Republic of the Philippines

Department of the Education

PUBLIC TECHNICAL-VOCATIONAL HIGH SCHOOLS

Unit of Competency: Construct Auxiliary Views and Develop Surface Patterns Module No.: 1 Module Title: Construct Auxiliary Views and Developing Surface Patterns

ACKNOWLEDGMENT Copyright Department of Education 2008 First Published JUNE 2008 This draft was prepared during the Competency-Based Learning Materials Development Workshop conducted at the Marikina Hotel, Marikina City on February 18-22, 2008 and at the Development Academy of the Philippines (DAP) on May 5-10, 2008. This learning instrument was developed by the following personnel: Technology Teachers: Mario S. Gregorio, Ed.D. Tagum National Trade School Tagum City, Davao del Norte, Region XI Roy S. Luneta Bauan Technical High School Bauan, Batangas Ariel F. Maglalang Assemblywoman Felicita G. Bernardino Memorial Trade School, Lias, Marilao, Bulacan, Region III Juanito Bugaoisan Don Alejandro Roces, Sr. Science and Technology San Fernando, La Union Arlene V. Tobias Mabalacat Technical High School Mabalacat, Pampanga Facilitator: Aida T. Galura Angeles City National Trade School Sunset Valley, Angeles City

Encoders: Mel Contapay Office of Legal Affairs Department of Education Meralco Ave., Pasig City Maria Riza Zamora DepED Budget Division Meralco Ave., Pasig City The Refinement And Enrichment Of The Competency-Based Curriculum and Competency-Based Learning Materials was done in Marikina Hotel, Marikina City on April 13-18, 2009 through the concerted effort of the following writers: Technology Teachers: Mario S. Gregorio Ed. D. Tagum National Trade School Tagum City, Davao del Norte, Region 11 Condrado C. Casulla Pangasinan School of Arts and Trades Lingayen, Pangasinan, Region 01 Nelson M. Arisga Malvar National High School Malvar, Batangas, Region 4A Alexander M. Latoga Manuel S. Enverga Memorial College of Arts and Trades Mauban, Quezon, Region 4A Mirasol F. Dasig San Pedro Relocation Center National High School San Pedro, Laguna Region 4A Contextual Writer: Marvin R. Viernes Muntinlupa Business High School Muntinlupa City, NCR

Encoder: Lawrence D. Cruz DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Jeffree O. Ponce DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Facilitator: Orlando E. Manuel PhD Principal Cabarroguis National School of Arts and Trades Cabarroguis, Quirino Region 02

This work was funded by the Department of Education. REFERENCES AND FURTHER READING
Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977

TABLE OF CONTENTS
Page
How to Use this Module .. Introduction .. Technical Terms . Learning Outcome 1 Construct Primary Auxiliary Views Learning Experiences/Activities . Information Sheet 1.1 Self Check 1.1 .. Operation Sheet 1.1 .. Self Check 1.2 .. Learning Outcome 2 Developing Patterns for Product Packages Learning Experiences/Activities .. Information Sheet 2.1 Operation Sheet 2.1 .. Self Check 2.1 Self Check 2.2 Assessment Resources .. Answer Key . I ii iii 1 2 3 8 11 13 14 15 16 20 25 27 28 30-33

HOW TO USE THIS MODULE

Activities are properly arranged in this module to help you work in your own pace. This module also covers the knowledge, skills, and attitude desirable attitude you need in technical drawing. A Pre-assessment precedes the learning activities in each module to determine you learning level and needs. The Learning Activity Page gives the sequence of the learning task. This page serves as the road map in achieving the desired objectives. When you are able to accomplish all the tasks required, a postassessment is given to check if the learner is already competent with the specified learning outcome/s and ready for the next task. Definitions of terms are provided in this module for upon easier understanding.

Program/ Course Unit of Competency Module Title

: : :

TECHNICAL DRAWING 1 CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS Developing Auxiliary Views and Developing Patterns

INTRODUCTION
This module is designed for you to familiarize you with auxiliary drawings and to be able to draw mechanically using compass, triangle, dividers, pencils and erasers. It is important to have a basic knowledge of orthographic construction because this can be integrated or applied in any area of specialization that you wish to have. This is also designed to teach students with skills in developing product packages.

