COMPETENCY-BASED LEARNING MATERIALS

Interpret Technical Drawings and Plans Draft

Sector:
CONSTRUCTION

Technical Education and Skills Development Authority

REGIONAL TRAINING CENTER
TESDA Complex Carig Norte,
Tuguegarao City
 COMPETENCY-BASED
LEARNING MATERIALS
INTERPRET TECHNICAL DRAWINGS AND PLANS
 HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module: Interpret technical drawings and plans. This
module contains training materials and activities for you to complete.

You are required to go through a series of learning activities in order to

complete each learning outcome of the module. In each learning outcome there are
Information Sheets, Resource Sheets and Reference Materials for further reading to
help you better understand the required activities. Follow these activities on your
own and answer the self-check at the end of each learning outcome. Get the answer
key from your instructor and check your work honestly. If you have questions,
please don’t hesitate to ask your facilitator for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this
module because you have:
 been working for someone
 already completed training in this area

If you can demonstrate to your trainer that you are competent in a particular skill
or skills, talk to him/her about having them formally recognized so you won’t have to
do the same training again. If you have qualifications or Certificates of Competency
from previous trainings, show them to your trainer. If the skills you acquired are still
relevant to this module, they may become part of the evidence you can present for
RPL.
At the end of this learning material is a Learner’s Diary, use this diary to record
important dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer or assessors. A Record of Achievement is
also provided for your trainer to complete once you completed the module.

This learning material was prepared to help you achieve the required
competency in Interpret technical drawings and plans. This will be source of
information for you to acquire the knowledge and skills in this particular trade
independently and your own pace with minimum supervision or help from your
instructor.

In doing the activities to complete the requirements of this module, please be guided
by the following:
 Talk to your trainer and agree on how you will both organize the training under
this module. Read through the module carefully. It is divided into sections that
cover all the skills and knowledge you need to successfully complete

 Work through all information and complete the activities in each section. Read
the information sheets and complete the self-check provided in this module.

 Most probably your trainer will also be your supervisor or manager. He/She is
there to support you and show you the correct way to do things. Ask for help.

 Your trainer will tell you about the important things you need to consider when
you are completing the activities and it is important that you listen and take notes.
 You will be given plenty of opportunities to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way you
will improve both your speed and memory and also your confidence.
 Talk to more experienced work mates and ask for their guidance.

 Use self-check questions at the end of each section to test your own progress.

 When you are ready, ask your trainer to watch you perform the activities outlined
in this module.
 COMPETENCY-BASED LEARNING MATERIALS
List of competency
No Unit of competency Module title Code

1. Interpret technical drawings and Interpreting technical drawings and

CON311301
plans plans

Module Content

UNIT OF COMPETENCY : Interpret technical drawings and plans

MODULE TITLE : Interpreting technical drawings and plans

CODE : CON311202

MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
on analyzing and interpreting symbols, data and work
plan based on the required performance standard..

NOMINAL DURATION :8 hrs

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module the trainees/students should be able to:

 LO1. Analyze signs, symbols and data.

 LO2. Interpret technical drawings and plans

CONTENTS:

 Analyze signs, symbols and data.

 Interpret technical drawings and plans
 Apply freehand sketching
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 1 Analyze signs, symbols and data.

CONTENTS:
1. Drawing symbols and signs
2. Trade mathematics
ASSESSMENT CRITERIA:
1. Identify sign, symbols, and data according to job specifications.
2. Determine sign, symbols and data according to classification or as appropriate
in drawing.
CONDITION:

Students/trainees must be provided with the following:

 Workplace Location
 Measuring Instruments
 Blueprints of plan
 Electrical
 Mechanical
 Instructional materials

METHODOLOGIES:

 Demonstration
 Classroom discussions
 Self-paced
ASSESSMENT METHOD:
 Practical exam
 Direct observation
 Written test/questioning
 LEARNING EXPERIENCES
Learning Outcome 1: Analyze signs, symbols and data.
Learning Activities
Read Information Sheet 2.1-1
Drawing symbols and signs
After reading,
Answer self-check 2.1-1
Drawing symbols and signs
Read information Sheet 2.1-2
Trade mathematics
After reading, Answer self-
check 2.1-2 Trade
mathematics
Special Instructions
 If you have some problem on the content of the
information sheet don’t hesitate to approach
your facilitator
 If you feel that you are now knowledgeable on
the content of the information sheet you can
now answer self-check provided in the module
 Compare your answers to answer key 2.1-1
drawing symbols and signs
 If you have some problem on the content of the
information sheet don’t hesitate to approach
your facilitator
 If you feel that you are now
knowledgeable on the content of the
information sheet you can now answer self-
check provided in the module
 Compare your answers to Answer key 2.1-2
Trade mathematics
 Information sheet 2.1-1

DRAWING SIGNS AND SYMBOLS

Alphabet of Lines

In sketching orthographic drawing, certain conventional lines are used for a

definite purpose. These lines are commonly called Alphabet of Lines.
Uses of Alphabet Lines:

