Practical work number 3 on drawing. Practical and graphic work on drawing. "Modeling by drawing"

• PLASTICINE
• PAPER
• PRACTICAL WORK
• MODELING
• GRAPHIC PREPARATION
• FIRST YEAR
• PLAN-SUMMARY
• DRAWING
• PUPILS
• WIRE
• DRAWING

The article presents an example of developing an outline plan for the eleventh lesson of drawing at school on the topic "Practical work No. 3. Modeling according to the drawing" in the first year of teaching schoolchildren to draw "to work with students studying drawing for the first year under the program of their two-year graphic training using manuals educational and methodical set A.D. Botvinnikov and his co-authors in accordance with the thematic planning of drawing lessons, developed by the author of this article.

• Integrated teaching of fine arts and drawing to schoolchildren with their involvement in the national holiday "Maslenitsa" at the lessons-excursions
• Teaching schoolchildren to divide a segment, angle and circle into equal parts in a drawing lesson
• Developmental tasks in mathematics lessons and in extracurricular activities
• Development of the discipline "Mathematical methods and project management tools" for the distance learning system
• Selection of the content of the academic discipline "Mathematical methods and tools for project management"

The possible version of the outline of lesson No. 11 presented below for the first year of graphic training for schoolchildren was developed in accordance with the thematic planning of drawing lessons that we published earlier. At the same time, the classical manuals of the educational and methodical set (TMK) for drawing were used: program, textbook, workbook, teaching aids for the teacher A.D. Botvinnikov and his co-authors, as well as other educational literature.

The theoretical basis for planning educational work on drawing and preparing a teacher for a lesson in an expanded form was presented by us in a separate publication. Samples of outline plans for drawing lessons No. 1 - 6, 14, 25 were given for the first year of graphic training for schoolchildren. A separate journal also provides an example of an outline of lesson No. 5 for the second year of teaching schoolchildren to draw with an example of an analysis of an intended or conducted lesson.

Outline of drawing lesson No. 11 (First year of study)

Lesson topic. Practical work No. 3. Modeling according to the drawing.

Lesson Objectives:

1. Educational.
   • To form in schoolchildren the concept of modeling.
   • To promote the development of students' skills in reading drawings, the ability to make simple models from wire, cardboard, plasticine according to the drawing.
   • To consolidate the knowledge and skills of schoolchildren obtained in the previous lesson by repeating the theoretical material and performing practical work No. 3 “Modeling according to the drawing”.
   • Further development of the skills and abilities of schoolchildren to work with educational and reference materials in the course of their practical activities.
2. Educational.
   • To promote the development of skills of independent work and self-control of students in the course of their performance of tasks.
   • To contribute to the education of patience, accuracy, attention, perseverance and hard work of schoolchildren in the process of making objects from wire, cardboard and plasticine according to drawings.
3. Developing.
   • To promote the development of the eye, visual memory, spatial representations, fine motor skills of the hands of schoolchildren in the manufacture of models according to the drawings.

Teaching aids, drawing tools, accessories and materials.

For the teacher - textbook ; training tables, screen tools that allow you to demonstrate the main methods of manufacturing models according to their drawings; a set of tasks; demonstration models from wire, cardboard and plasticine, chalk for working on a board.

For students - textbook, student notebook, workbook, drawing tools and accessories, scissors, stationery knife, pieces of cardboard and soft wire, plasticine.

Lesson type. Lesson of consolidation of skills and abilities.

During the classes

1. Organizational part - 2 minutes.

• Greetings.
• Checking student attendance.
• Identification or appointment of attendants. Reminding attendants of their duties.
• Filling in a class journal by the teacher (possibly after the lesson).
• Checking students' readiness for the lesson. Providing students with the missing teaching aids, drawing tools, supplies and materials from the classroom fund for work in this lesson.

2. Message topics, goals and objectives of the lesson; motivation of educational activity of schoolchildren - 3 min.

2.1. In the upper left part of the blackboard, the teacher writes the date of the lesson and its ordinal No. 11 with chalk in advance in a drawing font. In the middle upper part of the blackboard, he indicates the topic of the lesson: "Practical work No. 3. Modeling according to the drawing." In the upper right corner of the board indicates homework: For those who did not have time to finish practical work No. 3 in the lesson, finish it at home and bring it to the next lesson for delivery to the teacher for verification.

Drawing the students' attention to the blackboard, the teacher pronounces what is written aloud and asks them to write down the information received in student notebooks.

• Understand the concept of modeling.
• To develop the skills and abilities of reading drawings in the process of making models according to their drawings.
• Consolidate the knowledge gained in the previous lesson by repeating and consolidating the theoretical material about the types and performing practical work No. 3 “Modeling according to the drawing”.
• Further development of the eye, visual memory, spatial representations, fine motor skills of the hands in the manufacture of models from various materials: wire, cardboard and plastic.

2.3. Motivating the learning activities of schoolchildren, the teacher reports that today it is important for them to check themselves how well they have mastered the previously studied theoretical material and whether they will be able to fully use this knowledge in modeling - manufacturing objects according to their drawings. Students learn that the materials of this lesson will be useful to them in adulthood in various sectors of the national economy when working related to drawing and graphic documentation, for example, in arts and crafts, joinery and carpentry, in the construction of architectural and other structures, in design bureaus and workshops of machine-building and aircraft factories, furniture factories and factories of children's wooden toys, etc., and at school - when reading and performing drawings in the course of further study of drawing, students in the system of additional education - when modeling various equipment: aircraft, boats and other objects.