SUMMARY OF LEARNING OUTCOMES

Upon the completion of this module, you will be able to: LO1 Construct primary auxiliary views LO2 Develop patterns for product packages

TECHNICAL TERMS
Miter line- is a 45 degree line which is used in projection. It serves as guide in keeping up drawing lines straight. ParallelInclinedProjectCylinderis a line that does not intersect in the plane, but goes to the limit of infinity. makes an angle with another line or plane. means to extend from. is a geometric figure with a uniform circular cross section through its entire length. Pattern or stretch out- is produced by utilizing a form of drafting called pattern development. Hemis used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc. Wired Edge- gives extra strength and rigidity to sheet metal edges. Seamis used to strengthen sheet metal sections. It is usually joined by soldering and / or riveting process.

Program/ Course Unit of Competency Module Title

: : :

TECHNICAL DRAWING 1 CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS Developing Auxiliary Views and Developing Patterns

Learning Outcomes 1. Construct primary auxiliary views

Assessment Criteria
1. The principles of auxiliary drawing are discussed. 2. Two types of auxiliary drawings are identified. 3. Procedures in constructing the auxiliary drawing are correctly discussed. 4. Auxiliary drawings are demonstrated according to specifications.

References:
Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977

LEARNING EXPERIENCES/ACTIVITIES Learning Outcome # 1: Construct Primary Auxiliary Views Learning Activities 1. Read information sheet no. 1 on Constructing Auxiliary Try to answer self check no. 1.1 2. Answer self check no. 1.1. 3. Compare your answers to the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 1. 5. Read operation sheet no. 1.1 carefully, then perform the activity on self check no. 1.2. 6. Review the steps in the same activity sheet, if the steps were not properly taken. Try to perform the said activity as best as you can. Views. Special Instruction

INFORMATION SHEET # 1.1

LO1. Construct auxiliary views
Auxiliary views Some objects have inclined or oblique surfaces which cannot be represented in their true or exact shapes in any of the three regular orthographic views. In such case, it is necessary to make an extra or helping view which will be perpendicularly projected from the inclined surface. This extra view is called an Auxiliary view and can be classified as an orthographic view. In drawing auxiliary view, drawing is always projected from the regular view on which the inclined surface appears as a line. Also the construction lines projecting from the inclined surface are always on the right angles to the cut. In figure 1, the same objects are similarly drawn, the only difference that in both figures, there are extra views perpendicularly projected from the front view where the inclined edges appear. Fig. 1

Orthographic views

An auxiliary view added to the orthographic drawing Types of auxiliary views There are six recognized types of auxiliary view: right auxiliary view, left auxiliary view, front auxiliary view, rear auxiliary view, right auxiliary elevation, and left auxiliary elevation. Fig. 2

Left and right auxiliary views are projected perpendicularly from the front view. Fig. 3

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

Left and right auxiliary elevations are projected from the top view.

When drawing auxiliaries, the usual practice is to show only the inclined portion of the view. It is seldom necessary to draw a full projection of an object.

Fig. 4

SELF CHECK # 1.1

LO1. Construct auxiliary views
I. DIRECTION: Read each item carefully. then write the letter of the correct answer on the space provided. -------------1. A type of drawing used to represent the exact size and shape of an object having inclined surfaces. a. auxiliary drawing b. orthographic drawing c. sectional drawing d. perspective drawing

-------------2. It is a part of a drawing that needs extra view. Inclined surface Horizontal face Vertical surface Circular features

a. b. c. d.

-------------3-5. From the given set of orthographic drawings on the succeeding pages, what type of auxiliary drawing is produced based on the position of the inclined surface?

a. left auxiliary elevation b. front auxiliary view

c. right auxiliary elevation d. Right auxiliary view

_____ 4.

a. front auxiliary view b. right auxiliary view

c. left auxiliary view d. left auxiliary elevation

_____ 5.

a. left auxiliary elevation b. left auxiliary view II Enumeration: Give the six types of auxiliary views 1. 2 3 4. 5. 6

c. right auxiliary view d. front auxiliary view

OPERATION SHEET # 1.1

LO1. Construct auxiliary views
Procedure: 1. Study the given orthographic problems then identify the type of auxiliary drawing used for the given problem.

