Professional Documents
Culture Documents
TABLE OF CONTENTS
SAFETY
General Workshop Safety
Personal Safety
Hand Tools Safety
Electrical and Machine Safety
First Aid/OHS Regulations
GEOMETRY
Basic Technical Drawing Equipment
Preparing A3 Sheet and Paper Layout
Using the Tee & Set Squares
Styles of Lettering and Numbering
Sketching
Polygons
GEOMETRICAL DRAWING
2D Drawings
3D Drawings
Prisms & Cylinders
Pyramids & Cones
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Chapter 1
SAFETY
Outcome
After studying this chapter students should be able to:
Identify and follow electrical, mac hine safety
procedures and practices in a workshop.
Practice correct safety procedures and practices
in a workplace at all times.
Introduction
Safety is the freedom from danger or risk when
planned measures or precautions are taken into
consideration to prevent injury to a person or
others. Safe practice in school premises is very
important. Practically, every school workshop
contains many potential hazards. However, with
proper control, these hazards can be eliminated.
Safety in workshop can be achieved by
appropriate implementation and adherence to the
correct safety rules. Training students in the use of
safety equipment, safety procedures and
encouraging them to create a safe working
environment are the best ways to reduce injuries
and accidents.
A workshop is a building or place where facilities such as machines, tools and workbenches are provided to enable a worker
or student to carry out the practical tasks.
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• Prevents workers from injuries.
• Guides students to work in a safe environment.
• Helps workers feel safe and confident.
• Enables the workers to pay attention to their surroundings.
First aid
First Aid provides the initial and immediate attention to a person suffering an injury or
illness. In extreme cases, a quick first aid response could mean saving a person from
injury.
In many cases, first aid can reduce the severity of the injury or illness. A quick and
competent first aid response also calms the injured person, reducing unnecessary stress
and anxiety.
OHS is an area concerned with the health, safety and welfare of people engaged in
work or employment. According to the OHS Act 1996 and OHS regulation, all schools
to maintain a safe and healthy workplace for its teachers and students. The school
should have an evacuation plan which includes a map indicating evacuation routes.
This plan should be displayed on notice boards so that it is visible when needed and
using this evacuation drills to be conducted on a regular basis.
Machine hazards are a major cause of accidents and must be identified and
controlled to avoid injury to users working on or near one of the machines. Due to
the possibility of serious injury, all electrical hazards should be reported to the
immediate supervisor.
Some of the following electrical and machine safety rules can ensure a safe working
environment in the workshop.
• Always wear an apron or dust coat, as it will protect your clothes and hold loose
clothing such as ties in place.
• Wear goggles or safety glasses equipped with side shields when working with
machines. Be sure to have enough light to see the work after wearing the
protective glasses.
• Keep the top of your bench and floor around it clean and neat. End your work ten
minutes earlier to properly and safely store equipment in appropriate places and to
clean your workplace as well as the workshop.
• Report any electrical faults or conditions that could cause injury to the operator or damage to machine.
• Avoid talking to or distracting the attention of anyone operating a machine. If you are the operator, do not talk to others while working. If you
are an observer, stand at a safe distance from the machine.
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• Do not go beyond the danger zone lines marked near machine areas. Do not attempt to touch any worn out machine parts, electrical wires or
power cords.
• All personnel operating machines must be properly trained, qualified, and competent to perform the task.
Knowing and understanding electrical and machine safety, will help you by providing a safe working environment.
Questions
1. Describe how to dress properly in the workshop.
Activity
1. Prepare a poster based on one of the safety rules discussed in this chapter.
2. Prepare a housekeeping checklist. This list can be used during the workshop clean-up time to help make sure tools and materials have
been properly put away and the area has been cleaned.
Chapter 2 GEOMETRY
Outcome
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Technical drawing uses lines and various forms of letters and figures. The drawings must accurately represent the shape of the object and all the details
necessary to fix its size and its position must be included. As with languages, technical drawing has its own rules. These are based on the correct use of
lines, figures and other signs.
Technical drawing is the common language of technology and industry. The manufacturer, designer, builder and technician all use technical drawing for
communication and construction.
4. Standard drawing practices throughout much of the world mean there are no language barriers.
5. There are no differences in the understanding of a drawing. Different meanings may be read into words.
Preparing an A3 Sheet
EXAMPLE
5
Given below is anisometric view and orthographic projection of a simple solid with dimensions
6
4. Measure 50mm and draw the fourth horizontal line with a Tee-
Square
5. Draw the first vertical with the longer edge of the 30°/60° set
square
6. Measure 70mm and draw the vertical line with the Set-Square
8. Measure 10mm and draw verticle the line with set squares
LETTERING
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BASIC STROKES
EXAMPLES
Application of Basic Stroke
8
4. Lower Case Letters
GOOD
SENTENCE COMPOSITION
Leave the space between words equal to the space required for writing the letter ―O‖. Example
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DESIGN PATTERNS
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ENLARGEMENT AND REDUCTION
Plane figures which are either enlarged or reduced use ratio‘s and scale for changing the size and proportion of
their geometry. The ratios are added to determine the enlarged or reduced scale.
EXAMPLE 1
Enlarge the Regular Pentagon below to the ratio 2:5. Once the pentagon is constructed, the scale division of five
is taken from any points on the side of the pentagon.
D'
E'C'
E C
A0
12 B B'
3
4
5
EXAMPLE 2
E D
FC
E'
D'
F' C'
A B
0 B'
1
2
3
4
5
6
7
8
METHOD 9
1. CONSTRUCT A REGULAR PENTAGON WITH A CIRCLE GIVEN. ENLARGE TO THE RATIO 2:3
2. CONSTRUCT A REGULAR HEXAGON WITH A CIRCLE GIVEN. ENLARGE TO THE RATIO 2:3
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3. CONSTRUCT AN IRREGULAR PENTAGON WITH GIVEN BASE CD:
SIDE DE = 41mm, EF=43mm, FG= 52mm and GC=47mm. DIAGONALS ARE CE=53mm and CG=57mm.
ENLARGE TO SCALE 3:4
5
4
2
3
1
C D
EXAMPLE 3 EXAMPLE 4
EXERCISE
1. CONSTRUCT A REGULAR OCTOGON WITH A SIDE 25mm IN LENGTH. ENLARGE TO SCALE 3:4
2. CONSTRUCT A REGULAR OCTOGON WITH A SIDE 35mm IN LENGTH. ENLARGE TO SCALE 2:3
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SIDE DE = 42mm, EF=44mm, FG= 54mm and GC=48mm. DIAGONALS ARE CE=52mm and
CG=56mm. ENLARGE TO SCALE 3:4
5. CONSTRUCT AN IRREGULAR HEXAGON, GIVEN THE BASE, SUCH THAT THREE OF IT‘S
INTERNAL ANGLES ARE 110° EACH AND ALL THE SIX SIDES ARE EQUAL IN LENGTH.
ENLARGE ITS OVERALL SIZE PROPORTIONALLY BY A RATIO OF 3:4.
6. CONTRUCT A TRIANGLE ABCD, GIVEN BASE AB, IF AC=50mm AND BC=90mm. ENLARGE THIS
TRIANGLE TO A SCALE OF 2:3
Chapter 3
DESIGN AND ENTERPRISING
Outcome
After studying this chapter students will:
Introduction
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The designing process is seen by many as a constant search for better solutions to our needs.For
example , good industry employers constantly use the designing process as they try to improve
products and processes.It involves working through a series of linked steps that lead to solving a
problem or satisfy a need.
Developing skills with this designing process takes practice.While using the process in different
situation learners will gain confidence and success. Most people get a lot of enjoyment from designing
and making something useful,or solving a problem or reaching a decision about a difficult situation.
They both use the same designing strategy or process to reach a solution. The designing process usually
results in an actual product or process involving materials and information.
Problem solving uses the designing process to lead to a decision or solution.This may not involve a
product.Problem-solving or decision making is not always concerned with technology and is useful in
situtions such as buying of tool, planning a party or festival, choosing a study program, planning a
holiday or trip, making choices, finding an engine problem and working out how to do something.
In these examples,the outcomes do not involve the production of a final product or process.
Technicians in the appliance service and automotive industries are very involved in problemsolving, but
less so in designing.
SUMMARY
Problem–solving uses the designing process to find a solution or decision that may not involve
a product.
Solutions to designing tasks are rarely reached in a disorganised way. You rarely find good solutions by
chance.
The use of an orderly process always leads to better decision or solutions. This process helps ensure that
important things are not overlooked.
Designers are more likely to produce better results as they develop confidence, experience, and practice
skills with the designing process.
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The designing process involves four linked main stages:
INVESTIGATING
DESIGNING
EVALUATING
o Identify the most likely ideas. 15
o Think about the outcome o Develop and refine the idea.
o Does it meet the design brief? o Devise the proposed solution
o How well does it work? o Model or trial the proposal
o What remains to be done?
your Design Folio
o Complete your design folio
A large designing task can have many small designing tasks embedded in it. For example, the process of
designing a car or a building can have hundreds of small design tasks, for various parts, within the main
task.