As an additional motivation for the learning activities of schoolchildren, the teacher informs them that the practical work of each student in modeling objects will be evaluated, and the assessment will be put in a class journal.

3. Acquaintance with the content of practical work- 8 min.

3.1. At the beginning of this stage of the lesson, the teacher introduces the concept of "Modeling" to the students and invites them to write down its definition in their notebooks. Modeling -

Table 1. The sequence of execution of the model according to the drawing

3.2. Then, using the materials of the Internet resource, in order to expand the horizons of schoolchildren in the field of modeling, the teacher additionally reports that in architectural design, the process of manufacturing a demonstration model of an object under development is called mockup, and the resulting models are mockups .

Schoolchildren should be informed that models can be made from paper, cardboard, metal, wood, clay, plasticine, foam and other materials. When modeling, it is allowed to proportionally increase or decrease the size of the model as a whole and its parts.

The guys in the lesson will learn that in production practice, models are made according to drawings, visual images, given conditions.

The teacher explains to the students that drawing-based modeling is based on the process of reading images. First, according to the drawing, the shape of the depicted object is presented. Then choose the material and the corresponding workpiece. Perform markup on the workpiece. After that, various technological operations for manufacturing the model are performed (gluing, bending, cutting, etc.).

3.4. The teacher invites the students to open pages 44 - 45 of the textbook and read the texts of the tasks for practical work No. 3 "Modeling according to the drawing", while projecting the tasks he edited onto the screen ( rice. fourteen) and thoroughly acquaints students with the content of practical work:

Rice. one. rice. 57]

Fig.2. Auxiliary images to facilitate the solution of wire modeling tasks (to rice. one)

Rice. 3. Tasks for practical work No. 3 "Modeling according to the drawing"

Rice. four. Additional tasks for practical work No. 3 "Modeling according to the drawing" for students to complete at their request

4. Repetition of the main theoretical provisions, rules, methods of activity necessary for the successful completion of the work - 5 min.

4.1. Using the method of frontal survey, the teacher with students repeats the previously studied topic “Location of views in the drawing. Local Views. Students are invited to answer the questions presented in the textbook:

1. Define a species. ( A view is an image of the visible part of the surface of an object facing the observer.).
2. How are views arranged on a drawing? ( The front view is located on the frontal projection plane, the top view is placed in a projection relationship under the front view on the horizontal projection plane, and the left view is on the profile plane, it is placed in the drawing to the right of the front view at the same level - in the projection relationship.
3. What type is called the main one and why? ( The main view in the drawing is called the front view, because. it gives the most complete idea of ​​the shape and size of the object).
4. What species is called local? ( The image of a separate, limited place on the surface of an object is called a local view).
5. What is the purpose of the local view? ( It is used when it is required to show the shape and dimensions of individual elements of a part).
6. What does the use of a local view give? ( Allows you to reduce the amount of graphic work, save space on the drawing field).

4.2. Then the teacher reinforces the knowledge of schoolchildren on a new topic, in this regard, invites them to answer the following questions:

1. What is meant by modeling? ( Modeling – This is the process of making a model of an object according to a drawing.)
2. What material can models be made from? ( From paper, cardboard, metal, wood, clay, plasticine, foam and other materials).
3. Is it allowed to proportionally increase or decrease the size of the model as a whole and its parts during modeling? ( Allowed).
4. List the steps involved in making a model. ( 1 - reading the drawing and presenting the shape of objects, 2 - choosing the material and the workpiece, 3 - marking the workpiece, 4 - performing technological operations for the manufacture of the model (bending, cutting, molding, etc.)).

5. Discussion with students of the practical work plan and self-control plan- 5 minutes.

5.1. The teacher puts the textbooks on the blackboard tables 1, 2 - 4, which contain sample jobs. With their help and demonstration models, the students and the teacher once again discuss how to complete the tasks.

Table 2. The sequence of making a wire model

Table 3 The sequence of making a model from cardboard

Table 4 The sequence of manufacturing a model from plasticine

To make a model out of cardboard, first cut it out. Determine the dimensions of the workpiece according to the image of the part (in the article, see Fig. rice. 3, tab. 1 and 3). Mark (outline) cutouts. Cut them along the outlined kennel. Remove the cut out parts and bend the model according to the drawing. To prevent the cardboard from straightening after bending, draw a line on the outside of the bend with some sharp object ( tab. 1, second column; tab. 3).

The wire for modeling must be used soft, of arbitrary length (in the article, see Fig. rice. one and 2; tab. 1, first column; tab. 2).

By using tab. 1(third column) and 4 schoolchildren get acquainted with the sequence of making a model from plasticine. At the same time, the teacher demonstrates to the children safe ways of cutting plasticine with a clerical knife.

5.2. Schoolchildren looking at tab. one with the teacher and using tab. 2 - 4, finally remember the sequence of manufacturing the model according to the drawing as a plan for performing practical work in this lesson:

1. Reading the drawing and presenting the shape of the image of the subject.
2. Choice of material and appropriate workpiece.
3. Perform marking on the workpiece.
4. Implementation of various technological operations for the manufacture of the model.

5.3. Then the teacher conducts a safety briefing when working with sharp and cutting tools.

6. Independent work of schoolchildren. Differentiated Student Assistance– 20 minutes.

At this stage of the lesson, students begin to perform practical work on the manufacture of models from wire and cardboard according to their drawings ( rice. 13). For those who completed two mandatory tasks, the teacher offers students to complete an additional third task for modeling from plasticine ( rice. four) or cardboard and wire for task cards.