2. Project the inclined surface and corners with 90 degree line. Be sure to use your instruments properly.

900

10

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

3. Darken construction lines to show the auxiliary view.

11

SELF CHECK 1.2

LO1. Construct auxiliary views

Direction: Given the orthographic views, construct the auxiliary drawing.

28

PARTIAL VIEW

25 52 14 28 10 28

30 10

45 deg.

FRONT VIEW

20

FRONT VIEW

12

Program/ Course Unit of Competency Module Title

: : :

TECHNICAL DRAWING II DEVELOP PATTERNS FOR PRODUCT PACKAGES Developing Patterns for Product Packages

Learning Outcome 2. Develop patterns for product packages. Assessment Criteria

1. The principles of pattern development are correctly explained. 2. The three methods in making patterns are identified and discussed. 3. Procedure in developing patterns are demonstrated according to standard specifications. References: Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10 th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977

13

LEARNING EXPERIENCES/ ACTIVITIES

Learning Outcome # 2: Develop Patterns for Product Packages Learning Activities 1. Read information sheet no. 2 on Developing Patterns for 2. Answer self check no. 2.1. 3. Compare your answers with the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 2. 5. Proceed to activity sheet no. 2.1. 6. Review the steps from the given activity sheet. Try to perform the said activity. Try to answer self check no. 2.1 the best you can. Product Packages. Special Instruction

14

INFORMATION SHEET # 2.1

LO2. Develop patterns for product packages
Pattern is a full size drawing of the various surfaces of an object stretched out on a flat surface. Pattern development is important to many occupations and hobbies that require folding or rolling of sheet materials. It plays an important part in the fabrication of sheet metal ducts and pipes needed in the installation and heating of air conditioning units. Stoves and refrigerators are fabricated from many sheet metal parts.

Sample developed objects

Cube Prism

15

Pyramid

Cylinders

Cones

Sample Developed Patterns

16

Hems, Edges, Seams

Hem-is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc.

17

Wired Edge- gives extra strength and rigidity to sheet metal edges.

Seams-are used to strengthen sheet metal sections. They are usually joined by soldering and / or riveting process.

18

OPERATION SHEET # 2.1

LO2. Develop patterns for product packages
Procedure: 1. Draw the front and top views of required cylinder. Divide top view into twelve (12) equal parts and number each division.

STEP 1

STEP 2

STEP 3

STEP 4

19

TOP VIEW

FRONT VIEW 2. The height of the pattern or stretchout is the same as the height of the front view. Project construction lines from the top to bottom of the front view.

20

3. Allow sufficient space (25 mm is adequate) between the front view and the pattern, then draw a vertical line. This will locate line 1 of the pattern.

4.

Set your compass or divider from 1 to 2 (the points where the

division lines intersect the circle) on the top view. Transfer this distance to the extended lines of the pattern to locate reference lines 1,2,3,-12,1.

21

5. Draw the top and bottom tangent to the extended stretch-out pattern. .

6. Allow 6.0 m for seams and go over all outlines with visible object lines. The lines that represent the curve or circular lines are drawn in color or they are left as construction lines.

22

7. Output

1 2 3 13

9 10 11 12 1

23

SELF CHECK # 2.1

LO2. Develop patterns for product packages
I. DIRECTIONS: Read each item carefully. Write the letter of the correct answer on the space provided. -------------1.It is a full-sized drawing of the various surfaces of an object stretched out on a flat surface. a. hem b. pattern c. cylinder d. fabrication -------------2. It is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc. a. hem b. wedge c. seam d. edge d. flat iron -------------3. Which appliance below is not a sample of developed products? a. washing machine b. stoves -------------4-5 B. A c. refrigerators Give the correct pattern development for figure A and figure

24

II.

Enumeration: A. Give the three kinds of seam. 1. 2 3 B. Name the two kinds of hem. 1. 2.