Designing is much more than simply drawing plans, shaping, styling or decorating. These activities are
important, but they are only a small part of the designing process.
All designing or problem-solving tasks start with a need. However, different tasks may require the
designer to enter the designing process at different points.
For example, a designer can start with a new design brief, and move through the investigating-
devising-producing-evaluating process. Another situation may start with an existing product that
needs to be repaired, modified or improved. In this case, the designing process is
evaluatinginvestigating-devising-producing-evaluating.
At each stage of the process, you have to make many judgements and decisions. It is important that you
evaluate your process and the decisions made at each stage. Do not wait for the final evaluation stage.
Documentation
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The type of documentation needed will depend upon the task for the audience or client. This will be
clear at the design brief stages. Documentation will be done on some certain stages and for other task
Design Folio to be prepared to cover he total process.
For oral presentation about the proposed solution different material such as charts, or pictures to be
presented. Graphics are an important part of the designing process. The type of graphic used must suit
the task and the stages of the design process. At the investigating and designing stages, for example,
you may only need ‗thumbnail‘ concept sketches or flow charts. Your final drawing must comply with
normal drawing conventions.
The design brief is a statement about the needs or problem and any expectations or specifications
required for the solution. A design brief is like a contract, because it sets out all the conditions and
specifications that to a situation. The design brief outlines the problem or need, the task expected to be
undertaken, any specifications for the solution, and any special conditions
The design task is easier to tackle if the design brief is clear and precise. If the brief is not clear, design
work may be misdirected. In some cases the design brief will list some essential outcomes that must be
met. It may also list some desirable outcomes. These are not absolutely essential.
Investigating and clarifying the problem is the first important step along the path to a solution. Thinking
and discussion of the problem should have some background reading.
In designing tasks, some factors are set and beyond the designers control. This will place limits on the
designing process. These could include:
Discussion
What does this statement mean?
Don’t ask the designers to build a bridge .Ask them how to get across the river.
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INVESTIGATING IDEAS
A range of ideas gives the designer many options for possible solutions to the problem.
Investigate a lot of ideas, no matter how unlikely they may be seem and often, these ideas can
lead to surprising and creative solutions.
Work with others where possible, and discuss as many ideas as you can think of.
The easiest way to get ideas is from our own background and this will improve with experience and
confidence. There are many ways to get new or better ideas
Successful designers try to think creatively about problems. They question the obvious or traditional
ways of dealing with things, and try to look at situation from different angles. They do not limit there
thinking by using traditional solutions.
Good designers try to be imaginative, and approach their work with a sense of fun.
Designers always look for better ideas and solution that are simple, elegant and effective.
Effective designers are hardly ever satisfied with their first ideas, and search for better ideas.
Brainstorming is a useful and enjoyable way to produce creative ideas. Usually it involves a group,
where everybody contributes ideas.
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Have other people been involved in developing ideas?
Have you discussed the ideas with others?
Have you made notes and sketches about the ideas?
The investigating ideas stage and investigating the information about ideas stage are closely linked, and
you may need to move backwards and forward between two stages many times-as you make decision
about information you are analysing.
Sometimes the ideas will be rejected because of the information found; it may be too costly, material
may not be available in the sizes needed, or the idea may be unrealistic or not practical. This is the
analysis stage or thinking stages.
The information will be gathered by talking, listening and observing, internet and reading reference
book. The more literature available, the more important it is to know where and how to find useful
information. Often the information you find can lead to new ideas. Evaluation of the investigating
information stage
Designing process you have to sort out likely solutions and make some careful judgement.
At this stage, you should have considered many ideas, and gathered information about all ideas that
could be likely solutions.
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You must choose the idea that seems most likely to be successful. The designer has to predict the way
this idea will work, or how it will work or how it will look.
You may have to choose the best of the several potentially good solutions. It may be that none of the
ideas may be ideal, but choose the best at this stage, unless you consider it to be unsatisfactory because
it does not meet the design brief.
At this stage you need to develop and refine the idea, taking it from an ‗idea‘ stage to a more detailed
proposal. You may need to test the proposed solution (eg. building a model or mock up‘). Evaluating
the proposed solution
Although classified as non-scientific, the traditional knowledge has been accumulated after centuries of
extensive trial and error experiences from which people have learned. In the sub-tropical conditions in
the Pacific Islands, people have used traditional knowledge to live off the environment on which they
depend for food, supplies, medicine and culture. An appreciation of some of the traditional knowledge
will provide an insight into how the people use and depend on their environment and its resources.
Traditional knowledge can be the basis on which scientific research is utilised to explain the details that
up to now may be unknown or unexplained.
Pacific islanders have been dealing with a changing environment for centuries. Adaptation to change is
part of the lifestyles of the Pacific community, and traditional knowledge, values, and practices—or
intangible cultural heritage (ICH)—underpins the ability of the Pacific community to successfully live
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and thrive in the Pacific environment. In synergy with other scientific knowledge, ICH may enhance the
communities‘ resilience against natural disasters and climate change. Consideration for culture should
be integrated into reducing disaster risk and adapting climate
change policies, plans, and action.
The Pacific, with its land and oceanic areas, spans one third
of the planet. Traditional navigation systems are the most
important ICH elements shared by Pacific communities. For
centuries, Pacific navigators have used a wide range of
traditional knowledge and techniques related to weather
patterns and signs to guide their long ocean voyages. Such techniques rely upon following
observations.
Safeguarding traditional navigation systems reminds not only the Pacific
community but also the entire world of the ancient knowledge and skills of
humanity and of the respect to nature and universe.
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Traditional architecture
What are products designed for recycling, or in other words, recycled and/or recyclable products?
Recycled products are those which are manufactured using recycled materials or components from
products no longer in use. Recyclable products are those that are manufactured to be recycled at the
end of their useful life. In other words, mono-materials are used, the toxic and hazardous substances are
eliminated and a modular manufacturing system is used that produces easily-dismantled products,
compatible materials are used, material that is difficult to use is identified by means of codes, and so
on.
Why recycle?
Recycling is a daily activity for more than 100 million Americans and a great way to protect our
environment and stimulate our economy. Recycling saves resources, prevents pollution, supports
public health, and creates jobs. It saves money, avoids landfills, and best of all, it‘s easy. To understand
the value of recycling, we must look at the entire lifecycle of a product ― from the extraction and
processing of raw materials, to the manufacture of the product, to its final disposal. Recycling creates a
closed-loop system where unwanted products are returned back to manufacturers for use in new
products. This prevents the pollution and destruction that occurs when virgin materials –like trees and
precious metals– are extracted from the ear.
Benefits of Recycling
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• Reduces the amount of waste sent to landfills and incinerators;
• Conserves natural resources such as timber, water, and minerals;
• Prevents pollution by reducing the need to collect new raw materials; Saves energy; gas
emissions that contribute to global climate change
We cannot sustain our consumerist lifestyle without getting inundated by garbage and exhausting the
earth‘s resources. The products that we use are wrapped in several layers of packaging material that are
perfectly recyclable – plastic, aluminium, paper, tin, wood, etc. Solid waste disposal experts engage in
an uphill struggle to contain this virtual avalanche of garbage we produce every day. It is apparent that
digging a hole, a landfill, is clearly not the answer. Sooner or later, the waste becomes uncontainable
and will spill into our farming areas, forests, and water sources. Reason for recycling.
Financial Income – There is money in recycling. In the level of the individual, one of the benefits of
recycling is financial INCOME. There are a lot of things lying around the house that we no longer want
or need that might just end up in a dumpsite somewhere, that we can recycle AND EARN MONEY
from. Cell phones, PDAs, ink cartridges, etc. Here at Pace Butler, for instance, a phone sent in for
recycling could net the owner as much as $50.There is also the financial benefit for the communities
who recycle in that there will be reduced costs of waste disposal or recycling. You think recycling is
expensive? Consider these recycling facts: aluminium cans are the most valuable item in
your bin. Aluminium can recycling helps fund the entire curb side collection. It‘s the only packaging
material that more than covers the cost of collection and reprocessing for itself.
Recycling helps conserve limited resources – Throwing away a single aluminium can, versus
recycling it, is like pouring out six ounces of gasoline. Last year, Americans recycled enough
aluminium cans to conserve the energy equivalent of more than15 million barrels of oil. Here are some
compelling recycling facts from the Pennsylvania Department of Environmental Protection.
Recycling is energy efficient – On a larger scale, recycling could translate into huge reductions in our
energy costs. Consider these facts: It costs more energy to manufacture a brand new aluminium can than
it does to recycle 20 aluminium cans. 20 cans can be made from recycled material using the same
energy it takes to make one new can.
Recycling builds community – In almost all communities in the country today, there is a growing
concern for recycling and the environment. People are working together in recycling programs, lobbies,
and free recycle organizations to help promote recycling. We will be featuring these groups in our
upcoming posts and link with the various networks to help you locate the nearest recycling center or
free recycle group nearest your location.