Differentiated assistance to students lies in the fact that the teacher can give them differentiated task cards of different levels of complexity, taking into account their age characteristics and educational and cognitive abilities. In this case, the teacher can use task cards for modeling by different authors, for example, E.A. Vasilenko and E.T. Zhukova.

7. Summing up the lesson - 2 minutes.

• asks students to name the difficulties they encountered in the lesson, then gives a general description of their learning activities in the lesson; at the same time informs them about the achievement of the objectives of the lesson, identified shortcomings and ways to eliminate them;
• objectively evaluates the results of collective and individual work; puts marks in the class journal and in the diaries of students;
• invites those who did not have time to finish the work in the lesson to finish it at home and bring it to the next lesson;
• reminds the attendants of their duties: after the call from the lesson, stay and tidy up the classroom, provide the teacher with other necessary assistance;
• thanks the students for their educational, cognitive and practical activities and ends the lesson.

Bibliography

1. Drawing, grades 7 - 8 (authors: A.D. Botvinnikov, I.S. Vyshnepolsky, V.A. Gerver, M.M. Seliverstov: editor-in-chief V.A. Gerver) // Programs of educational institutions for drawing : Collection of programs / Compiled by: V.V. Stepakova and L.E. Samovolnov. - M.: Enlightenment, 2000. - 76 p. - P.51 - 60.
2. Botvinnikov, A.D. Drawing: 9th grade: a textbook for educational institutions / A.D. Botvinnikov, V.N. Vinogradov, I.S. Vyshnepolsky. - 4th ed., revised. - M.: AST: Astrel, 2014. - 221, p.: ill.
3. Vyshnepolsky, V.I. Workbook: To the textbook “Drawing. Grade 9 "A.D. Botvinnikova, V.N. Vinogradova, I.S. Vyshnepolsky: Grade 9 / V.I. Vyshnepolsky. - M.: AST: Astrel, 2014. - 79, p.: ill.
4. Botvinnikov A.D. Methodological guide for drawing: To the textbook A.D. Botvinnikov and others. "Drafting". 7-8 grades” / A.D. Botvinnikov, V.N. Vinogradov, I.S. Vyshnepolsky and others - M .: Astrel Publishing House LLC: AST Publishing House LLC, 2003. - 159, p .: ill.
5. Vinogradov V.N. Thematic and lesson planning for drawing: To the textbook by A.D. Botvinnikova, V.N. Vinogradova, I.S. Vyshnepolsky "Drafting": for 7 - 8 cells: method manual / V.N. Vinogradov. - M.: EXAM, 2006. - 159, p. - (Educational and methodical set).
6. Vasilenko E.A., Zhukova E.T. Drawing task cards for grade 6: A guide for the teacher. – M.: Enlightenment, 1998. – 208 p.: ill.
7. Mikhailov N.G. Thematic planning of drawing lessons: a method. manual for teachers / N.G. Mikhailov; Pomeranian State un-t im. M.V. Lomonosov. - 3rd ed., revised. and additional - Arkhangelsk: Pomor University, 2009. - 32 p.
8. Mikhailov N.G. Lessons of the first year of teaching schoolchildren to draw: a thematic plan for the program and textbook A.D. Botvinnikova et al. // Priority scientific directions: from theory to practice. - 2014. - No. 13. - P. 35 - 43.
9. Mikhailov N.G. Lessons of the second year of teaching drawing to schoolchildren: a thematic plan for the program and textbook A.D. Botvinnikova and others // Achievements of high school science. - 2014. - No. 12. - P. 35 - 41.
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12. Mikhailov N.G. Drawing at school: Outline of the lesson “The concept of GOST ESKD. Formats, frame and title block of the drawing. Drawing lines” // Problems and prospects for the development of education in Russia. - 2014. - No. 30. - P. 48 - 56.
13. Mikhailov N.G. Drawing at school: outline of the lesson “Information about the drawing font. Letters, numbers and signs on the drawings” // Novyi vzglyad. International Scientific Bulletin. - 2014. - No. 5. - P. 70 - 80.
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a) Construction of the third type according to two given ones.

Build a third view of the part according to two data, set dimensions, and make a visual representation of the part in axonometric projection. Take the task from table 6. A sample of the task (Fig. 5.19).

Methodical instructions.

1. The execution of the drawing begins with the construction of the axes of symmetry of the views. The distance between the views, as well as the distance between the views and the frame of the drawing is taken: 30-40 mm. The main view and the top view are built. The two constructed views are used to draw the third view - the left view. This view is drawn according to the rules for constructing the third projections of points for which two other projections are given (see Fig. 5.4 point A). When projecting a part of a complex shape, it is necessary to simultaneously build all three images. When constructing the third view in this task, as well as in subsequent ones, you can not plot the projection axes, but use the "axleless" projection system. For the coordinate plane, you can take one of the faces (Fig. 5.5, plane P), from which the coordinates are measured. For example, having measured the segment on the horizontal projection for point A, expressing the Y coordinate, we transfer it to the profile projection, we get the profile projection A 3 . As a coordinate plane, one can also take the plane R of symmetry, the traces of which coincide with the axial line of the horizontal and profile projections, and count the coordinates Y C, Y A from it, as shown in Fig. 5.5, for points A and C.

Rice. 5.4 Fig. 5.5

2. Each detail, no matter how complex it may be, can always be divided into a number of geometric bodies: a prism, a pyramid, a cylinder, a cone, a sphere, etc. The projection of the part is reduced to the projection of these geometric bodies.

3. Dimensions of objects should be applied only after constructing the view on the left, since in many cases it is on this view that it is advisable to apply part of the dimensions.