 Construction line - Very light line used to “block in” an object. These lines
are made so light that little or no erasing is needed. They serve as base for
darkening in the permanent line
 Borderline - Heavy, solid line used to frame in the drawing
 Visible line - A medium line used to show edges and contours not visible to
the eye.
 Invisible line - A medium line used to show edges and contours not visible to
the eye.
 Centerline - A light line used as axis of symmetry. Used for center of circle
and arcs. Sometimes the symbol is shown
 Dimension line - Light thin lines used to show the sizes of the object.
Extension lights start about 1/16” from visible or object line. The dimension
line is broken near the center for the dimension.
 Long break line - Heavy line draws freehand for same purpose as long
break.
 Definition of Terms

 Axis – line about which a body turns or rotates

 Design – drawing showing the plan, elevations, sections, and other features.
 Detail drawing – separate drawing showing a small part of a machine or
structure
 Dimension – definite measure shown on a drawing in detail
 Isometric Drawing – drawing which resembles a respective drawing
 Orthographic Projection – arrangement in a drawing of the three principal
views of an object
 Perspective Drawing – the representation of an object on a plan surface,
pertaining to materials, styles and finish presented as to have the same
appearances as when seen from a particular viewpoint
 Projections – the cutting out of any part or any member of a structure
 Reduced – made smaller than the actual size as in the size of object
 Scaled Drawing – drawing plan made according to a scale, smaller than the
actual work
 Sketch – freehand drawing of an object
 Specification – written instruction to the worker containing all the information
 Self-Check 2.1-1

Directions: Choice the letter of your best answer

1. The representation of an object on a plan surface, pertaining to materials,

styles and finish presented as to have the same appearances as when seen
from a particular viewpoint?

a) Perspective Drawing
b) Construction line
c) Visible line
d) Invisible line
e) Centerline

2. Very light line used to “block in” an object. These lines are made so light that
little or no erasing is needed. They serve as base for darkening in the
permanent line?

a) Perspective Drawing
b) Construction line
c) Visible line
d) Invisible line
e) Centerline

3. A medium line used to show edges and contours not visible to the eye?

a) Perspective Drawing
b) Construction line
c) Visible line
d) Invisible line
e) Centerline

4. A medium line used to show edges and contours not visible to the eye?

a) Perspective Drawing
b) Construction line
c) Visible line
d) Invisible line
e) Centerline

5. A light line used as axis of symmetry. Used for center of circle and arcs.
Sometimes the symbol is shown?

a) Perspective Drawing
b) Construction line
c) Visible line
d) Invisible line
e) Centerline
 Answer key 2.1-1

1. Perspective Drawing (a)

2. Construction line (b)

3. Visible line (c)

4. Invisible line (d)

5. Centerline (e)
 Information sheet 2.1-2

TRADE MATHEMATICS
Introduction

Working in the trades requires strong numeracy skills to help you succeed on
the job. This workbook includes questions and learning material to help you:
learn more about the numeracy skills required to work in the trades;discover
how journeypersons use numeracy on the job; practice your numeracy skills;
andfind out which numeracy skills you may need to improve.

The workbook is divided into four sections, each of which highlights different
numeracy skills that journeypersons use on the job.

1. Measurement and calculation:

Skills used to measure and describe the physical world, for example by taking
measurements and calculating area and volume.

2. Money math:

Skills used in paying and receiving money on the job, for example in handling
cash, making change, preparing bills or making payments.

3. Scheduling, budgeting and accounting:

Skills used to manage time and money, for example in planning and keeping
track of how you use your time and money, in choosing the products or
services that offer the best value and in using your time and money wisely.

4. Data analysis:

Skills used to solve problems by analyzing and comparing numerical data.

An answer key is provided at the end of the workbook to help you review your
answers and find out which areas of numeracy you may need to improve.

Math Foundations

Trades occupations require all or most of the math foundations listed

below.

Math foundation skills: Whole numbers

e.g.: 3, 14

Read, write, count, round off, add, subtract, multiply and divide whole numbers.
Workplace examples:

Order supplies.

Take stock inventory.

Count parts.

Read serial numbers.

Math foundation skills: Integers

e.g.: -5, 0, 11

Read, write, add, subtract, multiply and divide integers.

Workplace examples:

 Read
temperatures.
Use survey tools.
 Set up computer
numerical control
programs.
 Measure air
pressure.

Math foundation skills: Fractions

e.g.: ⅛, ¼

Read, write, round off, add, subtract, multiply or divide fractions. Multiply or
divide by a fraction.

Workplace examples:

Take and record imperial measurements. Determine tool

or material sizes.

Calculate quantities.

Math foundation skills: Decimals

e.g.: 8.50, 0.00375

Read, write, round off, add or subtract, multiply or divide decimals. Multiply or
divide by a decimal.
Workplace examples:

Handle money.
Take and record metric measurements. Measure tolerances.
Select tool sizes.

Math foundation skills: Percentages

e.g.: 10%, 42%

Read and write percentages. Calculate the percentage one number is of another.
Calculate a percentage of a number.

Workplace examples:

Calculate tax.

Read and write tolerances. Adjust machine loads.

Describe in terms of a proportion of maximum capacity or an amount of progress

towards completion.

Math foundation skills: Equivalent numbers

e.g.: ½ = 0.5 = 50%

Convert between fractions, decimals and percentages.