Recycling creates jobs – Incinerating 10,000 tons of waste creates one job; landfilling 10,000 tons of
waste creates six jobs; recycling 10,000 tons of waste creates 36 jobs.
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Recycling builds a strong economy – Done on a nationwide scale, like what we‘re doing here in the
US, recycling has a huge impact in our economy in terms of jobs, energy cost reduction, resources
conservation. Lately, as the price of oil hits close to $120 a barrel, people have become more aware of
the huge impact of recycling, particularly in reducing plastic waste material coming from the bottled
water and beverage industry. We will be discussing this in detail in our future posts.
Recycling is Earth-friendly – No matter how safe and efficient our landfills are being billed to be, the
possibility of dangerous chemicals coming from the solid waste deposited in these landfills,
contaminating underground water supply is always present. Combustion or incineration of our solid
waste is effective and energy-generating, but we pay the price in increased air pollution.
Activity
1. Explain the difference between modern and traditional designs support your answer with two
examples.
2. What do you mean by ―design for recycling‖?
3. List and briefly explain five reason why design for recycling?
4. What are some benefits for recycling?
Green Design
Today, our students are encountering a rapidly changing and interconnected world. Because of this, it is
time to broaden environmental education to a more comprehensive view of the world that includes
teaching about the environment, as well as the social constructs of culture, society, governance, and
economics. Our quality of life, now and in the future, will ultimately depend upon humans‘
comprehension of their role in a world of interdependent environmental, economic, and social systems.
The goal of education for sustainability is to develop the capacity for society to meet the needs of today
while assuring intergenerational equity – that is, creating opportunities for a positive present and a
hopeful future.
What is a System?
A system is a group of interacting, interrelated, and interdependent components that form a complex
and unified whole. Systems are everywhere. For example, a classroom, a predator/prey relationship, and
the ignition system in your car are all systems. Some systems are ―nested‖ within larger systems. For
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example, the circulatory system is nested within the system we know as the human body. A system is a
collection of ―things‖ in which the whole is greater than the sum of its parts.
What is Sustainability?
The most well-known definition of sustainability – ―meeting the needs of the present without
comprising the ability of future generations to meet their needs‖ – comes from the Brundtland Report,
which was the product of a United Nations commission in 1989.
Sustainable design considers how to design the built environment in a way that cultivates ecological,
economic, and cultural conditions which support human and environmental well-being, indefinitely
(Ann Thorpe, The Designer‘s Atlas of Sustainability, 2007).
Sustainable Design offers the possibility of building schools, office buildings, parks, transportation
systems, and entire communities with an eye toward long-term sustainability, rather than only seeking
to solve immediate needs and desires. It supports city planners, architects, and designers in approaching
each project with the intent to reduce environmental impacts, stimulate the economy, and provide
opportunities for people to connect with each other and the land.
Sustainable design takes a systems-wide perspective. It aims to solve current environmental problems
and prevent future ones from occurring while integrating a wise understanding of social and economic
factors and their impact on the environment.
There are some common principles associated with sustainably designed products and processes. These
include:
Use of low-impact materials: Chooses non-toxic, sustainable, or recycled materials, which require
little energy to process. Takes into consideration how the materials (visible and invisible) originate in
and return to the ecosphere (atmosphere, lithosphere, biosphere, and hydrosphere).
Energy efficiency: Implements manufacturing processes that use less energy and produces products
which require less energy to manufacture and operate. Ideally, makes use of renewable energy sources.
Quality and durability: Understands that longer-lasting and better-functioning products will have to be
replaced less frequently, thereby reducing the impacts of producing replacements and disposing of
worn-out products. Another option is flexible designs that have a core component, such as an
automobile chassis, that remains durable, but other components that can be replaced and upgraded over
time as better versions become available, such as the engine and transmission.
Cradle-to-cradle life cycle design for reuse and recycling: Designs products, processes, and systems
for performance in the commercial ―afterlife‖ of the product. This includes choosing materials with a
cradle-to-cradle approach, so that the materials themselves create clean water, clean air, or can be
composted to enrich the soil. This also includes design to facilitate the eventual separation of
―technical nutrients‖ for the industrial process of manufacturing from ―organic nutrients‖ that will
biodegrade and enrich natural systems.
Bio mimicry: Designs products, services, and industrial systems to mimic biological designs and
cycles found in nature. Natural systems, large and small, are models of interactive functionality that
maximizes effectiveness and efficiency.
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Service substitution: Promotes the sharing of products or services among groups of people. For
example, encouraging people to change from private automobile ownership to joining a car-sharing
service. Such a system promotes minimal resource use per unit of consumption (e.g., per car trip
driven).
Local renewable resources: Chooses materials from nearby (local or bioregional), sustainably
managed, renewable sources. Ideally, when their usefulness has been exhausted, biodegradable
resources can be returned to nature as biological nutrients, or alternatively, returned to manufacturing
as technical nutrients.
Carbon footprint: Reduces an individual‘s carbon footprint by choosing products and services that
have been sustainably designed, sustainably produced, and have the ability to be recycled or reused.
Environmental health: Aims to reduce or eliminate human health risks from environmental factors
(such as pollution, heavy metals, etc.) that can be ingested, inhaled, or absorbed through the skin.
Environmental justice: Aims to provide all people with access to a healthy environment and equal
access to decision-making processes. The development and enforcement of environmental laws,
regulations, and policies should fairly involve all people and should protect groups of people from
being disproportionately affected by environmental health hazards.
Human needs and quality of life: Considers how a design can promote human needs and quality of
life in terms of subsistence, protection, affection, understanding, participation, leisure, creation, and
identity.
Design for change: Considers what policy changes, behavioural changes, and technology changes will
enable a design to occur, and what changes will exert the greatest leverage for overall sustainability.
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• Conduct a solid waste audit of your home, school, or
community and design a plan to encourage the reduction,
reuse and proper recycling of waste.
Waste • Design a program to encourage school-wide recycling.
• Design and build a composting system at your home.
• Develop a system to encourage your teachers and school
office workers to reduce their paper use.
• Conduct an ergonomics audit of a work station or process at a
local job site and design a healthy worksite product such as a
Workplace Health chair, writing implement, or electronic device.
& Safety • Survey health and safety hazards at a local employer and offer
recommendations on how to protect workers.
• Survey registered voters who do not vote to find out what
impediments keep them from voting. Design and
Social and Civic disseminate ideas to minimize those impediments.
Action • Work with a local non-profit agency to help design a
system that encourages and rewards volunteerism in the
community.
• Explore where food in your school/district comes from
and design an incentive plan to encourage the
procurement of products from local farmers.
• In partnership with local elementary school students and
teachers, design and plant an organic garden for the
school.
•
Develop an educational program about community
Food & Farm supported agriculture.
Choose a food item (such as a pineapple) and map its
pathways, and environmental impacts, from the farm to
your plate and share that with community members.
Map the cradle-to-grave (life cycle from development to
waste) pathway of electronic waste and design a product
Technology that following the principles of cradle-to-cradle (a
product whose life is continuous, never ending in a
landfill).
Identify a landmark, building, park, or other place that
has cultural importance in your community. Design a
brochure, interpretive sign, or other type of media to tell
Culture its story and to educate people about its importance.
Film a documentary in which you interview community
elders about local history.
• Organize a festival that features film, music, and art
celebrating your community‘s environment, culture, or
Media, Music, and economy.
Art Develop an art program that inspires children to create
•
sustainability-themed art.
Transportation • Conduct a rush hour count of carpools versus
singleoccupant vehicles along a local freeway or highway
and then develop an incentive program to encourage
people to bike, walk, bus, or carpool to school or work.
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• Develop a cost/benefit assessment of transportation
modes, such as car, bike, motorcycle, and bus and design
an alternative transportation plan that is economically
viable and socially appropriate for your community.
• Write an interpretive guide for a local nature trail or park.
Parks & Natural
• Develop a plan for removing invasive plant species from
Areas
a local park.
• Investigate the effects of bio solid fertilizers on tree
growth and design a plan or product to sustainably enrich
forestry trees.
• Calculate the amount of wood re-used and the reduction
Forestry of environmental impacts by Urban Tree Salvage
Program (e.g. in King County) and then design an
outreach campaign that encourages builders to use
salvaged wood products.
Conduct a survey of a local immigrant group to find out
what environmental health risks most concern them and
Environmental then create educational materials in languages
Health & Justice appropriate for your community.
Create educational materials to encourage low-income
women in your community to get mammograms.
Principles of Design
1. BALANCE - Balance in design is similar to
balance in physics. A large shape close to the
centre can be balanced by a small shape close to
the edge. Balance provides stability and structure
to a design. It‘s the weight distributed in the
design by the placement of your elements.
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4. REPETITION - Repetition strengthens a design by
tying together individual elements. It helps to create
association and consistency. Repetition can create
rhythm (a feeling of organized movement).