4. For a visual representation of products or their components in technology, axonometric projections are used. It is recommended that you first study the chapter "Axonometric projections" in the course of descriptive geometry.

For a rectangular axonometric projection, the sum of the squares of the coefficients (indicators) of the distortion is equal to 2, i.e.

k 2 + m 2 + n 2 \u003d 2,

where k, m, n are the coefficients (indicators) of distortion along the axes. In isometric

projections, all three distortion coefficients are equal to each other, i.e.

k=m=n=0.82

In practice, for simplicity of constructing an isometric projection, the distortion factor (indicator) equal to 0.82 is replaced by the reduced distortion factor equal to 1, i.e. build an image of the object, enlarged 1/0.82 = 1.22 times. The X, Y, Z axes in the isometric projection make angles of 120° between themselves, while the Z axis is directed perpendicular to the horizontal line (Fig. 5.6).

In a dimetric projection, two distortion coefficients are equal to each other, and the third in a particular case is taken equal to 1/2 of them, i.e.,

k=n=0.94; and m \u003d 1/2 k \u003d 0.47

In practice, for simplicity of constructing a dimetric projection, the distortion coefficients (indicators) equal to 0.94 and 0.47 are replaced by the reduced distortion coefficient equal to 1 and 0.5, i.e. build an image of the object, enlarged 1/0.94 = 1.06 times. The Z-axis in rectangular dimetry is directed perpendicular to the horizontal line, the X-axis is at an angle of 7°10", the Y-axis is at an angle of 41°25". Since tg 7°10" ≈ 1/8, and tg 41°25" ≈ 7/8, these angles can be constructed without a protractor, as shown in Fig. 5.7. In rectangular dimetry, natural dimensions are laid along the X and Z axes, and along the Y axis with a reduction factor of 0.5.

The axonometric projection of a circle is generally an ellipse. If the circle lies in a plane parallel to one of the projection planes, then the minor axis of the ellipse is always parallel to the axonometric rectangular projection of the axis that is perpendicular to the plane of the depicted circle, while the major axis of the ellipse is always perpendicular to the minor one.

In this task, a visual representation of the part is recommended to be performed in isometric projection.

b) Simple cuts.

Build a third view of the part according to two data, make simple cuts (horizontal and vertical planes), set dimensions, make a visual image of the part in axonometric projection with a 1/4 part cutout. Take the task from table 7. A sample of the task (Fig. 5.20).

Perform graphic work on a sheet of A3 drawing paper.

Methodical instructions.

1. When completing the task, pay attention to the fact that if the part is symmetrical, then it is necessary to combine half of the view and half of the section in one image. At the same time, in view don't show lines of an invisible contour. The boundary between the appearance and the section is the dash-dotted axis of symmetry. Cut image details located from the vertical axis of symmetry to the right(Fig. 5.8), and from the horizontal axis of symmetry - from below(Fig. 5.9, 5.10), regardless of which projection plane it is depicted on.

Rice. 5.9 Fig. 5.10

If the projection of the edge belonging to the external outline of the object falls on the axis of symmetry, then the cut is performed, as shown in Fig. 5.11, and if an edge belonging to the internal outline of the object falls on the axis of symmetry, then the cut is performed, as shown in fig. 5.12 i.e. in both cases, the projection of the edge is preserved. The boundary between section and view is shown as a solid wavy line.

Rice. 5.11 Fig. 5.12

2. In the images of symmetrical parts, in order to show the internal structure in an axonometric projection, cut out 1/4 of the part (the most illuminated and closest to the observer, Fig. 5.8). This cut is not associated with a cut in orthogonal projections. So, for example, on a horizontal projection (Fig. 5.8), the axes of symmetry (vertical and horizontal) divide the image into four quarters. When making a cut on the frontal projection, the lower right quarter of the horizontal projection is removed, and on the axonometric image, the lower left quarter of the model is removed. The stiffeners (Fig. 5.8), which fell into the longitudinal section on orthogonal projections, are not shaded, but shaded in axonometry.

3. Building a model in axonometry with a cutout of one quarter is shown in fig. 5.13. The model built in thin lines is mentally cut by the frontal and profile planes passing through the Ox and Oy axes. The quarter of the model enclosed between them is removed, the internal structure of the model becomes visible. Cutting the model, the planes leave a trace on its surface. One such trace lies in the frontal, the other in the profile plane of the section. Each of these traces is a closed broken line consisting of segments along which the cut plane intersects with the faces of the model and the surface of the cylindrical hole. The figures lying in the plane of the section are shaded in axonometric projections. On fig. 5.6 shows the direction of hatching lines in isometric projection, and in fig. 5.7 - in dimetric projection. The hatching lines are applied parallel to the segments that cut off the same segments on the axonometric axes Ox, Oy and Oz from the point O in the isometric projection, and in the dimetric projection on the Ox and Oz axes - the same segments and on the Oy axis - a segment equal to 0.5 segments on the axis Ox or Oz.

4. In this task, a visual representation of the part is recommended to be performed in a dimetric projection.

5. When determining the true type of section, one of the methods of descriptive geometry should be used: rotation, alignment, plane-parallel movement (rotation without specifying the position of the axes) or changing projection planes.

On fig. 5.14 gives the construction of projections and the true view of the section of the front-projecting plane G of a quadrangular prism by changing the projection planes. The frontal projection of the section will be a line coinciding with the trace of the plane. To find the horizontal projection of the section, we find the points of intersection of the edges of the prism with the plane (points A, B, C, D), connecting them, we get a flat figure, the horizontal projection of which will be A 1, B 1, C 1, D 1.

symmetry, parallel to the axis x 12, will also be parallel to the new axis and be at a distance from it equal to b 1.In the new system of projection planes, the distances of points to the axis of symmetry are kept the same, as in the previous system, therefore, to find them, distances can be set aside ( b 2) from the axis of symmetry. Connecting the obtained points A 4 B 4 C 4 D 4 , we obtain the true view of the section by the plane G of a given body.

