiliary

drawing.

13

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:


Company: 1949.


editon: 1960



1977

14

LEARNING EXPERIENCES/ ACTIVITIES

Learning Outcome # 2: Develop Patterns for Product Packages



on Developing Patterns for

Product Packages.


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.

6. Review the steps from the given

activity sheet.

Try to answer self check no.

2.1 the best you can.


activity.

15


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

16

Pyramid Cylinders Cones

Sample Developed Patterns

17

Hems, Edges, Seams

Hem-is used to strengthen the lips of sheet metal objects. It is made in


18


Seams-are used to strengthen sheet metal sections. They are usually joined

by soldering and / or riveting process.

19



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 2

STEP 3 STEP 4

20

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.

21

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.

22

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.

23

7. Output

3 4 5 1 2 6 7 8 9 10 11 12 1 13

24

SELF CHECK # 2.1


I. DIRECTIONS: Read each item carefully. Write the letter of the correct


-------------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 c. refrigerators d. flat iron

-------------4-5 Give the correct pattern development for figure A and figure

B.

A

25

II. Enumeration:

A. Give the three kinds of seam.

1.

2

3

B. Name the two kinds of hem.

1.

2.

D C

B A

26

SELF CHECK # 2.2

LO2. Develop Patterns for Product Packages

DIRECTION: Given a model, develop a pattern.

16 cm. dia.

8 cm dia.

20 cm

27

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.

Speed

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.

28

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.


missing and misspelled.

8 pts. - Pieces of information are not legibly printed and words are

misspelled.

29

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

30

ANSWER KEY 1.2

( Teacher’s Check)

Self-Check 1.2

31

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

32

ANSWER KEY 2.2


Self-check 2.2

Unit of Competency: Construct Auxiliary Views and Develop

Surface Patterns

Module No.: 1 Module Title: Construct Auxiliary Views and

Developing Surface Patterns

Republic of the Philippines

Department of the Education PUBLIC TECHNICAL-VOCATIONAL

HIGH SCHOOLS

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:


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:


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


Company: 1949.


editon: 1960



1977

TABLE OF CONTENTS

Page

How to Use this Module ……………………………………………….. I Introduction ……………………………………………….. ii Technical Terms …………………………………………………………. iii Learning Outcome 1 Construct Primary Auxiliary Views………………… 1

Learning Experiences/Activities …………………………………. 2

Information Sheet 1.1 …………………………………………… 3

Self – Check 1.1 …………………………………………………….. 8

Operation Sheet 1.1 …………………………………………………….. 11

Self – Check 1.2 …………………………………………………….. 13

Learning Outcome 2 – Developing Patterns for Product Packages……… 14

Learning Experiences/Activities ………………………………….. 15

Information Sheet 2.1 ……………………………………………… 16

Operation Sheet 2.1 …………………………………………………….. 20

Self Check 2.1 ………………………………………………………… 25

Self Check 2.2 ………………………………………………………… 27

Assessment Resources ………………………………………………….. 28

Answer Key …………………………………………………………………. 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 post-

assessment 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.



DEVELOP PATTERNS


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



Seam- is used to strengthen sheet metal sections. It is usually joined by

soldering and / or riveting process.



DEVELOP PATTERNS


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:


Company: 1949.


editon: 1960



1977

2

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome # 1: Construct Primary Auxiliary Views



on Constructing Auxiliary

Views.


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 the

activity on self check no. 1.2.

6. Review the steps in the same

activity sheet, if the steps were

not properly taken.

Try to answer self check no. 1.1

as best as you can.


activity

3



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

4

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

5

The front and rear auxiliary views are projected from the side view.

Left and right auxiliary elevations are projected from the top

view.

6

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

7

SELF CHECK # 1.1


I. DIRECTION: Read each item carefully. then write the letter of the correct


-------------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?

8

a. left auxiliary elevation c. right auxiliary elevation

b. front auxiliary view d. Right auxiliary view

_____ 4.

a. front auxiliary view c. left auxiliary view

b. right auxiliary view d. left auxiliary elevation

9

_____ 5.

a. left auxiliary elevation c. right auxiliary view

b. left auxiliary view d. front auxiliary view

II Enumeration:

Give the six types of auxiliary views

1.

2

3

4.

5.

6

10



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

11

3. Transfer all dimensions of the object aligned with the projected

line.

3. Darken construction lines to show the auxiliary view.

12

SELF CHECK 1.2


28

52

25

28

PARTIAL VIEW

FRONT VIEW FRONT VIEW

28

45 deg.

20

10

30

10

14

Direction: Given the orthographic views, construct the auxiliary

drawing.

13

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:


Company: 1949.


editon: 1960



1977

14

LEARNING EXPERIENCES/ ACTIVITIES

Learning Outcome # 2: Develop Patterns for Product Packages



on Developing Patterns for

Product Packages.


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.

6. Review the steps from the given

activity sheet.

Try to answer self check no.

2.1 the best you can.


activity.

15



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

16

Pyramid Cylinders Cones

Sample Developed Patterns

17

Hems, Edges, Seams

Hem-is used to strengthen the lips of sheet metal objects. It is made in


18


Seams-are used to strengthen sheet metal sections. They are usually joined

by soldering and / or riveting process.

19



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 2

STEP 3 STEP 4

20

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.

21

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.

22

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.

23

7. Output

3 4 5 1 2 6 7 8 9 10 11 12 1 13

24

SELF CHECK # 2.1


I. DIRECTIONS: Read each item carefully. Write the letter of the correct


-------------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 c. refrigerators d. flat iron

-------------4-5 Give the correct pattern development for figure A and figure

B.

A

25

II. Enumeration:

A. Give the three kinds of seam.

1.

2

3

B. Name the two kinds of hem.

1.

2.

D C

B A

26

SELF CHECK # 2.2

LO2. Develop Patterns for Product Packages

DIRECTION: Given a model, develop a pattern.

16 cm. dia.

8 cm dia.

20 cm

27

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.

Speed

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.

28

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.


missing.


missing and misspelled.

8 pts. - Pieces of information are not legibly printed and words are

misspelled.

29

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

30

ANSWER KEY 1.2


Self-Check 1.2

31

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

32

ANSWER KEY 2.2


Self-check 2.2

technical drawing y2

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