Contrast – The elements are opposing one another i.e., big against small, light against dark
Activity
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5. List 4 different systems and write down their possible sustainable design project?
Chapter 4
HAND TOOLS AND MATERIALS
Outcome
Introduction
Every workshop should be well equipped with a number and
variety of tools and equipment for work to be done efficiently.
Although you may not be using all the tools at this level, it is
necessary to be familiar with these tools, also able to identify and
select right tool for the job, and use it safely and correctly. Many
non-wood materials such as metals and alloys, plastics, leather and
glass are widely used in the woodwork industry. Therefore, it is
necessary to know something about these materials. This chapter
displays the basic hand tools and appliances, hardware used in joinery, metals and non-metals used in
woodwork and some types of finish applied to these materials.
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Hand Tools and Appliances
All hand tools and appliances must be used for their intended purpose. Hand tools must be inspected
before and after use. The use of any hand tools should be stopped if it becomes unserviceable during
operation.
1. Combination Square
2. Sliding Bevel
3. Sash Cramps
Thread
Sash clamps are used to clamp work together when it is glued.
They vary in size and are normally used in pairs.
Bar
When in use, the sash clamp is placed below the work to
be glued / assembled. The slides are arranged on either side Slide
and scrap wood is placed between each face and the work.
Head This protects the work when the thread is tightened.
4. Hand Saws
Hand saws are hand-held tools, manually-driven, that are designed to cut through softer materials
mainly wood. There are many different types of hand saws that vary based on how and what they cut.
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To safely use a keyhole saw, select the appropriate blade and firmly attach it to the
handle. Depending on the material being cut, a starter hole may need to be drilled
in the wood or drywall so the tip of the keyhole saw can be inserted.
A cross cut saw has wide alternating bevel teeth perfect for rough
cutting on wood grains where tearing out is not important. Its saw blade
ranges from 55 to 70 cm with 3 to 5 teeth per cm. It is used to cut large
pieces of timber or cuts through a tree across the grain of timber.
For safety, always be aware that the teeth of a crosscut saw are sharp and
pointed. Placing them point-down on an object or a body part will cut it.
Panel saws are perfect for cutting small pieces of wood. It is shorter
compared to regular hand saws and is useful for its portability. Panel
saw length can be as short as 46 cm with 3 to 5 teeth per cm.
It is especially used for cutting light boards like plywood across the
grain.
A rip cut saw is an aggressive, push stroke handsaw with sharpened teeth
top. Its saw length varies from 60 to 70 cm with 2 to 3 teeth per cm. It is
specially designed for making cut parallel to the direction of the wood
grain.
Coping saws are perfect for cutting complex patterns on wood. It has a
sprung steel frame with a wooden handle that can be turned to tighten the
blade. A coping saw is a pull stroke hand saw.
(vii) Hacksaw
Hacksaws have fine, disposable blades held in tension by front and back pins. It is used in
metal cutting such as thin tubing and drill rod with its 7 to13 teeth per cm. Its finer blades can
also cut through cables, wire ropes, light angle irons and channels.
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A hacksaw is a push stroke hand saw.
It is used to cut rods, bars, angle plates to required lengths and sheet
metals to specific size and shape.
Door Handles
Doors generally have at least one fixed handle, usually
accompanied with a latch. However, other types of handles are
also used depending on the thickness and type of door.
Latch Handles
Are for internal use and usually mounted on a back plate. They are used in
conjunction with a tubular mortise latch and suitable for use with doors
that are of 35-44mm thickness.
Lock Handles
Have a keyhole cut for use both internally and externally where a lock is
required and are used in conjunction with mortise sash locks. They are
suitable for use with doors that are of 35-54mm thickness.
Hooks
Whether you want to hang a coffee cup or support a clothes line, you will be able to find a hook of the
right size and shape to do the job. Use large hooks for heavy objects; a small hook may bend or pull
away from the surface when supporting a heavy load. Before installing a hook that screws into place,
make a pilot hole with a nail or drill.
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(i) Screw Hook has a threaded end that screws into wood, ceilings or walls. The open end
supports various items. The rounded tip hook is for household uses; pointed tip is for
suspended ceilings. The L-shaped hook supports wide objects.
(ii) Swag Hook combines a hook with a toggle bolt for hanging a swag lamp or a plant from
ceiling.
(iii) Screw Eye has a ring shaped end. Use it alone by fitting objects through the ring.
(iv) Hook and Eye has a hook attached to a screw eye that screws into a gate or door. The
hook fits into another screw eye to keep the gate or door closed or open.
(v) Rope Hook comes in various designs. These are general purpose hook with two or four
holes in the flat stem for screws. A porch-swing hook, which is screwed into the porch roof, a
hammock hook with a plate to secure it to flat surface.
(vi) Self-adhesive Hook made of plastic and meant for light weight
objects. To install, wipe the surface clean, remove lining paper and
press hook in place.
(vii) Coat Hook may have one, two or more hooks in various
directions for hanging coats and hats.
HASP
Hasp is a slotted hinged metal plate that forms part of a fastening for a
door or lid and is fitted over a metal loop and secured by a pin or
padlock.
HINGES
A hinge often has two leaves held together with a pivot pin inside knuckles or barrel. Most cabinet and
house doo hinges can be used either left or right handed doors. Hinges can be surface mounted (with
leaves slightly raised), but the leaves create a gap between the door and frame when the door is closed.
The three basic types of hinges are: Pin
Leaf
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(i) Butt Hinges
Most butt hinges have a non-removable fixed pin. They are suitable foran
exterior door where the barrel is exposed outside; to remove door, the
hinge must be unscrewed. Some have deattachable pin to allow for door
removal without unscrewing the hinge.
Common Fittings
90˚ ELL
These fittings are designed to turn the flow of a liquid at a 90-degree
angle. Often in home plumbing, for example, the plumbing needs to turn
to flow where it is needed to avoid existing structures in the home or
access outside lines. This 90-degree turn improves the function and design
options for the system.
45˚ ELBOWS
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PVC 45° Elbow joins two pieces of the same size pressure pipe at an angle
of 45°. These are used to re-direct the pipeline and to assist in turning
corners.
TEE
Tee fitting is a necessity in any PVC structure design. There are total of three ‗ports‘; with all going in
three different directions along the same plane.
PVC Tee is used to create simple wall structures and three-point connections in plumbing.
Cross
PVC cross fittings are not quite as common as other fittings, but they are designed for use
when joining four pipe sections or dividing flow in different directions.
This could be done in plumbing and irrigation systems.
Threaded Male & Female Connectors
Female adapters are used to add a female threaded pipe connection on a
solvent welded pipe.
Male adapters are used to add a male threaded pipe connection to a
solvent weld pipe section.
Connector
This connector is used to join two pipes together normally for
extension. The two pipes to be connected together are glued at ends to
be joined into the either ends of the connector and cannot be taken apart.
End Cap
Sometimes a PVC pipe system will end with an opening that does not
need to be connected to another pipe. Perhaps the system is being left
open for expansion, or perhaps the end is left open to provide access to
the system when needed. When this occurs, the flow
needs to be stopped, and an end a cap simply stops
the flow.
Ceramics
Manufactured Boards
Manufactured boards are valuable materials in
their own right, with an important part to play
alongside with solid timber, example plywood and
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core-board. They are available in large, stable, standard sheets (1525mmX1525mm,
1220mmX2240mm), of uniform thickness and quality.
Plywood
Plywood is the name given to panels or sheets constructed by gluing together three or more layers of
this wood called ‗veneers‘ or ‗plies‘ so that the grain of one layer runs at right angles to that of an
adjacent layer.
Uses of Plywood
The scope and use of plywood is too wide to explain in detail. However, some common uses of
plywood are:
• Furniture Manufacture: In carcass construction, it is glued to a framework. It is also used as
backing for cabinets, drawer bottoms, radio cabinets, door panels and chair backs and bottoms.
• Building Works: In building works it is used for panelling, flush doors and built-in fitments.
Exterior grades are used for wall sheathing and concrete form-work.
• Boat Building: It used in crafts and yachts of all sizes. Special waterproof marine grade
plywood is manufactured to resist water indefinitely.
• Aircraft Construction: The strength of the plywood combined with its light weight makes it
ideal for this type of work, light gliders and sail
planes.
• Other Uses: It is also used in coachwork,
railway carriages and boxes.
Core-board
Core board is a manufactured board with a wood fibre
or wood chip centre and bonded veneer faces on both
sides. It is very strong, lightweight, and easily cut
material used for the mounting of photographic prints,
as backing in picture framing, in 3D design, and in
painting.
Mechanical Properties
Mechanical Properties refers to the behaviour of material when external forces are applied. Some
of the mechanical properties are:
1. Hardness
Hardness refers to the ability of a metal to resist scratch, penetration, cutting action, or permanent
distortion. Hardness may be increased by working the metal and, in the case of steel and aluminium
alloys, by heat treatment and cold-working.
