Year 11 Term 1 Notes: Introduction To Engineering Statics and Engineering Drawing

YR 11 ENGINEERING TECHNOLOGY NOTES – TERM 1
Page 1
E NGINEE RI NG TECHNOLOGY
CENTENARY HEIGHTS STATE HIGH SCHOOL
YEAR 11
TERM 1 NOTES
Introduction to Engineering Statics

and
Engineering Drawing
Page 2
DISCIPLINES OF ENGINEERING
Engineering, much like science, is a broad discipline which is often broken down into several sub-disciplines.
These disciplines concern themselves with differing areas of engineering work and to some extent can be
outlined as follows, however this classification is broad at best. Although initially an engineer will be trained in a
specific discipline, throughout an engineer's career the engineer may become multi-disciplined, having worked
in several of the outlined areas.
 Aerospace Engineering - The design of aircraft, spacecraft and related topics.

 Biomedical Engineering - The application of engineering principles and techniques to the medical field.
 Chemical Engineering - The conversion of raw materials into usable commodities.
 Civil Engineering - The design and construction of public and private works, such as bridges and
buildings.
 Computer Engineering - The entire process of designing and coding computers and computer related
devices.
 Electrical Engineering - The design of electrical systems, such as transformers, as well as electronic
goods.
 Environmental Engineering - Environmental Engineers are concerned with protecting the environment
by assessing the impact a project has on the air, water, soil and noise levels in its vicinity.
 Industrial Engineering - To design systems or make systems more productive and efficient. There are
roughly four main areas of industrial engineering:
 Instrumentation engineering - The design of all electronic instruments.
 Mechanical engineering - The design of physical or mechanical systems, such as engines, kinematic
chains and vibration isolation equipment.
 Manufacturing engineering - The ability to plan the practices of manufacturing, to research and develop
the tool, processes, machines and equipment, and to integrate the facilities and systems for producing
quality products with optimal expenditure.
 Materials Engineering - an interdisciplinary field involving the properties of matter and its applications to
various areas of science and engineering
 Mining Engineering - The extraction of raw materials from the earth, including ores, natural gases and
crude oils.
 Software Engineering - The design and development of software for use in digital systems
An F-15 Eagle Pratt & Whitney F100 turbofan engine designed by aerospace engineers.
http://www.engineeringk12.org/students/What_Is_Engineering/Engineering_Alphabet/default.php
http://www.bee.qut.edu.au/study/courses/
http://www.uq.edu.au/study/search.html
http://www.studyfinder.qut.edu.au/cgi-
bin/WebObjects/StudyFinder.woa/3/wo/MO4yP6Av5hgZVdTuh37g2M/4.0.29.26.1#allstructure
Page 3
INTRODUCTION TO ENGINEERING STATICS

Engineering Mechanics is a branch of applied science which deals with the effects of forces on an object or
body and the resultant motion.
Engineering Statics deals with the effect of forces on bodies that remain at rest or have uniform velocity.
Engineering Dynamics deals with forces and the resultant movements of bodies.
Mass is a measure of the inertia of a body and is directly related to the amount of matter or substance present.
A Force is described as the action of one body on another and is a simple push or pull in a given direction.
Matter refers to anything that is acted upon by a force or which can exert a force.
Newton’s Second law states that a body acted upon by an external unbalanced force will accelerate in
proportion to the magnitude of this force in the direction in which the force acts. (Force = mass x acceleration)
Newton's Third law states that to every action (or force) there is an equal and opposite reaction (or force).
http://www.grc.nasa.gov/WWW/K-12/airplane/newton.html
Gravity refers to the force exerted by the earth on all matter. (g=9.8m/s2).
The earth’s gravitational force causes During his moon walk, Astronaut
an acceleration known as “the David Scott dropped a hammer and
acceleration of free fall” or “the a feather in the vacuum on the
acceleration due to gravity” (g). moon. They landed together.
Units of force are defined in terms of mass multiplied by acceleration produced by gravity.
The unit of force is the Newton (N). (Force = mass x acceleration)
Example Question
Consider a man of mass 105 kilograms standing on his bathroom scales.
Find the force in Newtons that the man exerts on the platform of the scales.
Formula: Force = mass x acceleration
Data: Mass (M) = 105kg
Gravity (g) = 9.8m/s2
Calculation: Force (F) = mg
Example Question
The weigh balance has a bag of apples placed upon it which gives a reading of 1.87kg. Determine the force on
the internal spring in the weigh balance.
Data: Mass (M) = 1.87kg
Page 4
Example Question
Find the force transmitted to the concrete footings or foundations of the house shown when the brick piers and
walls are to transmit a total mass of 1870kg.
Data: Mass (M) = 1870kg
SCALAR AND VECTOR QUANTITIES