On fig. 5.16 the construction of the true view of the section of a truncated cone is given. The major axis of the ellipse is determined by points 1 and 2, the minor axis of the ellipse is perpendicular to the major axis and passes through its middle, i.e. point O. The minor axis lies in the horizontal plane of the base of the cone and is equal to the chord of the circle of the base of the cone passing through the point O.

The ellipse is limited by a straight line of intersection of the secant plane with the base of the cone, i.e. a straight line passing through points 5 and 6. Intermediate points 3 and 4 are constructed using the horizontal plane G. In fig. 5.17 gives the construction of a section of a part consisting of geometric bodies: a cone, a cylinder, a prism.

Rice. 5.16

Rice. 5.17

c) Complex cuts (complex stepped cut).

Build a third view of the part according to two data, make the indicated complex cuts, build an oblique section with the plane specified in the drawing, set dimensions, and make a visual representation of the part in axonometric projection (rectangular isometry or dimetry). Take the task from table 8. A sample of the task (Fig. 5.21). Perform graphic work on two sheets of A3 drawing paper.

Methodical instructions.

1. When performing graphic work, it is necessary to pay attention to the fact that a complex stepped section is depicted according to the following rule: the secant planes, as it were, are combined into one plane. The boundaries between the cutting planes are not indicated, and this section is drawn up in the same way as a simple section made not along the axis of symmetry.

2. Due to the absence of the third image, some of the dimensions in the assignment are not sufficiently placed, therefore, the dimensions must be applied in accordance with the instructions given in the “Dimensioning” section, and not copied from the assignment.

3. In fig. 5.21. shows an example of the implementation of the image of the detail in a rectangular isometry with a complex cut.

d) Complex cuts (complex broken cut).

Build a third view of the part according to two data, perform the indicated complex broken cut, and set dimensions. The task is taken from table 9. A sample of the task (Fig. 5.22).

Perform graphic work on a sheet of A4 drawing paper.

Methodical instructions.

On fig. 5.18 shows an image of a complex broken section obtained by two intersecting profile-projecting planes. To obtain a cut in an undistorted form when an object is cut by inclined planes, these planes, together with the section figures belonging to them, are rotated around the line of intersection of the planes to a position parallel to the projection plane (in Fig. 5.18 - to a position parallel to the front projection plane). The construction of a complex broken section is based on the method of rotation around the projecting line (see the course of descriptive geometry). The presence of breaks in the section line does not affect the graphic design of a complex section - it is drawn as a simple section.

Variants of individual tasks. Table 6 (Construction of the third view).

Task completion examples.

Rice. 5.22

Workbook

Introduction to the subject of drawing

The history of the emergence of graphic methods of images and drawing

Drawings in Russia were made by "drawers", a mention of which can be found in the "Pushkar order" of Ivan IV.

Other images - drawings, were a view of the structure "from a bird's eye view"

At the end of the 12th century in Russia, large-scale images are introduced and dimensions are affixed. In the 18th century, Russian draftsmen and Tsar Peter I himself made drawings using the method of rectangular projections (the founder of the method is the French mathematician and engineer Gaspard Monge). By order of Peter I, the teaching of drawing was introduced in all technical educational institutions.

The entire history of the development of the drawing is inextricably linked with technical progress. At present, the drawing has become the main document of business communication in science, technology, production, design, and construction.

It is impossible to create and check a machine drawing without knowing the basics of the graphic language. Whom you will meet while studying the subject "Drawing"

Varieties of graphic images

Exercise: sign the names of the images.

The concept of GOSTs. Formats. Frame. Drawing lines.

Exercise 1

Graphic work No. 1

"Formats. Frame. Drawing lines»

Work examples

Test tasks for graphic work No. 1

Option number 1.

1. What designation according to GOST has a format of 210x297:

a) A1; b) A2; c) A4?

2. What is the thickness of the dash-dotted line if the solid main thick line in the drawing is 0.8 mm:

a) 1mm: b) 0.8 mm: c) 0.3 mm?

______________________________________________________________

Option number 2.

Choose and underline the correct answers to the questions.

1. Where is the main inscription located on the drawing:

a) in the lower left corner; b) in the lower right corner; c) in the upper right corner?

2. How much should the axial and center lines protrude beyond the image contour:

a) 3…5 mm; b) 5…10 mm4 c) 10…15 mm?

Option number 3.

Choose and underline the correct answers to the questions.

1. What arrangement of the A4 format is allowed by GOST:

A) vertical b) horizontal; c) vertical and horizontal?

2. . What is the thickness of a solid thin line if the solid main thick line in the drawing is 1 mm:

a) 0.3 mm: b) 0.8 mm: c) 0.5 mm?

Option number 4.

Choose and underline the correct answers to the questions.

1. At what distance from the edges of the sheet is the drawing frame drawn:

a) left, top, right and bottom - 5 mm each; b) left, top and bottom - 10 mm each, right - 25 mm; c) left - 20 mm, top, right and bottom - 5 mm each?

2. What type of line are axial and center lines in the drawings:

a) a solid thin line; b) dash-dotted line; c) dashed line?

Option number 5.

Choose and underline the correct answers to the questions.

1. What are the dimensions according to GOST in the A4 format:

a) 297x210 mm; b) 297x420 mm; c) 594x841 mm?