Brittleness
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Brittleness is the property of a metal that allows little bending or deformation without shattering. In
other words, brittleness is the ability to break or crack without changing shape. Since structural metals
are often subjected to shock loads, brittleness is not a very desirable property. Cast iron, cast
aluminium, and very hard steel are brittle metals.
Malleability
A metal that can be hammered, rolled, or pressed into various shapes without cracking or breaking is
said to be malleable. This property is necessary in sheet metal that is to be worked into curved shapes.
Copper is one example of a malleable metal.
Ductility
Ductility is the property of a metal that permits it to be permanently drawn, bent, or twisted into thin
lengths without breaking. This property is essential for metals used in making wire and tubing. Ductile
metals are greatly preferred for aircraft use because of their ease of forming and resistance to failure
under shock loads. Ductility is similar to malleability.
Toughness
A material that possesses toughness will withstand tearing or shearing and may be stretched or
otherwise deformed without breaking. Toughness is a desirable property in aircraft metals.
Finishing of Materials
The last stage in the construction process is applying a perfect finish. The visual appeal of the material
is one of the attractions of woodworking and metalworking.
Painting is one of the common methods used in finishing materials. However, different types of
finishing are used on different types of materials.
Wood Finishing
Finishes serve to prevent wood absorbing moisture, protect against decay and enhance appearance.
Basic preparation is needed before any type of finish is applied to wood.
Staining
Stain can be used to match different components in construction and to
achieve attractive contrasts of tone. Wood stains ready-mixed are
available in hardware stores. The stain that is needed to be used should
always be tested on an offcut of the same piece of wood.
Varnishing
One of the most popular varnishes used is polyurethane since it is easier to apply and produces clearer
result.
Painting
Paint provides a protective colouring for both indoor and outside
softwood. Sharp corners should be made slightly smooth with
glass paper. First seal with a primer then apply undercoat, rubbing
down between coats with fine glass paper and then apply final
coat.
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Lacquers
Several coats of Lacquers is needed for an effective finish since it is thinner compared to
varnish. Spray application is used for best results but not always used.
Wax
To suit different wood types, furniture wax can be obtained ready
coloured. Over some time the wax applied on the material will form
deep lustrous colour within the wood surface.
Oil
Since oil is natural and waterproof, it provides a perfect finish for
outdoor furniture.
Metal Finishing
To protect metal from rust, coat it with Vaseline or light grease.
Oil Finishing
Steel can be either dipped in machine oil burnt into the metal or the
metal can be heated to dull red and quenched in oil.
Painting
For painting metal, the surface must be thoroughly cleaned and then washed with hot water and
detergent. Metal primer is suitable for most metals. For maximum protection an oil-based undercoat and
top coat should also be used.
Plastic Coating
The most suitable method is to dip pre-heated metal into a tank of liquefied thermoplastic such as
polythene, PVC or nylon. This is done to prevent metal from corrosion and to provide electrical
insulation.
Electroplating
Thin layer of metal is deposited on the surface of the metal to be used. Some examples are chromium
plating on steel, silver and gold plating on jewellery and simple copper plating.
Sandstones
Sandstone is a sedimentary rock, typically formed from the most
common minerals in the earth‘s crust. This type of stone can come
in many different colours, from yellow, orange and brown to red,
pink and black. Sandstone has been a popular building material for
thousands of years, used by ancient civilizations for construction,
as well as for housewares.
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Common uses of sandstone
Along with slate, sandstone often comes with a natural cleft surface finishing. However, there are
many options when it comes to sandstone finishes.
One popular choice is a honed finish. This finish is created by grinding and sanding, resulting in a
smooth surface that is not as glossy as a polished finish. This is a good choice for high-traffic areas
where low maintenance is desired. For instance, while a polished finish might wear off in a busy
walkway, a honed finish will keep its smooth surface.
(i) Check the cutting edge of the blade under light. If it reflects
light, sharpening is needed.
(ii) Hold a try square on the edge of the blade and check to see
if the cutting edge is square with the sides. If it does not, grind off the old edge at right
angles to the sides till the edge is straightened.
(iii) If you are grinding the blade ―freehand‖, grind as close as possible to the same angle each
time the blade is returned to the wheel.
(iv) Continue to grind the blade until a wire edge appears.
(i) Apply few drops of mineral oil to the face of the oilstone.
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(ii) Place the blade at an angle of about 30 to 35 degrees to the stone.
(iii) To hone the edge, move the blade back and forth in a straight line.
(iv) Now turn the blade over and place it flat against the stone.
Move it back and forth to remove the wire edge.
(v) To test for sharpness, try slicing a piece of paper with the blade.
Questions
1. What kind of saw must be used to cut across grain and with the grain?
2. Why should planes and chisels be kept sharp?
3. What happens if you bore a hole through a piece of wood from one side and don‘t support it
with scrap stock on the other side?
4. What are two kinds of hardware used in constructing projects?
5. Name and describe two types of hinges used in joinery.
Activities
1. Use a magnifying glass to examine the teeth of the saws in your workshop. Which are
crosscut saws? Which are rip saws?
2. Check the plane blades and chisels in your workshop. Do any of them need honing? Do any
need both grinding and honing?
3. Demonstrate how to install a bit in the brace.
4. Demonstrate how to mark a door and frame for location of hinges.
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Chapter 5
GEOMETRICAL DRAWINGS
Outcome
Introduction
The word construction in geometry has a very specific meaning: the drawing of geometric items such as
lines and circles using only compasses and straightedge or ruler. In the process of preparing a drawing
there will be many occasions when it will be necessary to utilize more than one geometrical
construction. These construction techniques will be helpful in solving problems.
2D DRAWINGS
ORTHOGRAPHIC PROJECTION
In basic orthographic drawing it is important to know that, the views are drawn on the principal planes of
projection.
It consists of two intersecting planes namely the VERTICAL PLANE (VP) and the HORIZONTAL
PLANE(HP).
The illustration below shows the relationship between the principal planes of projection in the first angle of the
intersecting planes.
The illustration below shows the unfolded position of the principal planes showing the proper arrangement of the
views. It must be noted that, even though the three views are drawn separately, there is a very strong relationship
between them. The table below shows the relationship between the three views.
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VIEW VISIBLE
MEASUREMENT
Height
Width
Height
Length
Widt
This method of drawing as mentioned earlier is the most effective way of communicating ideas in drawing and it is
mostly used by Architect, Engineers, Surveyors, Civil Engineers
Example: 1 Example: 2
First angle projection is a method of creating a 2D drawing of a 3D object. This is important information for
the person interpreting the drawing because if you examine the diagram below you will note that in first angle
orthographic projection:
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Relationship of the principal planes and the types of orthographic projection (drawing)
Fig.1 Fig. 2
Unfold position of the principal planes showing the proper arrangement of views.
Fig.3 In real presentation of orthographic drawing the 4 corner planes are omitted.
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Fig.5 (a) and (b) shows the projection conventional symbols used in orthographic drawing to describe the types
of projection used.
EXERCISES
A. For each shaped block 1 and 2 draw the orthographic views in 1 st angle projection using the measurement
provided on the drawing. Label the views correctly using guide lines.
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1 2
PICTORIAL DRAWING
3D DRAWINGS
PICTORIAL DRAWING
Pictorial sketches often are more readily made and more clearly understood than are front, top, and side
views of an object. Pictorial drawings, sketched freehand or made with drawing instruments, are
frequently used by engineers and architect to convey ideas to their assistants and clients.
In making a pictorial drawing, the viewing direction that shows the object and its details to the best
advantage is chosen. Several types of pictorial views can be sketched, or drawn. This can be isometric
view, oblique view or perspective view.
A. ISOMETRIC DRAWING
Isometric means "equal measurement". The true dimension of the object is used to construct the
drawing. You get the true dimension from either orthographic views or by measuring the object.
Because of the ease of using actual measurements to create the isometric image, it has become the
industry standard for parts manuals, technical proposals, illustrations and maintenance publications.
48
Step 1
Step 2
Step 3 Step 4
Draw the rest of the isometric block. Draw the font face of the isometric block.
Step 5
Add details to the block starting from the front face. Then add details to the other faces.
49
Step 6
Darken all visible lines to complete the isometric sketch. (make sure
that construction lines are light)
Note: In isometric sketch/drawing, hidden lines are omitted unless they are absolutely necessary to
completely describe the object.
Circles in Isometric
• Draw the isometric centre lines of the circle. Using the centre lines, draw an isometric square
with sides equal to the diameter of the circle.
• From the near corners of the box, draw two large arcs with radius R, using the two red points as
centres.
• Draw the two smaller arcs with radius r, using two green points as centres.
Example:
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B. OBLIQUE DRAWING
The oblique method of drawing is the simplest method that can be used
to draw objects pictorially. Oblique drawings of objects are easily
recognized because surfaces directly in front of the observer are viewed
orthographically.
In Cavalier Oblique drawings, all lines (including receding lines) are made to their true length. In
Cabinet Oblique drawings, the receding lines are shortened by ½ their true length.