Scalar quantities are quantities which have size (magnitude) but no direction. For example, $40 has only size
to it. Others include 60 seconds of time, 3 kg of mass as they show size but have no directional component.
Vector quantities are quantities which show both size (magnitude) and direction. For example, force has size
and direction. Others include acceleration, velocity, displacement. All vector quantities can be represented
graphically.
http://www.grc.nasa.gov/WWW/K-12/airplane/vectors.html
Example Question
Show graphically a force acting Answer
horizontally to the left with a Using a Scale of 1mm = 1N, draw a line 70mm long with an arrow
magnitude of 70N. pointing from right to left.
Example Question Answer

Represent graphically, a 50N force Using a Scale of 1mm = 1N, draw a line 50mm long with an arrow
acting 20º to the horizontal, up in the pointing up to the right at 20º to the horizontal.
right direction.
20º
Thus to define a vector you may need to state four characteristics;

(i) magnitude (size)
(ii) sense (shown by arrow)
(iii) direction (shown by angle)
(iv) point of acting.
Question
What is the weight-force produced by the following masses. (Use g=9.8m/s2)
Mass Force
1kg = 9.8N or 10N (can be rounded to a full number)
10kg = 98N
10.2kg
27.3kg
2000kg
Page 5
WEIGHT AND FORCES

Question
A weight lifter lifts a 87.5kg mass. Determine the force which the person would need to generate to lift this
mass.
Force = mass x gravity
F =
F =
Question
Three chimps hang from a tree branch. Determine the mass of each chimp if the total tension in both ‘arms’ of
each chimp is 300N.

mass = force/ gravity
m =
m =
Question
Determine the magnitude of the force exerted by each table leg caster (5 total) on the floor when the table has a
mass of 27kg.

F =
F =
Question
Determine the total tension in the spring balance hook on its top. The spring balance itself has a mass of 2kg
and it is showing a reading of 20kg.
F =
F =
Question
Determine the force which each wheel applies to the ground when a car has a mass of 825kg and a carrying
load of 73kg.
F =
F =
F =
Question
The tower crane is 100m high and is supporting a load of 5 tonnes at ground level. the cable has a mass of
2kg/m. Determine the tension in the cable
(a) Near the hook, (a) Near hook
(b) At the winding drum Force = mass x gravity
F =
F =
F =
(a) At the winding drum

F =
F =
F =
Page 6
ADDITION OF FORCE VECTORS

http://www.glenbrook.k12.il.us/gbssci/phys/Class/vectors/u3l1c.html
http://www.walter-fendt.de/ph14e/resultant.htm
All vectors are given a sign (ie positive or negative) according to the direction of the vector. The normal signs
and directions are as follows:
vertical upwards positive
right horizontal positive
Addition of Collinear Vectors