25

SELF CHECK # 2.2

LO2. Develop Patterns for Product Packages DIRECTION: Given a model, develop a pattern.

8 cm dia.

20 cm

16 cm. dia.

26

ASSESSMENT RESOURCES
Performance Assessment
Scoring Rubrics Criteria Accuracy 50 45 40 Speed 10 6 8 Neatness 25 20 15 Lettering/Labeling 15 12 10 8 Total Performance Criteria: Accuracy 50 pts 45 pts 40 pts. Speed 10 pts 8 pts 6 pts. The output is done 5 minutes before the time. The output is done on time. The output is done after the allotted time. The output is accurately done. Two to five errors are observed on the output. Six to ten errors are observed on the output. Score
(Tick the corresponding pts.)

27

 Neatness 25 pts. 20 pts 15 pts has no error has two to three erasures has four or more erasures

Lettering/Labeling 15 pts. 12 pts. 10 pts. 8 pts. - All pieces of information are completely indicated and legibly printed. All pieces of information are legibly printed but some are missing. - All pieces of information are legibly printed but some are missing and misspelled. - Pieces of information are not legibly printed and words are misspelled.

28

ANSWER KEY 1.1

I. 1. a 2. a. 3. d. 4. a. 5. c. II. right auxiliary view left auxiliary view front auxiliary view rear auxiliary view right auxiliary elevation left auxiliary elevation

29

ANSWER KEY 1.2

( Teachers Check)

Self-Check 1.2

30

ANSWER KEY 2.1

I. 1. 2. b. a.

3. d. 4. a. 5. c. II. A.1. grooved 2. countersunk 3. lap B. 1. single hem 2. double hem

31

ANSWER KEY 2.2

( Teachers Check)

Self-check 2.2

32

Republic of the Philippines

Department of the Education

PUBLIC TECHNICAL-VOCATIONAL HIGH SCHOOLS

Unit of Competency: Construct Auxiliary Views and Develop Surface Patterns Module No.: 1 Module Title: Construct Auxiliary Views and Developing Surface Patterns

ACKNOWLEDGMENT Copyright Department of Education 2008 First Published JUNE 2008 This draft was prepared during the Competency-Based Learning Materials Development Workshop conducted at the Marikina Hotel, Marikina City on February 18-22, 2008 and at the Development Academy of the Philippines (DAP) on May 5-10, 2008. This learning instrument was developed by the following personnel: Technology Teachers: Mario S. Gregorio, Ed.D. Tagum National Trade School Tagum City, Davao del Norte, Region XI Roy S. Luneta Bauan Technical High School Bauan, Batangas Ariel F. Maglalang Assemblywoman Felicita G. Bernardino Memorial Trade School, Lias, Marilao, Bulacan, Region III Juanito Bugaoisan Don Alejandro Roces, Sr. Science and Technology San Fernando, La Union Arlene V. Tobias Mabalacat Technical High School Mabalacat, Pampanga Facilitator: Aida T. Galura Angeles City National Trade School Sunset Valley, Angeles City

Encoders: Mel Contapay Office of Legal Affairs Department of Education Meralco Ave., Pasig City Maria Riza Zamora DepED Budget Division Meralco Ave., Pasig City The Refinement And Enrichment Of The Competency-Based Curriculum and Competency-Based Learning Materials was done in Marikina Hotel, Marikina City on April 13-18, 2009 through the concerted effort of the following writers: Technology Teachers: Mario S. Gregorio Ed. D. Tagum National Trade School Tagum City, Davao del Norte, Region 11 Condrado C. Casulla Pangasinan School of Arts and Trades Lingayen, Pangasinan, Region 01 Nelson M. Arisga Malvar National High School Malvar, Batangas, Region 4A Alexander M. Latoga Manuel S. Enverga Memorial College of Arts and Trades Mauban, Quezon, Region 4A Mirasol F. Dasig San Pedro Relocation Center National High School San Pedro, Laguna Region 4A Contextual Writer: Marvin R. Viernes Muntinlupa Business High School Muntinlupa City, NCR