Workplace examples:

Convert decimal readings on gauges to percent of output. Convert decimals to

fractions to select the correct part or size of tool.

Convert quantities of ingredients to decimals to calculate cost.

Math foundation skills: Other real numbers

e.g.: √36, 92, 2.2 x 103, π

Use square roots, powers, scientific notation and significant digits.

Workplace examples:

Calculate power and current in three-phase motors.

Use square roots to calculate dimensions for a staircase. Use powers to express
the volume of tanks.
Math foundation skills: Equations and formulas

Solve problems using equations with one unknown quantity. Use formulas by
inserting quantities. Solve quadratic equations.

Workplace examples:

Determine where to place holes.

Calculate the correct angles for rigging loads. Set food prices. Use Ohm’s law to
check motor voltage.

Math foundation skills: Rates, ratios and proportions

Use a rate comparing two quantities with different units. Use a ratio comparing two
quantities with the same units. Use a proportion comparing two ratios or rates.

Workplace examples:

Adjust tire pressure.

Mix gasoline additives.

Adjust ingredients in a recipe to make more servings. Calculate speed and feed
rates of a machine.

Read a scale drawing. Calculate airflow rates.

Math foundation skills: Measurement conversions

Convert between imperial and metric (SI) measurements.

Convert to another unit within a measurement system.

Workplace examples:

Convert units to select wrench sizes. Cut lengths

of wire.
Mix coloring agents.

Meet product specifications.

Calculate airflow.

Use scale drawings.

Math foundation skills: Areas, perimeters and volumes Calculate areas,

perimeters and volumes.
Workplace examples:
Calculate the area or perimeter of a work surface to be painted, sodded or
caulked.
Calculate the volume of gasoline additives or concrete required.
Calculate the capacity of a storage tank.

Math foundation skills: Geometry

Apply geometric concepts such as parallelism, perpendicularity

and tangents.

Workplace examples:

Find the center of a room to install fixtures. Cut hair using

angles.

Cut slopes to fabricate ramps.

Use angles to lay out patterns for materials.

Math foundation skills: Trigonometry

Use trigonometry to determine the size of an unknown side or angle of a triangle.

Workplace examples:

Calculate angles for a circular staircase. Place holes

on a part.
Make bolt patterns for drilling or machine installation.
Find offsets.

Math foundation skills: Summary calculations

Calculate averages and rates other than percentages, proportions or ratios.

Workplace examples:

Calculate averages for:

fuel or power consumption; tool

lifespan;

Speed and feed rates; material

production; and
Time needed to perform tasks.

Math foundation skills: Statistics and probability Use statistics and

probability to draw conclusions.
Workplace examples:

Estimate how much of something clients use. Predict sales

trends.

Determine the probability of equipment and parts failure. Describe the progress of
fabrication and installation tasks.

Section 1: Measurement and Calculation

Measurement is the way that numbers are used most often in the trades.
Measurement and calculation are used to measure and describe the physical
world, for example by taking measurements and calculating area and volume.
The following are three typical workplace examples of measurement and
calculation:

Construction electricians take measurements and perform

calculations to make sure that electrical installations meet electrical code
requirements.

Carpenters take precise measurements using survey equipment.

Plumbers perform calculations using trigonometry to design, fabricate and

install pipe that needs to go around an obstacle.

Using Measuring Tools

Journeypersons who build things in their work use measuring tapes, laser
survey equipment, micrometers, scales and other tools to measure on a daily
basis. They work with both imperial and metric measurements on the job.

1. Enter the correct length beside each arrow on the measuring tape. Remember to
include the correct unit (inches or centimeters). Two examples are provided for
you.
2. Label the following measurements (a-f) on the measuring tape with an arrow and
the letter of the question. Two examples have been done for you.

x. 37 ½"

y. 1.01 m

a. 39 ⅛ in.

b. 3 ft. 4 ¾ in.

c. 3.5 ft.

d. 93 cm

e. 0.992 m

f. 107.5 cm
3. Carpenters take readings of elevations, directions and lengths of property lines
using a leveling rod. The red numbers on the rod represent the number of feet,
and the black numbers represent tenths of a foot.

Record the readings below. The first one has been done for you.

Note: The red numbers are larger than the black numbers when they mark
an even number of feet (e.g., 3.0 feet), but smaller when they appear as
“reminders” in between.

Using Formulas

The formulas in the box below will help you solve the workplace problems
in this section.

Formulas for Perimeter, Area and Volume

Perimeter

1 - Dimensional

P=2(L+W)

Area

2 - Dimensional

A=LW
Volume

3 - Dimensional

V=LWH

C = πd or C = 2πr

radius = diameter / 2

diameter = 2 x radius

A = πr2

L.A. = πdh or
L.A. = 2πrh

S.A. = L.A. + area of both bases

V = πr2h

V = πr2h / 3

Pythagorean Theorem (3-4-5 Method)

a2 + b2 = c2
a2 = c2 - b2

b2 = c2 - a2

Whether you are in a classroom or on the job, it is helpful to develop your own
method for solving math problems involving measurements. The steps below can
help you do this.
Steps:

1. Draw a diagram and label it with measurements. Identify the

information you need.