These can be simply added and subtracted as shown below.
20N + 10N = 30N
Addition of Concurrent Coplanar Vectors
The single force which can replace all other forces and have the same total effect on the structure is called the
resultant, (i.e. the result of all forces acting.) Concurrent forces – forces act through the same point.
The force which will neutralize the effect of all forces acting is called the equilibrant. This force has the same
magnitude, direction (angle) and point of application, but opposite sense to the resultant.
Example Question
Find the sum or Resultant (ie the total effect) of the forces shown below.
Draw the two known forces with the arrows chasing each other, enclose the polygon with the resultant force
going the opposite direction.
Steps to follow
1. Draw the 30KN force horizontally (scale 1KN = 1mm) at a length of 30mm.
2. Draw the 20KN force at 30º at a length of 20mm.
3. Draw the 35KN force at 45º at a length of 35mm.
4. Complete the polygon and measure the length of the resultant.
5. Use the drawing scale to convert the length to a force in N.
Page 7
Question
Page 8
Question
Page 9
Question
Page 10
HORIZONTAL AND VERTICAL COMPONENTS OF A FORCE

A component means a part of something. Thus components of a force are parts of that force. Rectangular
components act at right angles to each other.
http://www.grc.nasa.gov/WWW/K-12/airplane/vectpart.html
Example:
The man above pushes down on the crate with a force of 650N at an angle of 60°. Part of his force pushes the
crate into the floor and part tends to slide the crate.
Analytical Method of Finding Force Components
SOH CAH TOA

sin 60 = Fv / 650
Fv = 650 sin60
SOH CAH TOA

cos 60 = Fh / 650
Fh = 650 sin60
Graphical Method of Finding Force Components

Draw the force to scale, then draw vertical and horizontal and vertical lines to complete the rectangle. Then read
off the values.
Example Question
Find the horizontal and vertical components of the force shown.
Page 11
Question
Question
Question
Page 12
Question
Find the resultant force given its components.
Question
Find the resultant force of the two forces shown.
Page 13
INTEGRATED PROBLEMS
http://www.grc.nasa.gov/WWW/K-12/airplane/vectadd.html
Question
Find the tension in the rope which is supporting the beam which has a mass of 40kg.
Page 14
Question
Find the tension in the sling which is supporting the beam which has a mass of 100kg.
Page 15
Question
Find the force in member 1 and 2 of the framework below.
Page 16
Question
Find the force in the roller handle when it is just on the point of lifting the roller up the step.
Page 17
Question
Find the force in ropes AB and BC.
Page 18
Question
Find the reaction force at the angled and vertical walls.
Page 19
Question
Find the force in each of the angled beams supporting the load shown.
Page 20
Question
Find the resultant force of the force system below.
Page 21
Question
Page 22
Question
Question
Find the effective towing force below when the tension in the cable is 20KN.
Page 23
MOMENTS
The moment of a force is the product of the force and perpendicular distance from the point of application. A
moment will tend to produce rotation about a point. The unit of a moment is a Newton Metre (Nm).
http://darkwing.uoregon.edu/~struct/courseware/461/461_lectures/461_lecture5/461_lecture5.html
Question
Find the moments about a, b, c, d and e.
Page 24
Question
Find the moments about A.
Question
Find the moments about A.
Question
Find the tension force in bolt A .
Page 25
Question
Find the tension force in bolt C.
Question
The safe bending moment and twisting moment below are both equal to 50Nm.
Will the bar bend before twisting? Why?
Question
Find the force in cable T.
Page 26
Question
Find the force F for equilibrium.
Question
Find the force clamping the pipe.
Question
a. Find the pull exerted on the nail by a pull P of 200N on the handle
b. If the nail’s resistance to movement is 1.5KN, what is the force P required on the handle of the
hammer to extract it.
c. Describe where the block should be placed to minimise the chances of breaking the handle of the
hammer
Page 27
Question
Find the extra force on the front wheels of the loader when it is carrying 2 sqm of earth when the earth has a
mass of 1200kN/sqm.
Page 28
GRAPHICAL COMMUNICATION
TECHNICAL SKETCHING
http://www.ider.herts.ac.uk/school/courseware/graphics/drawing_box_in_isometric.html
http://pergatory.mit.edu/2.007/Resources/drawings/index.html
http://drawsketch.about.com/od/technicaldrawing/Technical_Drawing_Engineering_Drawing.htm
Introduction
From the earliest times pictorial representations have been the means of conveying the ideas of one
person to another person and of one group to another group (e.g. Figure 2.2). There is little doubt that
our ancestors traced out in the dust on the cave floor many crude pictures to supplement their guttural
utterances. On their cave walls these same primitive men and women drew pictures, which today
convey to others the stories of their lives. They used the only permanent means they were aware of at
that time.
At present, we have at our command the spoken languages, which no doubt developed from limited
semi-intelligent throat sounds, and the written languages, graphical and symbolic in form. The
descriptive powers of the various forms of presentation may be compared in Figure 2.1. The use of
sign language representation, (a), is rather easy to learn and may be quickly executed but
interpretation is restricted to persons who understand the particular language in which it is presented.
The multiview representation, shown in (b), may be understood universally by persons who have
been trained in its use. However, the given views will prove to be almost meaningless to the many
who have not had the advantage of needed training. What then is the one form of representation that
can be understood and used by all? It is the pictorial form shown in (c).
It is necessary that engineers be capable of executing well-proportioned and understandable