Encoder: Lawrence D. Cruz DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Jeffree O. Ponce DepEd EID-TS DepEd Complex Meralco Ave. Quezon City Facilitator: Orlando E. Manuel PhD Principal Cabarroguis National School of Arts and Trades Cabarroguis, Quirino Region 02

This work was funded by the Department of Education. REFERENCES AND FURTHER READING
Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977

TABLE OF CONTENTS
Page
How to Use this Module .. Introduction .. Technical Terms . Learning Outcome 1 Construct Primary Auxiliary Views Learning Experiences/Activities . Information Sheet 1.1 Self Check 1.1 .. Operation Sheet 1.1 .. Self Check 1.2 .. Learning Outcome 2 Developing Patterns for Product Packages Learning Experiences/Activities .. Information Sheet 2.1 Operation Sheet 2.1 .. Self Check 2.1 Self Check 2.2 Assessment Resources .. Answer Key . I ii iii 1 2 3 8 11 13 14 15 16 20 25 27 28 30-33

HOW TO USE THIS MODULE

Activities are properly arranged in this module to help you work in your own pace. This module also covers the knowledge, skills, and attitude desirable attitude you need in technical drawing. A Pre-assessment precedes the learning activities in each module to determine you learning level and needs. The Learning Activity Page gives the sequence of the learning task. This page serves as the road map in achieving the desired objectives. When you are able to accomplish all the tasks required, a postassessment is given to check if the learner is already competent with the specified learning outcome/s and ready for the next task. Definitions of terms are provided in this module for upon easier understanding.

Program/ Course Unit of Competency Module Title

: : :

TECHNICAL DRAWING 1 CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS Developing Auxiliary Views and Developing Patterns

INTRODUCTION
This module is designed for you to familiarize you with auxiliary drawings and to be able to draw mechanically using compass, triangle, dividers, pencils and erasers. It is important to have a basic knowledge of orthographic construction because this can be integrated or applied in any area of specialization that you wish to have. This is also designed to teach students with skills in developing product packages.

SUMMARY OF LEARNING OUTCOMES

Upon the completion of this module, you will be able to: LO1 Construct primary auxiliary views LO2 Develop patterns for product packages

TECHNICAL TERMS
Miter line- is a 45 degree line which is used in projection. It serves as guide in keeping up drawing lines straight. ParallelInclinedProjectCylinderis a line that does not intersect in the plane, but goes to the limit of infinity. makes an angle with another line or plane. means to extend from. is a geometric figure with a uniform circular cross section through its entire length. Pattern or stretch out- is produced by utilizing a form of drafting called pattern development. Hemis used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc. Wired Edge- gives extra strength and rigidity to sheet metal edges. Seamis used to strengthen sheet metal sections. It is usually joined by soldering and / or riveting process.

Program/ Course Unit of Competency Module Title

: : :

TECHNICAL DRAWING 1 CONSTRUCT AUXILIARY VIEWS AND DEVELOP PATTERNS Developing Auxiliary Views and Developing Patterns

Learning Outcomes 1. Construct primary auxiliary views

Assessment Criteria
1. The principles of auxiliary drawing are discussed. 2. Two types of auxiliary drawings are identified. 3. Procedures in constructing the auxiliary drawing are correctly discussed. 4. Auxiliary drawings are demonstrated according to specifications.

References:
Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977

LEARNING EXPERIENCES/ACTIVITIES Learning Outcome # 1: Construct Primary Auxiliary Views Learning Activities 1. Read information sheet no. 1 on Constructing Auxiliary Try to answer self check no. 1.1 2. Answer self check no. 1.1. 3. Compare your answers to the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 1. 5. Read operation sheet no. 1.1 carefully, then perform the activity on self check no. 1.2. 6. Review the steps in the same activity sheet, if the steps were not properly taken. Try to perform the said activity as best as you can. Views. Special Instruction

INFORMATION SHEET # 1.1

LO1. Construct auxiliary views
Auxiliary views Some objects have inclined or oblique surfaces which cannot be represented in their true or exact shapes in any of the three regular orthographic views. In such case, it is necessary to make an extra or helping view which will be perpendicularly projected from the inclined surface. This extra view is called an Auxiliary view and can be classified as an orthographic view. In drawing auxiliary view, drawing is always projected from the regular view on which the inclined surface appears as a line. Also the construction lines projecting from the inclined surface are always on the right angles to the cut. In figure 1, the same objects are similarly drawn, the only difference that in both figures, there are extra views perpendicularly projected from the front view where the inclined edges appear. Fig. 1