2. Depending on which line the line thicknesses of the drawing are selected:

a) dash-dotted line; b) a solid thin line; c) a solid main thick line?

Fonts (GOST 2304-81)

Font types:

Font sizes:

Practical tasks:

Calculations of parameters of drawing fonts

Test tasks

Option number 1.

Choose and underline the correct answers to the questions.

What value is taken for the font size:

a) the height of a lowercase letter; b) the height of the capital letter; c) the height of the gaps between the lines?

Option number 2.

Choose and underline the correct answers to the questions.

What is the height of the capital letter of rift #5:

a) 10 mm; b) 7 mm; c) 5 mm; d) 3.5 mm?

Option number 3.

Choose and underline the correct answers to the questions.

What is the height of lowercase letters with protruding elements c, e, b, r, f:

a) the height of the capital letter; b) the height of the lowercase letter; c) greater than the height of a capital letter?

Option number 4.

Choose and underline the correct answers to the questions.

Is there a difference between uppercase and lowercase letters? A, E, T, G, I:

a) are different b) do not differ; c) differ in the spelling of individual elements?

Option number 5.

Choose and underline the correct answers to the questions.

What does the height of the figures of the drawing font correspond to:

a) the height of a lowercase letter; b) the height of the capital letter; c) half the height of a capital letter?

Graphic Work No. 2

"Drawing of a flat part"

Cards - tasks

1 option

Option 2

3 option

4 option

Geometric constructions

Division of a circle into 5 and 10 parts

Dividing a circle into 4 and 8 parts

Division of a circle into 3, 6 and 12 parts

Dividing a segment into 9 parts

Fixing the material

Practical work:

According to the types, build a third. Scale 1:1

Option number 1

Option number 2

Option number 3

Option number 4

Fixing the material

Write your answers in your workbook:

Option number 1

Option number 2

Practical work No. 3

"Modeling by drawing".

Instructions for work

To make a model out of cardboard, first cut it out. Determine the dimensions of the workpiece according to the image of the part (Fig. 58). Mark (outline) cutouts. Cut them along the outlined outline. Remove the cut out parts and bend the model according to the drawing. To prevent the cardboard from straightening after bending, draw a line on the outside of the bend with some sharp object.

Wire for modeling must be used soft, of arbitrary length (10 - 20 mm).

Fixing the material

Option #1 Option #2

Fixing the material

In the workbook, draw a part drawing in 3 views. Apply dimensions.

Option #3 Option #4

Fixing the material

Card work

Fixing the material

Use colored pencils to complete the task on the card.

Amount (build-up)

clipping

Reinforcement task

Oval -

Algorithm for constructing an oval

1. Let's build an isometric projection of a square - a rhombus ABCD

2. Denote the points of intersection of the circle with the square 1 2 3 4

3. Draw a straight line from the top of the rhombus (D) to point 4 (3). We get the segment D4, which will be equal to the radius of the arc R.

4. Let's draw an arc that will connect points 3 and 4.

5. At the intersection of the segment B2 and AC, we get the point O1.

At the intersection of the segment D4 and AC, we get the point O2.

6. From the obtained centers O1 and O2 we draw arcs R1, which will connect points 2 and 3, 4 and 1.

Fixing the material

Perform a technical drawing of the part, two views of which are given in fig. 62

Graphic work No. 9

Detail sketch and technical drawing

1. What is called sketch?

Fixing the material

Tasks for exercises

Practical work No. 7

"Reading drawings"

Graphic dictation

"Drawing and technical drawing of the part according to the verbal description"

Option number 1

Frame is a combination of two parallelepipeds, of which the smaller one is placed with a large base in the center of the upper base of the other parallelepiped. A through stepped hole passes vertically through the centers of the parallelepipeds.

The total height of the part is 30 mm.

The height of the lower parallelepiped is 10 mm, the length is 70 mm, and the width is 50 mm.

The second parallelepiped is 50 mm long and 40 mm wide.

The diameter of the bottom step of the hole is 35 mm, the height is 10 mm; the diameter of the second stage is 20 mm.

Note:

Option number 2

Support is a rectangular parallelepiped, to the left (smallest) side of which is attached a half-cylinder, which has a common lower base with the parallelepiped. In the center of the upper (largest) face of the parallelepiped, along its long side, there is a prismatic groove. At the base of the part there is a through hole of a prismatic shape. Its axis coincides in the top view with the axis of the groove.

The height of the parallelepiped is 30 mm, the length is 65 mm, and the width is 40 mm.

Semi-cylinder height 15 mm, base R 20 mm.

The width of the prismatic groove is 20 mm, the depth is 15 mm.

Hole width 10 mm, length 60 mm. There is a hole at a distance of 15 mm from the right side of the support.

Note: when applying dimensions, consider the part as a whole.

Option number 3

Frame is a combination of a square prism and a truncated cone, which stands with a large base in the center of the upper base of the prism. A through stepped hole passes along the axis of the cone.

The total height of the part is 65 mm.

The height of the prism is 15 mm, the size of the sides of the base is 70x70 mm.

Cone height 50 mm, bottom base Ǿ 50 mm, top base Ǿ 30 mm.

The diameter of the lower part of the hole is 25 mm, the height is 40 mm.

The diameter of the upper part of the hole is 15 mm.

Note: when applying dimensions, consider the part as a whole.

Option number 4

Sleeve is a combination of two cylinders with a stepped through hole that runs along the axis of the part.

The total height of the part is 60 mm.

Height of lower cylinder 15 mm, base Ǿ 70 mm.