Think about the units you are working with (e.g., square metres, loads, feet).

2. Decide which formula or formulas you will need to use

3. Calculate the answer
 Self-Check 2.1-2

Directions: Choice the letter of your best answer

1. What is the formula in determining the perimeter of a rectangle?

2. What is the formula in determining the area of a rectangle?

3. What is the formula in determining the perimeter of a circle?

4. What is the formula in determining the volume of a cone?

5. What is the formula in determining the area of a triangle?

 Answer key 2.1-2

1. P = 2L + 2W

2. P = L x W

3. 2πr

4. V = πr2h / 3

5. 1/2bh
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME # 2 Interpret technical drawings and plans.

CONTENTS:
1. Basic Technical drawing
2. Technical plans and Schematic Diagram
3. Symbols and Abbreviations

ASSESSMENT CRITERIA:
1. Identify necessary tools, materials and equipment according to the plan.
2. Recognize components, assemblies or object as per job requirement.
3. Identify dimensions and specification according to job requirements.

CONDITIONS:

Students/trainees must be provided with the following:

 Classroom for discussion

 Workplace Location
 Measuring Instruments
 Blueprints of plan
 Electrical
 Mechanical
 Instructional materials

METHODOLOGIES

 Demonstration
 Classroom discussions
 Self-paced

ASSESSMENT METHODS

 Practical exam
 Direct observation
 Written test/questioning
 LEARNING EXPERIENCES
Learning Outcome 2: Interpret technical drawings and plans.
Learning Activities
Read Information Sheet 2.2-1
Basic Technical drawing,
Answer self-check 2.2-1 Basic
Technical drawing
Read information Sheet 2.2-2
Technical plans and
Schematic Diagram
After reading, Answer self-
check 2.1-2 Technical plans
and Schematic Diagram
Read information Sheet 2.2-3
Symbols and Abbreviations
After reading, Answer self-
check 2.1-3 Symbols and
Abbreviations
Special Instructions
 If you have some problem on the content of the
information sheet don’t hesitate to approach
your facilitator
 If you feel that you are now knowledgeable on
the content of the information sheet you can
now answer self-check provided in the module
 Compare your answers to answer key 2.2-1
Basic Technical drawing
 If you have some problem on the content of the
information sheet don’t hesitate to approach
your facilitator
 If you feel that you are now
knowledgeable on the content of the
information sheet you can now answer self-
check provided in the module
Compare your answers to Answer key 2.1-2
Technical plans and Schematic Diagram
 If you have some problem on the content of the
information sheet don’t hesitate to approach
your facilitator
 If you feel that you are now
knowledgeable on the content of the
information sheet you can now answer self-
check provided in the module
Compare your answers to Answer key 2.1-3
Symbols and Abbreviations
 Information sheet 2.2-1

BASIC TECHNICAL DRAWING

Introduction

One of the best ways to communicate one's ideas is through some form of picture or
drawing. This is especially true for the engineer. The purpose of this guide is to give
you the basics of engineering sketching and drawing.
We will treat "sketching" and "drawing" as one. "Sketching" generally means
freehand drawing. "Drawing" usually means using drawing instruments, from
compasses to computers to bring precision to the drawings.
This is just an introduction. Don't worry about understanding every detail right now -
just get a general feel for the language of graphics.
We hope you like the object in Figure 1, because you'll be seeing a lot of it. Before
we get started on any technical drawings, let's get a good look at this strange block
from several angles.

Figure 1 - A Machined Block.

Isometric Drawing

The representation of the object in figure 2 is called an isometric drawing. This is one
of a family of three-dimensional views called pictorial drawings. In an isometric
drawing, the object's vertical lines are drawn vertically, and the horizontal lines in the
width and depth planes are shown at 30 degrees to the horizontal. When drawn
under these guidelines, the lines parallel to these three axes are at their true (scale)
lengths. Lines that are not parallel to these axes will not be of their true length.

Figure 2 - An Isometric Drawing.

Any engineering drawing should show everything: a complete understanding of the
object should be possible from the drawing. If the isometric drawing can show all
details and all dimensions on one drawing, it is ideal. One can pack a great deal of
information into an isometric drawing. However, if the object in figure 2 had a hole on
the back side, it would not be visible using a single isometric drawing. In order to get
a more complete view of the object, an orthographic projection may be used.
Orthographic or Multi-view Drawing

Imagine that you have an object suspended by transparent threads inside a glass
box, as in figure 3.

Figure 3 - The block suspended in a glass box.

Then draw the object on each of three faces as seen from that direction. Unfold the
box (figure 4) and you have the three views. We call this an "orthographic" or
"multiview" drawing.

Figure 4 - The creation of an orthographic multi-view drawing.

Figure 5 - A multi-view drawing and its explanation.
Which views should one choose for a multi-view drawing? The views that reveal
every detail about the object. Three views are not always necessary; we need only
as many views as are required to describe the object fully. For example, some
objects need only two views, while others need four. The circular object in figure 6
requires only two views.

Figure 6 - An object needing only two orthogonal views.

Dimensioning

Figure 7 - An isometric view with dimensions.