freehand pictorial sketches, for sketching is one of the most important modes of expression that they
have available for use. Like other means for conveying ideas, when depended on alone, sketches will
usually prove to be inadequate. However, when used in combination with the written or spoken
language and related graphical representations, they make full understanding by others become sure
and not just possible (Figure 2.3). Each method of expression is at hand to supplement another to
convey the intended idea.
Engineers should be capable of speaking their own language and possibly one foreign language
fluently; they should be able to write to present ideas clearly and accurately; they should be familiar
with the graphical method of presenting shape through the use of multiviews; and, finally, they should
Page 29
be competent to execute well-proportioned and understandable pictorial sketches, which are needed
to clarify and ensure complete transfer of their ideas to others.
Engineers are creative persons living in a world where all that they create must exist in space. They
must visualise space conditions, space distances, and movement in space. In addition they must be
able to retain as well as alter the image of their ideas, which will at the very start exist only in the
mind.
As an idea forms the engineer nearly always resorts to sketching to organise thoughts quickly and to
more clearly visualise the problems that appear. The first ideas may be sketched in pictorial form as
they are visualised. Later, in making a preliminary study, a combination of orthographic design
Page 30
sketches and pictorial sketches may quickly pile up as problems are recognised and possible
solutions are recorded for reference and for conferences with others.
The designer’s use of sketches, both pictorial and orthographic (Figure 2.4), continues throughout the
preliminary design stages and into the development and detailing stages. This comes about because
the designer is usually called on to serve as both planner and director. Throughout all stages in the
development of a product problems must be solved and instructions clarified. Very often a pictorial
sketch of some detail of construction will prove to be more intelligible and will convey the idea much
better than an orthographic sketch, even when dealing with an experienced drafter or detailer (Figure
2.22).
Design sketches may be done in the quiet of the engineer’s office or amid the confusion of the
conference table. To meet the requirement of speed of preparation, one must resist all temptation to
use instruments of any type and rely on the pencil alone, for the true measure of the quality of a
finished sketch is neatness and good proportion rather than the straightness of the lines. A pictorial
sketch need not be an artistic masterpiece to be useful.
Training for making pictorial sketches must include the presentation of basic fundamentals, as is done
with other how-to-do-it subjects. As learning the mechanics of English does not make one a creative
writer, so training in sketching will not make one a creative engineer. However, sketching is the
means of recording creative thoughts.
Thinking with a Pencil