Circles in oblique
In an oblique drawing, a circle
on the surface parallel to the
plane of projection will
appear as a circle. A circle on any other surface will appear as an
ellipse.
C. PERSPECTIVE DRAWING
Perspective drawing is used to represent an object as it would appear to the eye when viewed from one
particular position. A perspective drawing shows a view like a picture taken with a camera It may be
used in working drawings where a more realistic representation or artistic effect is required than that
51
obtained by means of isometric or oblique drawing.
Orientation the object so that a principal face is parallel to the viewing plane (or in the picture plane.)
The other principal face is perpendicular to the viewing plane and its lines converge to a single
vanishing point.
First, we draw a crate that represents the height, length and width of the object that we
want to draw.
Extra lines are then drawn softly inside the crate until the shape of our object is
complete. We call these feint lines construction lines.
The outline of the object is then drawn darker over the feint construction lines.
Construction lines may be rubbed out using an eraser or if they are very feint, they may
be left.
Finally the drawing may be rendered by adding light, shade and colour.
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Two point perspective
We normally draw a crate first that represents the height, length and width of the object
that we want to draw.
Extra lines are then drawn inside the crate until the shape of our object is drawn faintly.
53
The outline of the object is then drawn darker over the feint construction lines.
The construction lines may be rubbed out using an eraser or if they are very feint, they
may be left. Finally the drawing may be rendered by adding light, shade and colour.
ACTIVITY
A. The drawings below show the orthographic views of shaped blocks. Use the measurements directly
from the drawing to draw the isometric and oblique view of the blocks using the instruments.
B. Draw free hand sketches of the blocks in one and two point perspective.
1. 2.
3.
4.
B. The diagrams given below shows the orthographic views of shaped blocks. Use the
measurements given in the diagram to draw the oblique and isometric views of the blocks.
54
1.
2.
In technical drawing, objects are usually composed of an arrangement of geometrical solids, either in
one peace or fastened together. An understanding of the geometrical solids is therefore essential before
objects can be satisfactorily represented in technical drawing.
The axis of a solid is the imaginary line drawn from the centre of the top to the centre of the base of the
solid. When the axis is at right angle to the base, it is called a right solid, and when the axis is inclined
to the base or end of a solid it is called an oblique solid. When the edges of the base or end of a solid
are equal, it is called regular.
A cube is a solid contained by six equal squares. The axis is the imaginary line joining the centres of the
opposite sides. A cube can thus have three axes.
A right regular prism is a solid whose sides consist of equal rectangles, ad two equal ends. It is
named by its ends. The axis is the line joining the centres of the ends. The axis is the line joining the
centres of the ends. Examples of right regular prisms are: square prism, equilateral triangular prism,
right pentagonal prism, etc. ( A rectangular prism is not a regular prism).
A right regular pyramid is a solid whose sides consist of equal isosceles triangles meeting at a point
above the base called the apex. Pyramids are named from their bases. The axis is the line joining the
apex and the centre of the base.
A tetrahedron is an equilateral triangular pyramid contained by four equilateral triangles.
A right cylinder is a solid generated by the revolution of a rectangle about one of its fixed sides. The
fixed side becomes the axis, that is, the line joining the centres of the circular ends.
A right cone is a solid generated by the revolution of a right-angled triangle about its perpendicular.
The perpendicular then becomes the axis, i.e. the line joining the apex to the centre of the base.
Frustum When the upper portion of the pyramid or a cone has been cut away, the remaining portion is
called a frustum, and the solid is said to be truncated.
Types of prisms:
Rectangular prism
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Rectangular Prism: A Prism with rectangular bases is a Rectangular
Prism. It has 4 lateral faces and 2 rectangular base and top.
Hexagonal prism
A hexagon has six sides and a hexagonal prism has six sides and two
bases. It is mostly considered as a space-filling polyhedron. Moreover, the
regular right hexagonal prism has a definite formula to calculate the
surface area and volume.
Triangular prism
Two triangular bases and three rectangular sides make a triangular prism.
It falls in the category of a tetrahedron. It has 3 lateral faces and 2
triangular
bases.
THE GEOMETRICAL SOLIDS
Pyramids
Square Based Pyramid Hexagonal Based Pyramid
The axis of a solid is the imaginary line drawn from the centre of the top to the centre of the base of
the solid. When the axis is at right angle to the base, it is called a right solid, and when the axis is
inclined to the base or end of a solid it is called an oblique solid. When the edges of the base or end
of a solid are equal, it is called regular.
A cube is a solid contained by six equal squares. The axis is the imaginary line joining the centres of
the opposite sides. A cube can thus have three axes.
A right regular prism is a solid whose sides consist of equal rectangles, ad two equal ends. It is
named by its ends. The axis is the line joining the centres of the ends. The axis is the line joining the
centres of the ends. Examples of right regular prisms are: square prism, equilateral triangular prism,
right pentagonal prism, etc. (A rectangular prism is not a regular prism).
Development of a Prism
Note: Final outlines should be firm. Fold lines should be light continuous lines.
Development of a Cylinder
1. Draw the plan and elevation. The stretch out for the curved surface of the cylinder should
equal the circumference of the cylinder.
2. For drawing purposes the cylinder is thought of as many sided prism. We usually divide the
plan into 12 divisions. The length of the stretch out is obtained by stepping off the same
number of equal spaces (12) along the stretch out line.
3. The height of the development will be the height taken from the elevation. Ends of the
cylinder should be cut out as separate parts.
57
Development of a Cone
Radial line Construction may be used to develop the curved surface of a cone.
58
Note. The intersection of the plane and cone elements must be projected into the true length
edges.
Development of a Pyramid
Fig.1 shows a square based pyramid in plan andelevation. The true length of pyramid edge 03
is not shown in these views and must be constructed before the radial line development can
be started.
Fig.1 shows the construction. Line 0-3 is revolved in the plan view and projected into the
elevation. The true length lateral edge 0-3 is the radius for the construction.
Fig.2 To complete the development of the pyramid, use dividers to set off the base edges 12,2-3,3-4
and 4-1 from the plan view.
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Fig.3. The pyramid is intersected by the horizontal cutting plane A-A. If you look at the
pictorial view the effect of the intersection is to remove the apex of the pyramid. The pyramid
is then termed as truncated pyramid.
Fig.4. The construction of pyramid in a different layout. The true length is edge 0-2 as its plan
is parallel to the reference line. Therefore, it does not require rebatement method in finding
the true length.
To complete the development the cutting plane is extended to point A in the true length line.
True length O-a can then be transferred to the development.
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SURFACE DEVELOPMENT
The development of an object is made by laying out the true shape surfaces of the object on a plane. Fig
A shows the development of a square prism. There are six surfaces to lay out in sequence.
Applications. Practical applications involving development are frequently used in sheet metal work
and engineering. Common examples are metal cans, drums, tool boxes, heating ducts. Can you name
any more?
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Radial Line Development
Figs A and B. Pyramids and cones are developed by using the radical line construction.
The fold lines in the case of the pyramid radiate about the apex. The elements of the cone radiate
about the apex.
Fig A. Illustrates the laying out of a square pyramid to provide the true shape of the four triangular sides
and the square base.
Fig B. illustrates the laying out of a cone to give the true shape of the curved surface. Notice how the cone
is divided into equally spaced straight line elements. Remember the construction for the development of a
cylinder? Reference: 11-4.
The small pictorial views of the pyramid and the cone show the names of the various parts.
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Development of a Pyramid
Fig 1 shows a rectangular pyramid in plan and elevation. The true length of pyramid edge 0 -1 is not shown in
these views and must be constructed before the radial line development can be started.
Fig 1 shows the construction. Line 0-1 is revolved in the plan view and projected into the elevation. The true
length lateral edge 0-1 is the radius for the construction.
Fig 2. To complete the development of the pyramid use dividers to set off the base edges 1-2, 2-3, 3-4 and 4-1
from the plan view.
Fig 3. The pyramid is intersected by the horizontal cutting plane A-A. If you look at the pictorial view the
effect of the intersection is to remove the apex of the pyramid. The pyramid is then termed a truncated
pyramid.
To complete the development the cutting plane is extended to point A in the true length line. True length
0-a can then be transferred to the development
Development of a Cone
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Radial line construction may be used todevelop the curved surface of a cone.
Note. The intersection of the plane and cone elements must be projected into the true length edges.
Problems 1 and 2
ACTIVITY
1. Six geometrical solids are illustrated in Fig.1. (a) Write down the correct name for each solid. (b)
Name the development method used for each.
3. Fig 3. (a) Construct the true length of edge 0-1. (b) Draw the development of the surfaces.
4. Fig 4. Draw the development of the sides of the prism. The prism is shown intersected by the
cutting plane D-D.
8. Fig 8. Construct the complete development of the model aircraft fuel tank.
10. What is meant by the term ―development of the surfaces of an object?‖ (b) What practical has
the development construction?