We have "dimensioned" the object in the isometric drawing in figure 7. As a general
guideline to dimensioning, try to think that you would make an object and dimension
it in the most useful way. Put in exactly as many dimensions as are necessary for the
craftsperson to make it -no more, no less. Do not put in redundant dimensions. Not
only will these clutter the drawing, but if "tolerances" or accuracy levels have been
included, the redundant dimensions often lead to conflicts when the tolerance
allowances can be added in different ways.
Repeatedly measuring from one point to another will lead to inaccuracies. It is often
better to measure from one end to various points. This gives the dimensions a
reference standard. It is helpful to choose the placement of the dimension in the
order in which a machinist would create the part. This convention may take some
experience.
Sectioning

There are many times when the interior details of an object cannot be seen from the
outside (figure 8).

Figure 8 - An isometric drawing that does not show all details.

We can get around this by pretending to cut the object on a plane and showing the
"sectional view". The sectional view is applicable to objects like engine blocks, where
the interior details are intricate and would be very difficult to understand through the
use of "hidden" lines (hidden lines are, by convention, dotted) on an orthographic or
isometric drawing.
Imagine slicing the object in the middle (figure 9):

Figure 9 - "Sectioning" an object.

Figure 10 - Sectioning the object in figure 8.
Take away the front half (figure 10) and what you have is a full section view (figure
11).

Figure 11 - Sectioned isometric and orthogonal views.

The cross-section looks like figure 11 when it is viewed from straight ahead.
Drawing Tools

To prepare a drawing, one can use manual drafting instruments (figure 12) or
computer-aided drafting or design, or CAD. The basic drawing standards and
conventions are the same regardless of what design tool you use to make the
drawings. In learning drafting, we will approach it from the perspective of manual
drafting. If the drawing is made without either instruments or CAD, it is called a
freehand sketch.

Figure 12 - Drawing Tools.

"Assembly" Drawings

An isometric view of an "assembled" pillow-block bearing system is shown in figure

13. It corresponds closely to what you actually see when viewing the object from a
particular angle. We cannot tell what the inside of the part looks like from this view.
We can also show isometric views of the pillow-block being taken apart or
"disassembled" (figure 14). This allows you to see the inner components of the
bearing system. Isometric drawings can show overall arrangement clearly, but not
the details and the dimensions.

Figure 13 - Pillow-block (Freehand sketch).

Figure 14 - Disassembled Pillow-block.

Cross-Sectional Views

A cross-sectional view portrays a cut-away portion of the object and is another way
to show hidden components in a device.
Imagine a plane that cuts vertically through the center of the pillow block as shown in
figure 15. Then imagine removing the material from the front of this plane, as shown
in figure 16.

Figure 15 - Pillow Block.

Figure 16 - Pillow Block.

This is how the remaining rear section would look. Diagonal lines (cross-hatches)
show regions where materials have been cut by the cutting plane.

Figure 17 - Section "A-A".

This cross-sectional view (section A-A, figure 17), one that is orthogonal to the
viewing direction, shows the relationships of lengths and diameters better. These
drawings are easier to make than isometric drawings. Seasoned engineers can
interpret orthogonal drawings without needing an isometric drawing, but this takes a
bit of practice.
The top "outside" view of the bearing is shown in figure 18. It is an orthogonal
(perpendicular) projection. Notice the direction of the arrows for the "A-A" cutting
plane.

Figure 18 - The top "outside" view of the bearing.

Half-Sections

A half-section is a view of an object showing one-half of the view in section, as in

figure 19 and 20.

Figure 19 - Full and sectioned isometric views.

Figure 20 - Front view and half section.

The diagonal lines on the section drawing are used to indicate the area that has
been theoretically cut. These lines are called section lining or cross-hatching. The
lines are thin and are usually drawn at a 45-degree angle to the major outline of the
object. The spacing between lines should be uniform.
A second, rarer, use of cross-hatching is to indicate the material of the object. One
form of cross-hatching may be used for cast iron, another for bronze, and so forth.
More usually, the type of material is indicated elsewhere on the drawing, making the
use of different types of cross-hatching unnecessary.

Figure 21 - Half section without hidden lines.

Usually hidden (dotted) lines are not used on the cross-section unless they are
needed for dimensioning purposes. Also, some hidden lines on the non-sectioned
part of the drawings are not needed (figure 12) since they become redundant
information and may clutter the drawing.
Sectioning Objects with Holes, Ribs, Etc.
The cross-section on the right of figure 22 is technically correct. However, the
convention in a drawing is to show the view on the left as the preferred method for
sectioning this type of object.

Figure 22 - Cross section.

Dimensioning

The purpose of dimensioning is to provide a clear and complete description of an

object. A complete set of dimensions will permit only one interpretation needed to
construct the part. Dimensioning should follow these guidelines.
1. Accuracy: correct values must be given.
2. Clearness: dimensions must be placed in appropriate positions.
3. Completeness: nothing must be left out, and nothing duplicated.
4. Readability: the appropriate line quality must be used for legibility.
The Basics: Definitions and Dimensions
The dimension line is a thin line, broken in the middle to allow the placement of the
dimension value, with arrowheads at each end (figure 23).

Figure 23 - Dimensioned Drawing.