As an attempt is made to bring actuality to a plan, sketches undergo constant change as different
ideas develop. An eraser may be in constant use or new starts may be made repeatedly, even though
one should think in depth and sketch only when it would appear to be worthwhile. Sketching should
be done as easily and freely as writing, so that the mind is always centered on the idea and not on the
technique of sketching. To reach the point where one can “think with the pencil” is not easy.
Continued practice is necessary until one can sketch with as little thought about how it is done as he
gives to how he uses a knife and fork at the dinner table.
Value of Freehand Drawing

Freehand technical drawing is primarily the language of those in charge of the development of
technical designs and plans. Senior engineers, chief drafters, designers, and supervisors have found
that the best way to present their ideas for either a simple or complex design is through the medium of
sketches. Sketches may be schematic, as are those that are original expressions of new ideas
(Figure 2.3), or they may be instructional, their purpose being to convey ideas to draftsmen or
shopmen. Some sketches, especially those prepared for the manufacture of parts that are to replace
Page 31
worn or broken parts on existing machines, may resemble complete working drawings (Fig. 2.5).
Projections
Although freehand drawing lacks the refinement given by mechanical instruments, it is based on the
same principles of projection and conventional practices that apply to multiview, pictorial, and the
other divisions of mechanical drawing. For this reason, one must be thoroughly familiar with
projection, in all its many forms, before he is adequately trained to prepare sketches.
2.2 Sketching Techniques

Sketching Materials
For the type of sketching discussed here, the required materials are a B pencil, a soft eraser, and
some paper. In the industrial field, workers who have been improperly trained in sketching often use
straightedges and cheap pocket compasses that they could well dispense with if they would adopt the
correct technique. Preparing sketches with instruments consumes much unnecessary time. For the
person who cannot produce a satisfactory sketch without guidelines, grid paper is helpful (Figure 2.6).
Technique of Lines
Freehand lines quite naturally will differ in their appearance from mechanical ones. A well-executed
Page 32
freehand line will never be perfectly straight and absolutely uniform in weight, but an effort should be
made to approach exacting uniformity. As in the case of mechanical lines, they should be black and
clear, not broad and fuzzy (Figure 2.7).
Sharpening the Sketching Pencil

A sketching pencil should be sharpened to a conical point. The point then should be rounded slightly,
on the back of the sketch pad or on another sheet of paper, to the correct degree of dullness. When
rounding the point, rotate the pencil to prevent the formation of sharp edges.
Straight Lines
The pencil should rest on the second finger and be held loosely by the thumb and index finger about
25-40 mm above the point. Right-handed people sketch horizontal lines from left to right with an easy
arm motion that is pivoted about the muscle of the forearm. The straight line thus becomes an arc of
infinite radius. When sketching a straight line, it is advisable first to mark the end points with light dots
or small crosses (Figure 2.8). The complete procedure for sketching a straight line is as follows:
1. Mark the end points.
2. Make a few trial motions between the marked points to adjust the eye and hand to the
contemplated line.
3. Sketch a very light line between the points by moving the pencil in two or three sweeps. When
sketching the trial line, the eye should be on the point toward which the movement is directed.
With each stroke, an attempt should be made to correct the most obvious defects of the stroke
preceding, so that the finished trial line will be relatively straight.
4. Darken the finished line, keeping the eye on the pencil point on the trial line. The final line,
replacing the trial line, should be distinct black, uniform, straight, and made in one stroke.
Page 33
It is helpful to turn the paper to a convenient angle so that the horizontal and vertical lines assume a
slight inclination (Figure 2.9). A horizontal line, when the paper is in this position, is sketched to the
right and upward, thus allowing the arm to be held slightly away from the body and making possible a
free arm motion.
Short vertical lines may be sketched either downward or upward, without changing the position of the
paper. When sketching downward, the arm is held slightly away from the body and the movement is
toward the sketcher (Figure 2.10). To sketch vertical lines upward, the arm is held well away from the
body. By turning the paper, a long vertical line may be made to assume the position of a horizontal
line and can be sketched with the same general movements used for the latter.
Inclined lines running upward from lower left to upper right may be sketched upward with the same
movements used for horizontal lines, but those running downward from upper left to lower right are
sketched with the general movements used for either horizontal or vertical lines, depending on their
Page 34
inclination (Figure 2.11). Inclined lines may be more easily sketched by turning the paper to make
them conform to the direction of horizontal lines.
Circles
Small circles may be sketched by marking radial distances on perpendicular center lines. When
additional points are needed, the distances can be marked off either by eye or by measuring with a
marked strip of paper (Figure 2.12). Larger circles may be constructed more accurately by sketching
two or more diagonals, in addition to the center lines, and by sketching short construction lines
perpendicular to each, equidistant from the center. Tangent to these lines, short arcs are drawn
perpendicular to the radii. The circle is completed with a light construction line, and all defects are
corrected before darkening (Figure 2.13).
Page 35
2.3 Multi View Sketches