11. Construct the development of a carton to contain six new drawing pencils.
Introduction
Dimensioning of joints is a very difficult and complex operation which precedes breach of the
construction and product deterioration. Stiffness and strength of structural furniture elements
related to and furniture itself depends mainly on the material properties joining (element
dimensions, material type, etc..), the type mechanical connectors and the way of its shoulder
application. It is often found in furniture construction single shear steel-to-timber joints,
they represent the connection fittings, such as allowing the movement of furniture parts with
screws. From the size and purpose of fittings depends on size of screws for fixing fitting. Our
research task is ascertaining the mechanical properties of single shear steel-to-timber joints
with wood screws.
WOODWORK JOINTS
66
Fig. 2 Fig. 3
Mortise
Tenon
(In the following steps, the piece with the mortise is "piece A" and the one with the tenon is "piece B".)
Fig. Fig.
(c) Set the marking gauge to the width of the tenon and mark
the lines around piece B at the width. Mark the waste
with small crosses (Fig. 4).
(d) Use the same setting to mark both faces of piece A and
use a try square and (already smoothed) piece B to mark
the remaining two lines for the width of the mortise (Fig.
5). Mark the waste with a small cross.
Note: If the marking gauge has two pins, set each at its correct measurement and mark both
lines at one. If not, mark with the first setting on all the members, then change the setting and
mark the other measurement on all the members.
(e) Always mark from the face edge. Check the marking by
setting piece B against the marks on piece A to see if they
fit. Piece B must be smoothed first.
67
Fig. 6
Fig. 7
Step 3 - Cutting the mortise (a) Bore out most
of the waste, using a brace bit (Fig. 6). Clamp a piece of wood to the underside to prevent splintering
and damage to the bench.
(b) Chop out the remaining waste with a mortise chisel, chiseling halfway through from
both sides. Leave about 2 mm extra waste on all sides to prevent damage to the sides.
Keep the cutting edge of the chisel across the grain.
(c) Carefully chop out the rest of the mortise up to the lines (Fig. 7). Keep the bevel of the
chisel towards the inside of the mortise. Do not use the
mallet.
(a) Rip the sides of the tenon sawing on the waste side of the line
(Fig. 8).
Fig. 8
Fig.11d
Fig. 11a Fig. 11b Fig. 11 c
Fig. 9 Fig.
(b) Cut in stages as shown in Fig. 11, a, b, c, &d).
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(c) Carefully saw the shoulders, making sure to hold the saw straight. Keep on the waste
side of the line (Figs. 9 & 10).
(a) Check the fit of the members. The tenon should fit tightly into the mortise without splitting
the mortised piece. There should be no gap between the shoulders of the tenon and the
mortised member. Don't force the members together. If they don't fit, find the problem and
correct it.
(b) Clean up the inside of the joint where it can't be reached after assembly with a smoothing
plane. (Remember that the tenon should be smoothed before using it to mark out.)
(c) Assemble the joint.
(d) Plane off the waste end of the tenon, clean up all sides and edges with the smoothing plane.
(a) Prepare the timber using the FEWTEL (Face Side, Face Edge, Gauge for Width, Gauge
for Thickness, Shoot the End, Measure the required Length) method.
Note:If the members are to be used for a box where the external appearance is important, the
face sides should be outside. In most cases the face edges are kept upwards.
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Fig. 3
Fig. 4
Fig. 2
(b) Mark out the shape of the tenons on piece B. Keep all tenons the same size.
(c) Immediately mark the waste between the tenons with crosses
(Fig. 4).
Step 3 - Cutting the tenons (a) Rip the sides of the tenons down to
Fig. 11
Saw on the waste side of the line.
(b) Chop out the waste by chiseling alternately vertically and then at an angle, making "V"
cuts halfway through from each side. (Figs. 6, 7, & 8).
(a) Place piece B (with the tenons) over the end of piece A, with the face
side towards the outside as indicated in Fig. 9. Mark the shape of the
tenons onto piece A with a pencil (Fig. 9).
(b) Square the sides of the slots down both sides. Mark the waste with
small crosses (Fig.10).
Fig. 9
F
Fig. F
(c) Rip the sides of the slots, sawing on the waste side of
the line. F
(d) Chop out the waste from the slots, chiseling from both sides as explained in the
previous step (Fig. 11).
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Step 5 - Assembling the joint
FRAMING JOINTS
Framing joints are those used in frame-like construct ions. The members are usually
constructed with their edges at right angles to each other; in contrast to the angle joints where
the sides forms the right angle.
Halved joints
Halved joints are a type of framing joint. The name is applied to joints where the pieces of
timber which meet or cross each other are halved. At the joint, each piece is ½ the thickness
of the rest of the piece. The result is an assembled flushed joint, in which the surfaces of both
pieces are flushed.
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Halved joints are used for constructing simple frames.
In the building industry, there are four different kinds of halved joints. The discussion here
will focus on the description and construction of the "tee-halved joint". Similarly, the
procedures can be applied for the other halved joints.
Tee-Halving Joint
The tee-halved joint consists of a pin (a) on the end of one piece
which fits into a socket (b) in the other piece (Fig. 1).
The pin is half the thickness of the timber, and the depth of the socket
equals the thickness of the pin. The shoulder of the pin (c) fits against
the face edge of the socket (Fig. 1).
(a) Prepare the timber using the FEWTEL (Face Side, Face Edge, Gauge for Width, Gauge
for Thickness, Shoot the End, Measure the required Length) method.
(b) Mark the length of the pin by placing the socket piece on top of it and marking at the
width. A small amount of waste can be left on the end of the pin,
to be planed off after the joint is assembled.
(c) Make lines square at the shoulder of the pin, drawing them
across the side and halfway down the edges, with a try square
and pencil (Fig. 2). Mark the waste. Fig. 2
(d) Mark the position of the socket, using the piece with the pin as a guide. Smooth the pin
before using it to mark the socket.
(e) Square the lines across the side and halfway down the edges with a try square. Mark the
waste (Fig. 3).
(f) Gauge the thickness of the pin around its edges and mark the waste (Fig. 2).
(g) With the same setting, gauge the depth of the socket on both edges and mark the waste
(Fig. 3). Both pin and socket should be gauged from the face side.
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(h) Place the pin over the position of the socket and check the fitting (Fig. 4).
(a) Rip the thickness of the pin. Cut in stages as shown in Fig. 5, a through d. Take care to
keep on the waste side of the line.
Fig. 6
Fig. 3
a
b
c
(a) Saw down to the gauge lines of the socket, keeping on the waste side of the lines (Fig.
7).
(b) Chisel out the waste, chiseling halfway through from both edges (Figs. 8 & 9).
(c) Test the flatness of the socket with the blade of the try square.
Step
Fig.5 -7Assembling the joint
Fig. 8
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Fig. 9
Corner-Halved Joint
Another halved joint is the corner-halved joint (Fig. 1). It is used
where the pieces meet at their ends to form a corner. The sequence
of operations to construct this joint is similar to the one for the
teehalved joint, except that instead of a pin and a socket, two pins
have to be marked and cut.
Cross-halved joint
The third halved joint we deal with is the cross-halved joint (Fig.
2). It is used where two members cross each other. Fig. 2
74
Fig. 1
Fig. 5
Fig. 4
(b) Mark out the length of the tenon on the other
member. Allow 3 mm waste on the end.
Square lines all around (Fig. 3).
(c) Set a marking gauge to the size of the tenon
(one-third of the width of the piece) and mark Fig. 6
around the end of the tenon (Fig. 5). Mark the
waste.
(d) Use the same setting to mark both edges of the Fig. 7
mortise and mark the waste (Fig. 4). Do all
marking from the face side.
(e) Check the marking, using the pieces as a guide
Fig. 8
by placing them over the marks (compare this
sequence to the mortise
and tenon for box-like constructions).
Step 3 - Cutting the mortise
(a) Most of the waste may be bored out (Fig. 6). Bore halfway through from both edges. Make sure
you keep the brace at a 900 angle to the edge.
(b) Chop out the remaining waste, chiseling halfway through from both edges. Leave about 2 mm
extra to prevent damage to the sides of the mortise during chiseling (Fig. 7).
(c) When most of the waste is out, chisel out the remainder to the line (Fig. 8).
Note:Keep the cutting edge of the chisel across the grain.
Fig. 1
75
Fig. 2
Another type of mortise and tenon for frame -like constructions is the haunched mortise and tenon joint
(Fig. 1). This joint is used where one member meets another at a corner.
The width of the tenon is reduced to 2/3rd of the width of the board and the mortise size is reduced to
suit (Fig. 1).
A haunch is left on the tenon to prevent it from twisting in the mortise. The length of the
haunch is equal to the thickness of the tenon and it fits into a recess above the mortise, called
the haunching.
Otherwise, the sequence of operations for construction of this kind of joint is the same as for
the common mortise and tenon joint. When you make the cutting list for this type of joint, the
allowance in length for the member with the mortise should be 25 mm instead of 12 mm to
help prevent splitting of the haunching.
At times a combination of the haunched and stub tenons is required. This is called a haunched stub
mortise and tenon joint.