Orthographic views

An auxiliary view added to the orthographic drawing Types of auxiliary views There are six recognized types of auxiliary view: right auxiliary view, left auxiliary view, front auxiliary view, rear auxiliary view, right auxiliary elevation, and left auxiliary elevation. Fig. 2

Left and right auxiliary views are projected perpendicularly from the front view. Fig. 3

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

Left and right auxiliary elevations are projected from the top view.

When drawing auxiliaries, the usual practice is to show only the inclined portion of the view. It is seldom necessary to draw a full projection of an object.

Fig. 4

SELF CHECK # 1.1

LO1. Construct auxiliary views
I. DIRECTION: Read each item carefully. then write the letter of the correct answer on the space provided. -------------1. A type of drawing used to represent the exact size and shape of an object having inclined surfaces. a. auxiliary drawing b. orthographic drawing c. sectional drawing d. perspective drawing

-------------2. It is a part of a drawing that needs extra view. Inclined surface Horizontal face Vertical surface Circular features

a. b. c. d.

-------------3-5. From the given set of orthographic drawings on the succeeding pages, what type of auxiliary drawing is produced based on the position of the inclined surface?

a. left auxiliary elevation b. front auxiliary view

c. right auxiliary elevation d. Right auxiliary view

_____ 4.

a. front auxiliary view b. right auxiliary view

c. left auxiliary view d. left auxiliary elevation

_____ 5.

a. left auxiliary elevation b. left auxiliary view II Enumeration: Give the six types of auxiliary views 1. 2 3 4. 5. 6

c. right auxiliary view d. front auxiliary view

OPERATION SHEET # 1.1

LO1. Construct auxiliary views
Procedure: 1. Study the given orthographic problems then identify the type of auxiliary drawing used for the given problem.

2. Project the inclined surface and corners with 90 degree line. Be sure to use your instruments properly.

900

10

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

3. Darken construction lines to show the auxiliary view.

11

SELF CHECK 1.2

LO1. Construct auxiliary views

Direction: Given the orthographic views, construct the auxiliary drawing.

28

PARTIAL VIEW

25 52 14 28 10 28

30 10

45 deg.

FRONT VIEW

20

FRONT VIEW

12

Program/ Course Unit of Competency Module Title

: : :

TECHNICAL DRAWING II DEVELOP PATTERNS FOR PRODUCT PACKAGES Developing Patterns for Product Packages

Learning Outcome 2. Develop patterns for product packages. Assessment Criteria

1. The principles of pattern development are correctly explained. 2. The three methods in making patterns are identified and discussed. 3. Procedure in developing patterns are demonstrated according to standard specifications. References: Giesecke, Mitchell, and Spencer. Technical Drawing; The Macmillan Company: 1949. French and Vierck. Engineering Drawing; MacGraw, Hill Book Company,10 th editon: 1960 German M. Manaois. Drafting 1 and 2; Phoenix Publishing:1983 Norman Stirling. Introduction to Technical Drawing; Delmar Publishing: 1977

13

LEARNING EXPERIENCES/ ACTIVITIES

Learning Outcome # 2: Develop Patterns for Product Packages Learning Activities 1. Read information sheet no. 2 on Developing Patterns for 2. Answer self check no. 2.1. 3. Compare your answers with the answer key. 4. If you were not able to get some of the items, review and read again information sheet no. 2. 5. Proceed to activity sheet no. 2.1. 6. Review the steps from the given activity sheet. Try to perform the said activity. Try to answer self check no. 2.1 the best you can. Product Packages. Special Instruction

14

INFORMATION SHEET # 2.1

LO2. Develop patterns for product packages
Pattern is a full size drawing of the various surfaces of an object stretched out on a flat surface. Pattern development is important to many occupations and hobbies that require folding or rolling of sheet materials. It plays an important part in the fabrication of sheet metal ducts and pipes needed in the installation and heating of air conditioning units. Stoves and refrigerators are fabricated from many sheet metal parts.