Making a Multiview Sketch (Figure 2.14)
When making orthographic working sketches a systematic order should be followed, and all the rules
and conventional practices used in making working drawings should be applied. The following
procedure is recommended.
1. Examine the object, giving particular attention to detail.
2. Determine which views are necessary.
3. Block in the views, using light construction lines.
4. Complete the detail and darken the object lines.
5. Sketch extension lines and dimension lines, including arrowheads.
6. Complete the sketch by adding dimensions, notes, title, date, sketcher’s name or initials, and
so on.
7. Check the entire sketch carefully to see that no dimensions have been omitted.
Proportions
The beginner must recognise the importance of being able to estimate comparative relationships
between the width, height, and depth of an object being sketched. The complete problem of
proportioning a sketch also involves relating the estimated dimensions for any component parts, such
as slots, holes, and projections, to the over-all dimensions of the object. It is not the practice to
attempt to estimate actual dimensions, for sketches are not usually made to scale. Rather one must
decide, for example, that the width of the object is twice its height, that the width of a given slot is
equal to one-half the width of the object, and that its depth is approximately one-fourth the overall
height.
To become proficient at sketching one must learn to recognise proportions and be able to compare
dimensions by eye. Until able to do this, one cannot really “think with his pencil.” Some people can
develop a keen eye for proportion with only a limited amount of practice and can maintain these
estimated proportions when making the views of a sketch. Others have alternately discouraging and
encouraging experiences. Discouragement comes when one’s knowledge of sketching is ahead of
ability, usually caused by a lack of practice. The many who find it difficult to make the proportions of
Page 36
the completed sketch agree with the estimated proportions of the object may begin by using the
graphical method shown in Figures 2.15(a), (b), (c). This method is based on the fact that a rectangle
(enclosing a view) may be divided to obtain intermediate distances along any side that are in
proportions to the total length such as one-half, one-fourth, one-third, and so on. Those who start with
this rectangle method as an aid in proportioning should abandon its use when they have developed
their eye and sketching skills so that it is no longer needed.
Sketching must be done rapidly, and the addition of unnecessary lines consumes much valuable time.
Furthermore, the addition of construction lines distracts the reader, and it is certain that they do not
contribute to the neatness of the sketch.
The midpoint of a rectangle is the point of intersection of the diagonals, as shown in Figure 2.15(a). A
line sketched through this point that is perpendicular to any side will establish the midpoint of that
side. Should it be necessary to determine a distance that is equal to one-fourth the length of a side,
(say, AC), the quarter-point may be located by repeating this procedure for the small rectangle
representing the upper left-hand quarter of ABCD.
With the midpoint J located by the intersecting diagonals of the small rectangle [representing one
fourth of the larger rectangle EFGH, as in (b)], the one-third point along FH may be located by
sketching a line from point G through J and extending it to line FH. The point K at the intersection of
these lines establishes the needed one-third distance.
To determine one-sixth the length of a side of a rectangle, as in (c), sketch a line from N through point
P. as was done in (b), to determine a one-third distance. Point Q at which the line NP crosses the
center line of the rectangle establishes the one-sixth distance along the center line.
Figure 2.16 shows how this method for dividing the sides of a rectangle might be used to proportion
an orthographic sketch.
-
Page 37
The square may be used to proportion a view after one dimension for the view has been assumed. In
this method, additional squares are added to the initial one having the assumed length as one side
(Figure 2.17). As an example, suppose that it has been estimated that the front view of an object
should be three times as long as it is high. In Figure 2.17 the height of the view has been represented
by the line AB sketched to an assumed length. The first step in making the construction is to sketch
the initial square ABCD and extend AC and BD to indefinite length, being certain that the overall
length from A and B will be slightly greater than three times the length of AB. Then the centre line
must be sketched through the intersection of AD and BC. Now BX extended to E locates EF to form
the second square, and DY extended to point G locates the line GH. Line AG will be three times the
length of AB.
2.4 Sketching in Isometric and Oblique