An arrowhead is approximately 3 mm long and 1 mm wide. That is, the length is
roughly three times the width. An extension line extends a line on the object to the
dimension line. The first dimension line should be approximately 12 mm (0.6 in) from
the object. Extension lines begin 1.5 mm from the object and extend 3 mm from the
last dimension line.
A leader is a thin line used to connect a dimension with a particular area (figure 24).

Figure 24 - Example drawing with a leader.

A leader may also be used to indicate a note or comment about a specific area.
When there is limited space, a heavy black dot may be substituted for the arrows, as
in figure 23. Also in this drawing, two holes are identical, allowing the "2x" notation to
be used and the dimension to point to only one of the circles.
Where to Put Dimensions

The dimensions should be placed on the face that describes the feature most clearly.
Examples of appropriate and inappropriate placing of dimensions are shown in figure
25.

Figure 25 - Example of appropriate and inappropriate dimensioning.

In order to get the feel of what dimensioning is all about, we can start with a simple
rectangular block. With this simple object, only three dimensions are needed to
describe it completely (figure 26). There is little choice on where to put its
dimensions.

Figure 26 - Simple Object.

We have to make some choices when we dimension a block with a notch or cutout
(figure 27). It is usually best to dimension from a common line or surface. This can
be called the datum line of surface. This eliminates the addition of measurement or
machining inaccuracies that would come from "chain" or "series" dimensioning.
Notice how the dimensions originate on the datum surfaces. We chose one datum
surface in figure 27, and another in figure 28. As long as we are consistent, it makes
no difference. (We are just showing the top view).
Figure 27 - Surface datum example.

Figure 28 - Surface datum example.

In figure 29 we have shown a hole that we have chosen to dimension on the left side
of the object. The Ø stands for "diameter".
Figure 29 - Exampled of a dimensioned hole.
When the left side of the block is "radiuses" as in figure 30, we break our rule that we
should not duplicate dimensions. The total length is known because the radius of the
curve on the left side is given. Then, for clarity, we add the overall length of 60 and
we note that it is a reference (REF) dimension. This means that it is not really
required.

Figure 30 - Example of a directly dimensioned hole.

Somewhere on the paper, usually the bottom there should be placed information on
what measuring system is being used (e.g. inches and millimeters) and also the
scale of the drawing.

Figure 31 - Example of a directly dimensioned hole.

This drawing is symmetric about the horizontal centerline. Centerlines (chain-dotted)
are used for symmetric objects, and also for the center of circles and holes. We can
dimension directly to the centerline, as in figure 31. In some cases this method can
be clearer than just dimensioning between surfaces.
 Self-check 2.2-1
Directions: Choice the letter of your best answer
1. The representation of the object in figure 2 is called an _____________
a) Cross-Sectional Views
b) Dimensioning
c) Half-Sections
d) Cross-Sectional Views
e) Isometric Drawing
2. It is a view portrays a cut-away portion of the object and is another way to
show hidden components in a device.
a) Cross-Sectional Views
b) Dimensioning
c) Half-Sections
d) Cross-Sectional Views
e) Isometric Drawing
3. It provides a clear and complete description of an object.
a) Cross-Sectional Views
b) Dimensioning
c) Half-Sections
d) Cross-Sectional Views
e) Isometric Drawing
4. It is a view of an object showing one-half of the view in section.
a) Cross-Sectional Views
b) Dimensioning
c) Half-Sections
d) Cross-Sectional Views
e) Isometric Drawing
5. A cross-sectional view portrays a cut-away portion of the object and is another
way to show hidden components in a device.
a) Cross-Sectional Views
b) Dimensioning
c) Half-Sections
d) Cross-Sectional Views
e) Isometric Drawing
 Answer key 2.2-1

1. Isometric Drawing (e)

2. Cross-Sectional Views (a)
3. Dimensioning (b)
4. Half-Sections (c)
5. Cross-Sectional Views (d)
 Information sheet 2.2-2

TECHNICAL PLANS AND SCHEMATIC DIAGRAM

What Is a Schematic Diagram?

A schematic is defined as a picture that shows something in a simple way, using

symbols. A schematic diagram is a picture that represents the components of a
process, device, or other object using abstract, often standardized symbols and
lines. Schematic diagrams only depict the significant components of a system,
though some details in the diagram may also be exaggerated or introduced to
facilitate the understanding of the system.

Schematic diagrams do not include details that are not necessary for comprehending
the information that the diagram was intended to convey. For example, in a
schematic diagram depicting an electrical circuit, you can see how the wires and
components are connected together, but not photographs of the circuit itself.

Key Takeaways: Schematic Diagram

 A schematic diagram is a picture that represents the components of a

process, device, or other object using abstract, often standardized symbols
and lines.
 Although schematic diagrams are commonly associated with electrical
circuits, many examples can be found in other industries.

Schematic diagrams can also differ in their level of abstraction. Although they are
typically composed of only abstract symbols and lines, some diagrams can also be
semi-schematic and contain more realistic elements. Some diagrams can also
contain words, such as when a process contains multiple elements that have not
been standardized.