Second cylinder base Ǿ 45 mm.

Bottom hole Ǿ 50 mm, height 8 mm.

Upper part of hole Ǿ 30 mm.

Note: when applying dimensions, consider the part as a whole.

Option number 5

Base is a parallelepiped. In the center of the upper (largest) face of the parallelepiped, along its long side, there is a prismatic groove. There are two through cylindrical holes in the groove. The centers of the holes are spaced from the ends of the part at a distance of 25 mm.

The height of the parallelepiped is 30 mm, the length is 100 mm, and the width is 50 mm.

Groove depth 15 mm, width 30 mm.

Hole diameters 20 mm.

Note: when applying dimensions, consider the part as a whole.

Option number 6

Frame It is a cube, along the vertical axis of which there is a through hole: semi-conical at the top, and then turning into a stepped cylindrical one.

Cube edge 60 mm.

Semi-conical hole depth 35 mm, top base Ǿ 40 mm, bottom base Ǿ 20 mm.

The height of the bottom step of the hole is 20 mm, the base is Ǿ 50 mm. The diameter of the middle part of the hole is 20 mm.

Note: when applying dimensions, consider the part as a whole.

Option number 7

Support is a combination of a parallelepiped and a truncated cone. The large base of the cone is placed in the center of the upper base of the parallelepiped. Two prismatic cutouts run along the center of the smaller side faces of the parallelepiped. A cylindrical through hole Ǿ 15 mm was drilled along the axis of the cone.

The total height of the part is 60 mm.

The height of the parallelepiped is 15 mm, the length is 90 mm, and the width is 55 mm.

The cone base diameters are 40 mm (lower) and 30 mm (upper).

The length of the prismatic cutout is 20 mm, the width is 10 mm.

Note: when applying dimensions, consider the part as a whole.

Option number 8

Frame is a hollow rectangular parallelepiped. In the center of the upper and lower base of the case there are two conical lugs. A cylindrical through hole Ǿ 10 mm passes through the centers of the tides.

The total height of the part is 59 mm.

The height of the parallelepiped is 45 mm, the length is 90 mm, and the width is 40 mm. The thickness of the walls of the parallelepiped is 10 mm.

Cone height 7 mm, base Ǿ 30 mm and Ǿ 20 mm.

Note: when applying dimensions, consider the part as a whole.

Option number 9

Support is a combination of two cylinders with one common axle. A through hole runs along the axis: on top of a prismatic shape with a square base, and then a cylindrical shape.

The total height of the part is 50 mm.

Height of lower cylinder 10 mm, base Ǿ 70 mm. The base diameter of the second cylinder is 30 mm.

The height of the cylindrical hole is 25 mm, the base is Ǿ 24 mm.

The base side of the prism hole is 10 mm.

Note: when applying dimensions, consider the part as a whole.

Test

Graphic work No. 11

"Drawing and visual representation of the part"

According to the axonometric projection, build a drawing of the part in the required number of views on a scale of 1: 1. Apply dimensions.

Graphic work No. 10

"Part sketch with construction elements"

Make a drawing of the part that has the parts removed according to the markup. The direction of projection for building the main view is indicated by an arrow.

Graphic work No. 8

"Drawing of a part with the transformation of its shape"

General concept on shape transformation. Linking a drawing to a markup

Graphic work

Making a drawing of an object in three views with the transformation of its shape (by removing part of the object)

Draw a technical drawing of the part by making notches of the same shape and size in the same place instead of the protrusions marked with arrows.

Task for logical thinking

Topic "Design drawings"

Crossword "Projection"

1. The point from which the projecting rays emanate during central projection.

2. What is obtained as a result of modeling.

3. Face of a cube.

4. Image resulting from projection.

5. In this axonometric projection, the axes are located at an angle of 120 ° to each other.

6. In Greek, this word means "double dimension."

7. Side view of the face, object.

8. Curve, isometric projection of a circle.

9. The image on the profile plane of projections is a view ...

Rebus on the topic "View"

Rebus

Crossword "Axonometry"

Vertically:

1. Translated from French, “front view”.

2. The concept in drawing on what the projection of a point or object is obtained.

3. The border between the halves of a symmetrical part in the drawing.

4. Geometric body.

5. Drawing tool.

6. Translated from Latin, "throw, throw forward."

7. Geometric body.

8. The science of graphic images.

9. Unit of measure.

10. Translated from Greek, "double dimension."

11. Translated from French, "side view."

12. In the drawing, “she” is thick, thin, wavy, etc.

Technical Dictionary of Drawing

Term	Definition of a term or concept
Axonometry
Algorithm
Analysis of the geometric shape of an object
Boss
Burtik
Shaft
Vertex
View
Main view
Additional type
view local
Screw
Sleeve
Dimension
screw
Fillet
geometric body
Horizontal
cooking
edge
Division of a circle
Division of the segment
Diameter
ESKD
Drawing tools
Tracing paper
Pencil
Drawing layout
Construction
Circuit
Cone
curved curves
Circular curves
pattern
Rulers
Line - callout
Extended line
transition line
Dimensional line
Solid line
Dashed line
dash-dotted line
Lyska
Scale
Monge method
Polyhedron
Polygon
Modeling
Main inscription
Dimensioning
Drawing stroke
cliff
Oval
Ovoid
Circle
Circle in axonometric projection
Ornament
axonometric axes
Axis of rotation
Projection axis
Axis of symmetry
Hole
Groove
Keyway
Parallelepiped
Pyramid
Projection plane
Prism
Axonometric projections
Projection
Projection isometric rectangular
Projection frontal dimetric oblique
projection
groove
Scan
The size
Overall dimensions
Structural dimensions
Dimensions coordinating
Part feature dimensions
Gap
Drawing frame
Edge
Technical drawing
Symmetry
Pairing
Standard
Standardization
Arrows
Scheme
Thor
Pairing point
Protractor
squares
Simplifications and Conventions
Chamfer
Drawing formats
Frontal
projection center
Pairing Center
Cylinder
Compass
Drawing
Working drawing
Drawing
Dimensional number
Reading a drawing
Washer
Ball
Slot
Schaffing
Font
Hatching Axonometric hatching
Ellipse
Sketch