Pictorial Sketching
Students may employ pictorial sketches to advantage as an aid in visualising and organising
problems. Sales engineers may frequently include pictorial sketches with orthographic sketches when
preparing field reports on the needs and suggestions of the firm’s customers.
With some training anyone can prepare pictorial sketches that will be satisfactory for most purposes.
Artistic ability is not needed. This fact is important, for many persons lack only the necessary
confidence to start making pictorial sketches.
Isometric Sketching
Isometric sketching starts with three isometric lines, called axes, which represent three mutually
perpendicular lines. One of these axes is sketched vertically, the other two at 300 with the horizontal.
In Figure 2.18 (step I), the near front corner of the enclosing box lies along the vertical axis, while the
two visible receding edges of the base lie along the axes receding to the left and to the right.
If the object is of simple rectangular form, as in Figure 2.18, it may be sketched by drawing an
enclosing isometric box (step I) on the surfaces of which the orthographic views may be sketched
(step II). Care must be taken in assuming lengths and distances so that the finished view (step III) will
have relatively correct proportions. In constructing the enclosing box (step I), the vertical edges are
parallel to the vertical axis, and edges receding to the right and to the left are parallel to the right and
left axes, respectively.
Page 38
Objects of more complicated construction may be blocked in, as shown in Figure 2.19. Note that the
projecting cylindrical features are enclosed in isometric prisms and that the circles are sketched within
isometric squares. The procedure in Figure 2.19 is the same as in Figure 2.18, except that three
enclosing isometric boxes are needed in the formation of the final representation instead of one.
In sketching an ellipse to represent a circle pictorially, an enclosing isometric square (rhombus) is

drawn having sides approximately equal to the diameter of the true circle (step I, Figure 2.20). The
ellipse is formed by first drawing arcs tangent to the midpoints of the sides of the isometric square in
light sketchy pencil lines (step II). In finishing the ellipse (step III) with a dark heavy line, care must be
taken to obtain a nearly elliptical shape.
Page 39
Figure 2.21 shows the three positions for an isometric circle. Note that the major axis is horizontal for
an ellipse on a horizontal plane (I).
An idea sketch prepared in isometric is shown in Figure 2.22.
Proportioning
As stated in Sec. 2.1, one should eventually be able to judge lengths and recognise proportions. Until
this ultimate goal has been reached, the graphical method presented in Figure 2.15 may be used with
pictorial sketching (Figure 2.23). The procedures for each face are identical; the only recognisable
difference is that the rectangle in the first case becomes a rhomboid. Figure 2.24 illustrates how the
method might be applied in making a sketch of a simple object. The enclosing box was sketched first
with light lines, and then the graphical method was applied as shown to locate the points at one
quarter and one-half of the height. To establish the line of the top surface that is at a distance equal to
one-third of the length from the end, a construction line was sketched from A to the midpoint B to
locate C at the point of intersection of AB with the diagonal. Point C will fall on the required line.
Page 40
Sketches in Oblique
A sketch in oblique shows the front face without distortion, in its true shape. It has this one advantage
over a representation prepared in isometric, even though the final result usually will not present so
pleasing an appearance. It is not recommended for objects having circular or irregularly curved
features on any but the front plane or in a plane parallel to it.
The beginner who is familiar with isometric sketching will have very little difficulty in preparing a
sketch in oblique, for, in general, the methods of preparation presented in the previous sections apply
to both. The principal difference between these two forms of sketching is in the position of the axes.
Oblique sketching is unlike isometric in that two of the axes are at right angles to each other. The third
axis may be at any convenient angle, as indicated in Figure 2.25.
Page 41
Figure 2.26 shows the steps in making an oblique sketch using the proportioning methods previously
explained for dividing a rectangle and a rhomboid. The receding lines are made parallel when a
sketch is made in oblique projection.
The distortion and illusion of extreme elongation in the direction of the receding axis may be
minimised by foreshortening to obtain proportions that are more realistic to the eye and by making the
receding lines converge slightly.
The resulting sketch will then be in a form of pseudoperspective, which resembles parallel perspective
to some ex
Page 42
Engineering Technology - Data Sheet