(c) To make the dowels, plane off the corners of a square piece of hard wood, until the piece is
round. When the dowel is cut to length, chamfer the ends and cut a groove along the length to
permit air and excess glue to escape (Fig. 1, a - e).
(a) Cut the mortice with an allowance of 2 mm in width, tapering from the outside edge to
about 2/3rd of its depth (Fig. 2).
(c) To prevent splitting of the tenon, drill small holes at the end of each cut.
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(d) Cut the wedges from small pieces of waste wood; they should have the same length as
the tenon.
Haunched mortise and tenon joints in frame-like constructions should not be wedged, because
of the danger of breaking off the small haunch at the corner of the joint. Both wedges and
pegs can be used for securing mortise and tenon joints in boxlike constructions.
Bridle Joint
Bridle joints are similar to mortise and tenon joints. They consist of a pin
and a socket (Fig. 1). The thickness of the pin is 1/3rd of the thickness of
the member. The two types of bridle joint are the tee bridle (Fig. 1) and PI
the corner bridle. Here we will only go into detail SOCKE about the tee Fig.
bridle, since the" construction of the corner bridle joint follows much the
same procedure.
Step 2 – Fig. 3
Marking out
77
both edges of the pin. Use the gauge from the face side only. Mark the waste with
small crosses (Fig. 4).
(d) With the same setting on the gauge, mark around the end of the socket. Mark the waste
(Fig. 5).
(e) Mark the other side of the socket in the same manner, from the face side, with the
gauge set at 2/3rds of the thickness of the piece. If you have a gauge with 2 pins, mark
both lines at once. (f) Check the fitting. Step 3 - Cutting the pin
(a) Carefully saw the shoulders down to the gauge line, sawing on the waste side of the line (Fig. 6).
(b) Chisel away the waste, chiseling
Fig. 6
halfway through from both edges
(Fig. 7).
Fig. 7
Step 4 - Cutting the socket
(a) Rip the sides of the socket down to the
required depth, sawing on the waste
side of the lines (Fig. 9). Saw in steps
(see Tee-halved joint, cutting the pin.
(b) Chop out the waste with a mortise Fig. 8
Fig. 9 Fig. 10
chisel, chiseling halfway through from
Socket
both edges (Figs. 10 &11).
Step 5 - Assembling the joint Fig. 11
(a) Clean up the inside edges which cannot Tenon
be reached after the joint is assembled.
(b) Assemble the joint with glue and nails.
(c) When the glue is dry, plane off the waste
of the socket.
(d) Clean up the sides and edges with a
smoothing plane.
Widening Joints
Widening joints are joints used to make a single, wide board by joining two or more narrow boards
along their length, edge to edge (Fig. 1).
The boards that will be joined must first be marked. Lay the boards out in the desired
78
Fig. 1
position and mark them with a triangular mark over all the boards (Fig. 1). The triangle should
point upwards. This mark will help us to keep in mind the position of each board during the
steps that follow.
Mark out the position of the dowels by putting the boards on top of each other, sides together
and marking both edges at the same time. The centre can be marked with a marking gauge,
marking from the face side.
Metal or wooden sash clamps are used to press the boards together during gluing.
Rebated Joint
In this widening joint, the edges of the boards are rebated to match
each other (Fig. 1). The rebating is done with either an ordinary
rebate plane or an adjustable one. This joint is stronger than the
plain glued butt joint,
How to plane a rebate with an ordinary rebate plane:
Step 1
Mark the depth and width of the rebate with a marking gauge
(Fig. 2).
Step 2
79
Guide Strip
Depth
Fig. 2 Fig. 3
Step 3
Plane until you reach the line marking the depth of the rebate. Take care that the side of the plane is
always against the guide strip, so that the width of the rebate is the same along the whole length.
METALWORK JOINTS
Sheet metal is simply metal formed into thin and flat pieces. It is one of the basic forms used in metalworking,
and can be cut and bent into a variety of different shapes. Sheet metal is available in flat pieces or as a coiled
strip. Sheet metal has uses in car bodies, airplane
wings, medical tables, roofs for buildings and many
other things.
Fasteners
A fastener is a device that mechanically joins two or more metals together. Nuts and bolts, washers, screws and rivets
provide a convenient method of securing parts.
Source: Photographed
80
Riveting
Riveting is a simple way to join metal parts together. Rivets are made of soft iron for general engineering: aluminum
alloy for aircraft work and soft aluminum of copper for non-metallic substance. A wide range of special rivets are
available.
Rivets are fasteners, like nails and screws. Rivets themselves are smooth, metal cylindrical shafts with a head on one end
and a buck-tail on the other.
Length of shank.
Solid shank rivets are the type commonly used for most purposes in sheet metal work.
Countersunk rivets are useful where streamlining is needed, as in airplanes. The countersinking is
done as for bolts and screws. It permits the head of the rivet to be placed flush with the surf ace of
the metal.
Roundhead rivets are used where a strong union is required but where the projection of the head
causes no concern.
Pan head rivets are very strong, and are, therefore, widely used for girders and heavy
constructional engineering.
To use a rivet, it is placed through a hole (same size as rivet) drilled through two flat objects
(usually metal). A ball pein hammer is used to smash one end of the rivet, which expands to about
one and a half times the width of the rivet in order to hold the rivet in place and objects together.
Source: Basic Engineering – R. L.
There are many different types, sizes and composition of rivets which are used for various needs,
from plastic to wood, as well as metal.
The pop or blind rivet is used in these types of application. Pop or blind rivets have a tubular shape
with a mandrel through the center. One end looks like a long nail. A special tool or gun is used to
smash the rivet and cut off the long end.
Using a rivet gun can be a highly effective method of attaching various materials, especially metal
together in a permanent way. Though the materials can be separated by simply drilling out the rivets, this is not a difficult process, however
you should take care when riveting and do not rush, as this could be a hazard, especially to people who do not know what they are doing.
Pop rivet guns can be very inexpensive to use as are the rivets. You can buy with the tool or separately. It may be beneficial to get a good
quality rivet tool from the start, however a cheaper one will be sufficient depending on the work at hand.
81
Drilling for rivet Inserting rivet to Riveting
pop rivet gun
Screws
There are two types of screws, machine and wood screws. Both are made of metal; however the machine screw has a constant diameter and joins with nuts
while the wood screw is tapered and grips to the actual wood surface. Screws are
generally made from low to medium carbon steel wire, but other tough and inexpensive
metals may be substituted, such as stainless steel, brass, nickel alloys, or aluminum
alloy. Screws come with many different styles of heads, the three most
common are flat, round and pan.
Types of Screws:
(i) The countersunk head are probably the most common. They do not protrude above the surface so can be filled and painted
over and become
invisible. This type of head is used in butt hinges and in metal where the head is to be flat with the Flat
surface. The heads have an included angle of
82°.
(ii) These are used when a countersunk head is not required. Round
(iii) These are similar to round head except the top of the head is flat, self-threading
metal screws are a good example. Pan
Screws sizes are listed with the shank size first then the length. Shank sizes are denoted
by numbers, the larger the number the larger the shank, the most common sizes are #6, Phillip Phillips
#8 and #10 so a medium size screw 1½" long would be listed as: #8 x 1½".
Screwdrivers
The screwdriver is used to drive screws and to remove them. These are made
in a variety of styles, such as the plain, ratchet, offset, and spiral. The
screwdriver consists
of a blade, the tip of which is shaped to fit the slot in the Flu
head of a screw, and a handle, which may be part of the blade. The sizes of screwdrivers are determined by the length of the
blade, which is measured from the tip to the beginning of the ferrule, as
well as by the width of the tip. Sides
These are a basic item to have in assorted sizes, not as popular as they once
were but still necessary. It is very important that the bit be the right size for End
the slot in the screw otherwise it will probably slip and strip the edges of the of tip
82 Thickness Width of
of tip tip
slot making the screw nearly impossible to work with. The bit must be kept in good
condition by grinding or filling it square as they tend to wear at the outside corners. When
purchasing screws for projects, be advised to use Phillips or Robertson style screws.
At least the three sizes, #1, #2, and #3 should be in your tool box. This type of screwdriver will sit on Phillips Head Screwdriver
the end of the screw as it is started and is less likely to slip as it is being driven.
In order to allow for the screw to be driven easily through the metal, a pilot hole is drilled.There are two basic reasons for drilling pilot holes:
(i) for tight fitting, and (ii) prevent the material from splitting
The pilot hole in the top piece should allow for easy fit of the screw shank, and allow the threads on the screw to get a good grip without
stripping in the bottom piece. Pilot holes can be drilled with special bits that are made for different size diameter and length of screws and
will also countersink the head of the screw.
Soldering
83
Tinning the metal Adding solder to efill th
surface joint
A fluxing agent is used to assist the flow of solder and increase bonding strength. Fluxes are of two
general types, zinc chloride and resin. The functions of a flux are:
(ii) They break down the surface tension of the solder enabling it to flow.
Activity
85