File:Mechanical drawing for trade schools (1909) (14579183748).jpg

Identifier: mechanicaldrawin04leed (find matches)
Title: Mechanical drawing for trade schools
Year: 1909 (1900s)
Authors: Leeds, Charles Carley, 1870- (from old catalog)
Subjects: Mechanical drawing
Publisher: New York, D. Van Nostrand company
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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ts i and 4, it is firstnecessar\ to have the radial line 1-4 projected upon the top view. RADIAL-LINE DEVELOPMENT.—In our last lesson the sur-faces of the figures were composed of parallel lines, the method ofdevelopment being named from the kind of lines used. In our present lesson we find it necessary to use radial lines todevelop the surface of the cone, from which this method derives thename of Radial-line Development. When la)ing out the development of the cone, the student mustbear in mind that the true length of the lines on the cone can be foundon the sides of the cone only, as in all other positions the lines are fore-shortened. Thus to get the true distance from the apex of the coneto point I, this point must be projected to one of the sides. The length of the arc of the development is equal to the circum-ference of the base of the cone. The radial lines used in finding the intersections are also used in.locating the opening in the development. Do your work very carefully.
Text Appearing After Image:
CLASS Indusfrial trade Machinist NAME Jolin Y/.Roberts date April 26,07. THE CARNEGIE TECHNICAL SCHOOLS pittsbursh, paSchool of Apprentices and Journeymenmechanical draining Intersections and DevelopmentsRadial Line Development SCALE Full Size OYta. NO. C. 1022 LESSON No. 28. TRIAXGULATION DEVELOPMENT.—Upon a B-size sheetof drawing paper (i5X22), make a full-size pencil drawing of theTransition Piece and its development. Sheet-metal workers require a great many patterns which cannothe laid out to good advantage by either the Parallel- or Radial-linemethods of develo)Dment. These patterns may usually be laid out by dividing the surface ofthe figures into a series of triangles, from whicli this method gets thename Triangulation Development. LESSON.—First lay out the two views of the piece illustrated,marking them with letters and figures as shown. Then find the truelength of each of the slope lines ABCD, etc. These lengths may befound in the manner indicated on the illustration, whi

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