Answer all questions, showing all appropriate working.
Acceleration due to gravity is to be taken as 9.8 ms-2.
Answer all questions ANALYTICALLY unless otherwise stated.
Formulae
Dynamics
v = u + at
1
s = ut + 2 at2
v2 = u2 + 2as
Vave. = s
t
V2 - V1
Aave. = t
F = ma
I = Ft = m(v2 - v1)
M = mv
1
KE = 2 mv2
PE = mgh
P = W/t
W = Fs
Statics
If a body is in equilibrium then:

∑Fx = 0; ∑Fy = 0; ∑FxM = 0; M = Fd; F = mN
Machines
output MA
MA = L/E; VR = dE/dL; h = input = VR
Strength of Materials
Ao - A
s = F/A; e = e/L; E - s/e; %R.A. = Ao x 100
Area of circle
πd2
A= 4
Circumference of circle
C = πd
Page 43
Page 44
Page 45

Year 11 Term 1 Notes: Introduction To Engineering Statics and Engineering Drawing

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Year 11 Term 1 Notes: Introduction To Engineering Statics and Engineering Drawing

Uploaded by

Copyright:

Available Formats

YR 11 ENGINEERING TECHNOLOGY NOTES – TERM 1

CENTENARY HEIGHTS STATE HIGH SCHOOL

Introduction to Engineering Statics

 Aerospace Engineering - The design of aircraft, spacecraft and related topics.

INTRODUCTION TO ENGINEERING STATICS

SCALAR AND VECTOR QUANTITIES

Example Question Answer

Thus to define a vector you may need to state four characteristics;

WEIGHT AND FORCES

Force = mass x gravity

Force = mass x gravity

(a) At the winding drum

ADDITION OF FORCE VECTORS

right horizontal positive

Addition of Collinear Vectors

20N + 10N = 30N

Addition of Concurrent Coplanar Vectors

HORIZONTAL AND VERTICAL COMPONENTS OF A FORCE

Analytical Method of Finding Force Components

SOH CAH TOA

SOH CAH TOA

Graphical Method of Finding Force Components

It is necessary that engineers be capable of executing well-proportioned and understandable

Thinking with a Pencil

Value of Freehand Drawing

2.2 Sketching Techniques

Sharpening the Sketching Pencil

2.3 Multi View Sketches

2.4 Sketching in Isometric and Oblique

In sketching an ellipse to represent a circle pictorially, an enclosing isometric square (rhombus) is

An idea sketch prepared in isometric is shown in Figure 2.22.

Engineering Technology - Data Sheet

Acceleration due to gravity is to be taken as 9.8 ms-2.

Answer all questions ANALYTICALLY unless otherwise stated.

If a body is in equilibrium then:

You might also like