Sample developed objects

Cube Prism

15

Pyramid

Cylinders

Cones

Sample Developed Patterns

16

Hems, Edges, Seams

Hem-is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc.

17

Wired Edge- gives extra strength and rigidity to sheet metal edges.

Seams-are used to strengthen sheet metal sections. They are usually joined by soldering and / or riveting process.

18

OPERATION SHEET # 2.1

LO2. Develop patterns for product packages
Procedure: 1. Draw the front and top views of required cylinder. Divide top view into twelve (12) equal parts and number each division.

STEP 1

STEP 2

STEP 3

STEP 4

19

TOP VIEW

FRONT VIEW 2. The height of the pattern or stretchout is the same as the height of the front view. Project construction lines from the top to bottom of the front view.

20

3. Allow sufficient space (25 mm is adequate) between the front view and the pattern, then draw a vertical line. This will locate line 1 of the pattern.

4.

Set your compass or divider from 1 to 2 (the points where the

division lines intersect the circle) on the top view. Transfer this distance to the extended lines of the pattern to locate reference lines 1,2,3,-12,1.

21

5. Draw the top and bottom tangent to the extended stretch-out pattern. .

6. Allow 6.0 m for seams and go over all outlines with visible object lines. The lines that represent the curve or circular lines are drawn in color or they are left as construction lines.

22

7. Output

1 2 3 13

9 10 11 12 1

23

SELF CHECK # 2.1

LO2. Develop patterns for product packages
I. DIRECTIONS: Read each item carefully. Write the letter of the correct answer on the space provided. -------------1.It is a full-sized drawing of the various surfaces of an object stretched out on a flat surface. a. hem b. pattern c. cylinder d. fabrication -------------2. It is used to strengthen the lips of sheet metal objects. It is made in standard sizes, 4.0mm, 6.0mm, 10.0mm, etc. a. hem b. wedge c. seam d. edge d. flat iron -------------3. Which appliance below is not a sample of developed products? a. washing machine b. stoves -------------4-5 B. A c. refrigerators Give the correct pattern development for figure A and figure

24

II.

Enumeration: A. Give the three kinds of seam. 1. 2 3 B. Name the two kinds of hem. 1. 2.

25

SELF CHECK # 2.2

LO2. Develop Patterns for Product Packages DIRECTION: Given a model, develop a pattern.

8 cm dia.

20 cm

16 cm. dia.

26

ASSESSMENT RESOURCES
Performance Assessment
Scoring Rubrics Criteria Accuracy 50 45 40 Speed 10 6 8 Neatness 25 20 15 Lettering/Labeling 15 12 10 8 Total Performance Criteria: Accuracy 50 pts 45 pts 40 pts. Speed 10 pts 8 pts 6 pts. The output is done 5 minutes before the time. The output is done on time. The output is done after the allotted time. The output is accurately done. Two to five errors are observed on the output. Six to ten errors are observed on the output. Score
(Tick the corresponding pts.)

27

 Neatness 25 pts. 20 pts 15 pts has no error has two to three erasures has four or more erasures

Lettering/Labeling 15 pts. 12 pts. 10 pts. 8 pts. - All pieces of information are completely indicated and legibly printed. All pieces of information are legibly printed but some are missing. - All pieces of information are legibly printed but some are missing and misspelled. - Pieces of information are not legibly printed and words are misspelled.

28

ANSWER KEY 1.1

I. 1. a 2. a. 3. d. 4. a. 5. c. II. right auxiliary view left auxiliary view front auxiliary view rear auxiliary view right auxiliary elevation left auxiliary elevation

29

ANSWER KEY 1.2

( Teachers Check)

Self-Check 1.2

30

ANSWER KEY 2.1

I. 1. 2. b. a.

3. d. 4. a. 5. c. II. A.1. grooved 2. countersunk 3. lap B. 1. single hem 2. double hem

31

ANSWER KEY 2.2

( Teachers Check)

Self-check 2.2

32