More simply, a schematic diagram is a simplified drawing that uses symbols and
lines to convey important information. For example, if you are taking the subway you
may see a “map” showing you all the stations along a subway line, but that map will
not show all the roads and buildings you may pass along the way. In this case, the
entire subway system can be represented as differently colored lines depicting the
different subway routes, with dots indicating the stops along the lines.
An example of a public transportation map, using differently colored lines to represent
the different lines and dots to represent the stations along each line.

Though schematic diagrams are most commonly associated with electronics, you
have probably encountered many such diagrams, like the subway example above,
even if you have never had to wire a circuit. Here are some examples of the many
schematic diagrams you may encounter in your work or in your studies.

Examples of Schematic Diagrams

Schematic Diagrams in Electronics

A circuit diagram behind a circuit board.

Schematic diagrams are typically associated with electrical circuits. Also called
wiring diagrams or circuit diagrams, these diagrams show how the different
components of a circuit are connected. In these diagrams, lines represent
connecting wires, while other elements like resistors, lamps, and switches are
represented by standardized symbols called electrical schematic symbols.

In electronics, having a schematic diagram on hand may help a user design an entire
circuit before building it, or troubleshoot an electronic that has stopped working.

Schematic diagrams may also be used to explain the general way that an electronic
functions without detailing the hardware or software used in the actual electronic. For
example, to explain how a computer projects the words you type on a screen, you
might use a schematic diagram that shows how information passes from the keys
you press to a word processing program, and finally to the computer screen.

Schematic Diagrams in Manufacturing

Schematic diagrams of various parts.

Schematic diagrams can be used to depict machines as well. For example, in a

textbook a car engine may be depicted as a set of shapes that show how the
different parts are positioned relative to one another. A schematic drawing may
also be created by an engineer while they are designing the machine so that they
can properly understand how the parts work together, and make any necessary
changes before building the actual system.
Schematic Diagrams in Chemistry

Many chemical products are often obtained by performing several different reactions
at different steps of the process. A schematic diagram in chemistry can help
someone understand all the reactions that were performed to yield a final product,
without showing the actual products themselves. This may be portrayed, for
example, as a series of boxes connected together with arrows, with words depicting
the various elements and conditions that were used throughout the process.

Like for machines, a schematic diagram may also be used to depict the apparatus
that was used for performing the reactions, especially if it is not typically used for
reactions, or had been modified from an instrument that was already known.

Schematic Diagrams in Business

Schematic diagrams are helpful in conveying the main parts of a complicated

business model and showing how they all relate together. For example, a marketing
plan might consist of many different elements, such as strategy, objectives, and an
action plan. A schematic diagram would then be used to help organize all those
elements, including elements within each category.
 Self-check 2.2-2

Directions: Enumerate at least examples of schematics diagram?

1.
2.
3.
4.
5.
 Answer key 2.2-2

1. Schematic Diagrams in Business

2. Schematic Diagrams in Chemistry

3. Schematic Diagrams in Manufacturing

4. Schematic Diagrams in Electronics

5. Schematic Diagrams in public transportation map

 Information sheet 2.2-3

SYMBOLS AND ABBREVIATIONS

GENERAL INFORMATION

DRAWING - STANDARD ABBREVIATIONS

Term Abbreviation or
Symbol
Across Flats AF
Assembly ASSY
Centers CRS
Centre Line. On View
Centre line .On Note CL
Center Of Gravity CG
Chamfer of Chamfered. In a Note CHAM
Cheese Head CH HD
Countersunk/ Countersink CSK
Countersunk Head CSK HD
Counter bore CBORE
Cylinder or Cylindrical CYL
Diameter. In a note DIA
Diameter. Preceding a dimension
Drawing DRG
Equally Spaced EQUI SP
External EXT
Figure FIG
Full Indicated Movement FIM
Hexagon HEX
Hexagon Head HEX HD
Insulated or Insulation INSUL
Internal INT
Least Material Condition. In a Note LMC
Least Material Condition.(Geom. Dim)
Left hand LH
Long LG
Machine MC
Material MAT
Maximum MAX
Maximum Material Condition. In a note MMC
Maximum Material Condition. (Geom. tol)
Minimum MIN
Not to Scale (In a note and underlined) NTS
Number NO.
Pattern Number PATT NO.
Pitch Circle Diameter PCD
Radius..In a note RAD
Radius. Preceding a dimension R
Reference REF
Required REQD
Right hand RH
Round Head RD HD
Screw of Screwed SCR
Sheet (Drawing Number) SH
Sketch (prefix to Drawing Number) SK
Specification SPEC
Spherical Radius. Preceding dim SR
Spot face SFACE
Square. In a note SQ
Square .Preceding dim
Standard STD
Taper. On Dia or Width
Thread SQ
Thick THK
Tolerance TOL
Typically OR Typical TYP
Undercut UCUT
Volume VOL
Engineering Abbreviations

Engineers work internationally to design most of what is around us. Having precise
vocabulary is key when working with large quantities of expensive materials or when
aiming for exact specifications. When it comes to documentation and
standardization, there is a specific set of engineering abbreviations that has made
communication in the field of engineering uniform.