Workbook

Practical and graphic work on drawing

The notebook was developed by a teacher of the highest category of drawing and fine arts Nesterova Anna Aleksandrovna, teacher of MBOU "Secondary School No. 1 of Lensk"

Introduction to the subject of drawing
Materials, accessories, drawing tools.

Objective: study the rules for the image and designation of species; learn how to draw a part, consisting of the required number of its types.

Exercise:

one). According to the axonometric projection of the part, build three of its views: front view, top view and left view.

2). Enter the dimensions of the part.

The task is carried out according to the options on the A3 format (420 x 297), the main inscription according to the form 1 GOST 2.104-68. Task options are selected similarly to the previous one. In the column “Designation” of the main inscription, sign PCH.XX.02 in font No. 10, where PB is the topic of the task (projection drawing), XX is the number of the variant, 02 is the number of the work. In the column “Name” of the main inscription, sign the name of the part. An example of the task is given in Appendix 3.

Work order

one). On a sheet of A3 format, draw a frame and a stamp of the main inscription.

2). Examine the provided axonometric image and determine the direction of the main view of the part (front view). According to the given dimensions in thin lines, construct a front view.

2). Perform views of the part from above and to the left, if possible without breaking the projection connection between the views. Otherwise, designate species (see the rules for designating species).

3). Circle the visible contours of the part with a solid main line, the invisible ones with a thin dashed line.

four). Put down the necessary dimensions and designations.

5) Fill in the stamp of the main inscription in accordance with the task.

4. Cuts

Incision - this is an image of an object mentally dissected by one or more secant planes. The section shows what is in the cutting plane, and what is behind it.

Section classification

one). The sections are divided, depending on the position of the cutting plane relative to the horizontal projection plane, into:

- horizontal - the cutting plane is parallel to the horizontal projection plane (for example, section B-B, Fig. 52);

- vertical - the cutting plane is perpendicular to the horizontal projection plane (for example, sections A-A, B-B, G-D, Fig. 52);

- oblique - the cutting plane makes an angle with the horizontal projection plane that is different from the right one.

The vertical cut is called frontal , if the cutting plane is parallel to the frontal projection plane, and specialized , if the cutting plane is parallel to the profile projection plane.

2). Depending on the number of cutting planes, the cuts are divided into:

- simple - with one secant plane (for example, section B-B Fig. 52);

- complex - with several cutting planes (for example, section B-B, Fig. 52).

Complicated cuts are stepped, if the cutting planes are parallel (for example, a stepped horizontal section B-B, Fig. 52), and broken if the secant planes intersect (for example, sections A-A, Fig. 52).

Rice. 52. Designation of cuts

Rules for making cuts

one). The position of the cutting plane is indicated on the drawing by a section line. An open line must be used for the section line. With complex cuts, the strokes of an open line also show the intersections of the secant planes. The start and end strokes must not cross the outline of the respective image. On the initial and final strokes, arrows are placed indicating the direction of the gaze. The arrows should be at a distance of 2-3 mm from the end of the stroke. On the outer side of the arrows put capital letters indicating the cut. The section itself is indicated by the corresponding capital letters. The letters denoting the cut are not underlined (see Fig. 52). The cut must be marked with an inscription of the type “A-A” (always two letters separated by a dash).

2). When the cutting plane coincides with the plane of symmetry of the object as a whole, and the corresponding images are located on the same sheet in direct projection connection and are not separated by any other images, the position of the cutting plane is not marked for horizontal, frontal and profile cuts, and the cut is labeled do not accompany.

3). Horizontal, frontal and profile sections can be located in the place of the corresponding main views. For example, horizontal - in the top view, frontal - in the front view, profile - in the left view (Fig. 52).

four). With broken cuts, the secant planes are conditionally rotated until aligned into one plane, while the direction of rotation may not coincide with the direction of view (Fig. 53).

Rice. 53. Broken cuts.

If the combined planes turn out to be parallel to one of the main projection planes, then a broken section can be placed in the place of the corresponding view. When the cutting plane is rotated, the elements of the object located behind it are drawn as they are projected onto the corresponding plane with which they are aligned (Fig. 53).

5). A section that serves to clarify the structure of an object in a separate, limited place is called local .

A local cut is made in the view and is separated from it by a solid wavy line or a thin line with a break. These lines must not coincide with any other lines in the image (see Figure 54).

Fig.54. Local cut.

6). To reduce graphic work, it is allowed to connect part of the view and part of the section. Part of the view and part of the corresponding section can be connected, separating them with a solid wavy line (Fig. 55 a) or a solid thin line with a break (Fig. 55 c). If at the same time half of the view and half of the section are connected, each of which is a symmetrical figure, then the dividing line is the axis of symmetry (Fig. 55 d).

7). If in a symmetrical part the axis of symmetry coincides with the contour line, the border of the view and section is shifted from the axis and drawn up as shown in Figure 55 b.

Fig.55 (a, b). Combination of half view and half section.

Fig.55 (c, d). Combination of half view and half section.