Blue Print Engineering Abbreviations

Blue prints are an important aspect of all areas of engineering. Explore engineering
abbreviations related to blueprints and construction. A/C - Air Conditioning AFL
Above Floor Level or Above Finished Level

 AGL - Above Ground Level

 BOF - Bottom of Foundation
 BHK - Bedroom, Hall, Kitchen
 BRW - Brick Retaining Wall
 BT - Bath Tub or Boundary Trap
 CAD - Computer Aided Design
 CCTV - Closed Circuit TeleVision
 CONT - Continuous
 DP - Downpipe
 DWG - Drawing
 ELEC - Electrical
 EWB - Electric Water Boiler
 FL - Floor Level
 FOC - Fibre Optic Cable
 FS - Far Side
 FTG - Footing
 GIS - Geographic Information System
 LAN - Local Area Network
  MISC - Miscellaneous
 NSOP - Not Shown On Plan
 NTS - Not To Scale
 REF - Reference
 REINF - Reinforcement
 REQ'D - Required
 REV - Revision
 RL - Reduced Level or Relative Level
 SAN - Sanitary
 SDU - Sanitary Disposal Unit
 RHS - Rectangular Hollow Section
 SF - Strip Footing
 SHS - Square Hollow Section
 SIM - Similar
 SL - Structural Level
 SSL - Structural Slab Level
 TB - Tie Beam
 WAN - Wide Area Network
 WC - Water Closet (toilet)
 WD - Working Drawing
 WP - Water Proof or Work Point
Common Engineering Abbreviations

Engineering abbreviations cover building all different types of structures from cars to
houses. Check out common engineering abbreviations you might encounter.

 AB - As Built
 AC - Alternating Current
 CHS - Circular Hollow Section
 CLG - Control Joint
 COL - Column
 COMMS - Communications
 CONN - Connection
 CT - Controller
 CTRL - Control
 CTRS - Centers
 ECN or ECR - Engineering Change Note, Engineering Change Request
 EQUIP - Equipment
 EW - Each Way
 FOS - Factor of Safety
 HP - High Pressure
 IO - Inspection Opening
 KJ - Key Joint
 L - Steel Angle
 MDF - Main Distribution Frame (Telecommunications)
 MFR - Manufacturer
 MJ - Movement Joint
 MRP - Material Requirements Planning
 NET - Network
  NO - Number
 NOM - Nominal
 NPR - New Product Release
 NC - Numerical Control
 OD - Outside Diameter
 OPT - Optional
 PCD - Pitch Circle Diameter
 PFC - Parallel Flange Channel
 PT - Pressure Tapping
 QC - Quality Control
 QTY - Quantity
 RFQ - Request for Quote
 TFC - Taper Flange Channel
 TO or T.O. or T.OFF - Top Off
 VA - Value Analysis
 UON or UNO - Unless Otherwise Noted or Unless Noted Otherwise
Materials Engineering Abbreviations

Civil engineering covers physical buildings, airports, and roads, while mechanical
Engineering explores vehicle design. Check out some of the materials abbreviations
used.

 AA - Aluminum Association
 AC - Asphalt Concrete
 AG - Agricultural Pipe Drain
 BLK - Block Work
 BSP - British Standard Pipe
 CFW - Continuous Fillet Weld
 FSBW - Full Strength Butt Weld
 FTP - Fiber Termination Panel (fibre optical cable)
 FW - Fillet Weld
 HR - Hot Rolled
 HV - Vickers Hardness
 LGX - Line Group Cross (Connector, fibre optical cable)
 LPG - Liquid Petroleum Gas
 MS - Mild Steel
 PL - Plate
 SS or S/S - Stainless Steel
 TC - Tungsten Carbide
 TUN - Tundish
 UA - Unequal Angle (steel)
 UB - Universal Beam (steel)
 UC - Universal Column (steel)
 WB - Welded Beam (steel)
 WC - Welded Column (steel)
 Z - Zulu (Greenwich Mean Time) or Z-shaped steel purlin
Measurement Engineering Abbreviations

Looking for abbreviations for common measurements in engineering. Check out

these abbreviations.

 A - Ampere
 AHU - Air Handler Unit
 APPROX - Approximately
 ASCII - American Standard Code for Information Interchange
 BTM - Bottom
 CL - Center Line
 CLR - Clearance
 CMU - Cement Masonry Unit
 CTR - Center
 DN - Diameter Nominal
 EQ - Equal
 FL - Fluid
 Foot - Foot
 HOR or HORIZ - Horizontal
 kHz - Kilohertz
 KWh - KiloWatt Hour (metre)
 LH - Left Hand
 HP - Horsepower
 M - Metres (English) or Meters
 MAX - Maximum
 MHz - Megahertz
 MIN - Minimum
 MM - Millimetres
 NS - Near Side
 R or RAD - Radius or radial
 RH - Right Hand
 SQ - Square
 TEMP - Temperature
 THK - Thick
 V - Volt
 VER or VERT - Vertical
 W - Watt
 Yd - Yard
 X - By. Example: "N12 x 1200 long" means "N12 by 1200 long"
Common symbols used in engineering drawing
 Self-check 2.2-3

Directions: Draw 5 symbols and its meaning

Answer key 2.2-3

All Symbols and its meaning

References

https://gltnhs-tle.weebly.com/lesson-33.html

https://www.slideshare.net/supergirlanchal/technical-drawing-introduction