University of Waterloo

Faculty of Engineering

ME/MTE 100
MECHANICAL AND MECHATRONICS
ENGINEERING GRAPHICS & DESIGN
COURSE NOTES – 2021 EDITION
For First Year Mechanical and Mechatronics Engineering Students

J. Baleshta R. Consell
It is a long list, but these kind people deserve thanks for their contributions to the
course notes, with apologies to those missed:

Ryan Consell, Joanne Hastie, Sheldon Petrie, Sean Cho, Grace Chung, Hamed
Shateri, Adam Fournier, Arthur Lyndon Sy, Richard Tillo, Henry Xie, Aishwarya
Ramesh, Matthew Grisebach, Alida Morrison, Clair Baleshta, Silas Vriend,
Sriram Suresh, Jenny Dong, Robi Sanchez, Ben Cheng, Chris Bisson, Emily Guo,
Edward Yang, Ashley Clark, Collin Dang, Casey Baleshta, Rachel Du, Anna Wei,
Sam Falkner, Brian Shillingford, Abdullah Barakat, James Green, Lauren
Keating, Jimmy Zhang.

Thanks to Prof. Michael Collins, Chair of Mechanical and Mechatronics

Engineering for his support.

MacFab Manufacturing, SKF Bearings, Sowa Tool & Machine, Parker Hannifin,
LittleMachineShop.com, ElectroImpact, and Multimatic Corporation have
kindly allowed content inclusion.

Teaching Assistants, students, staff have provided consultation, inspiration,

and great suggestions.

James Baleshta: I also would like to especially thank my wife Dianne and my
family (Clair, Casey) for their support and patience with the hours devoted to
ME/MTE 100, over several years.

Ryan Consell: I would like to thank James Baleshta, in particular, for the time and
resources he has dedicated to this course and has generously passed on to me.

The cover images are from a fourth-year “capstone” project: Lumos, Smart
Light-Therapy Glasses. Courtesy of Lucas Tang, Jagbir Dhillon, Saad Haq and
Dongsoo Lee. The design conveniently puts light therapy into a regular-looking
pair of glasses. Nanocoated lenses reflect blue light from the temples of the glasses
into the users's eyes. The glasses are also equipped with bluetooth, sensors and a
companion smartphone app. The project represented the University of Waterloo
in the 2021 Canadian Engineering Competition and won the inaugural Research
and Entrepreneurship Award. We wish this product start-up the best of success!

i
During these Fall 2021 Covid-19 Times.

The pandemic remains a challenge. It is a significant challenge

to prepare, deliver and support ME/MTE 100. It is especially a
challenge to you, as a first-year student. The situation is far
from ideal, but together we will work through it to the best of
our abilities. We share your disappointment at the activities
and interactions that you will not be able to experience to
their fullest extent, but we are dedicated to providing the best
possible education and experience. As your EGAD instructors,
we hope to get to know you this term, despite the constrained
campus situation.

ii
TABLE OF CONTENTS

WORDS OF WISDOM FROM PAST TA’S…….............................................................vi

Top 10 Things to Take Away from The EGAD Sessions…………………………………………………….vi
Top 10 List of Advice to Make Your 1A Term Successful…………………………………………………....vi
Eliminating the Occurrence of Cheating in MME 100………………………………………………………vii

LECTURE #1……………………………………………........................................................1-1
MME 100 Introductory Comments………………………………………………..............................................1-2
EGAD Outcomes…………………………………….………………………………….................................................1-5
Comments on Engineering Design…………………………………………………………………………………1-7
Lateral vs. Linear Thinking…………………………………………………………………………………………...1-9
Functional vs. Aesthetic Design…………………………………………………………………………………...1-12
The Engineering Design Process…………………………………………………………………………………1-13
Introduction to Freehand Drawing for Engineers…...…….………………………………………………1-15
Oblique and Axonometric Projection…………………………………………………………………………..1-20
Engineering Drawings: From Caves to Computers………………………………………………………..1-22
Conventional Drafting Instruments……………………………………………………………………………. 1-23
Paper Sizes………………………………………………………….……………………………………………………. 1-26
Line Types and Thickness………………………...……………………..............................................................1-27
Examples of Good and Poor Drawing Techniques…………………………………………………………1-29
Introduction to Dimension Styles………………………………………………………………………………..1-30
Working Drawings……………………………………………………………………………………………………..1-33
Creating Engineering Lettering………………………………………..………………………………………….1-37
Lecture One, Supplement A…………………………………………………………………………………………1-40
Lecture One, Supplement B…………………………………………………………………………………………1-41
Week 1 Assignments………………………………………………..…………………………………………………1-43

LECTURE #2…………………………………..……………...……………………………………. 2-1

Understanding Threaded Fasteners……………………………………………………………………………...2-2
Designers of the Week…………………………………………………….…………………………………………....2-7
Introduction to Orthographic Projection……………………………………………………………………….2-8
Third Angle vs First Angle Projection…………………………………………………………………………..2-16
Multiview Drawings of Solid Primitive Shapes………………………………………………………..…...2-19
Class Exercise: Using a Mitre Line………………...………….………………………………………………….2-21
Auxiliary Views………………………………………….………………………………………………………………2-22
Orthographic Practice…………………………………...………………………………………………………...…2-26
Introduction to CAD and Design……………………………………..…………………………………………...2-29
AutoCAD Workshop 1 – Lines………………………………………..…………………………………………....2-32
AutoCAD Command Chart…………………………….…………………………………………………………….2-35
Plotting (Printing) in AutoCAD…………………………………………………………………………………...2-36
Week 2 Assignments…………………………………………………………………………………………………..2-37

iii
LECTURE #3……………………………...……………………...............................................3-1
Designer of the Week………………………………….………………….…………………………………………….3-3
AutoCAD Command Chart………………………………………….………………………………………………....3-5
During the CAD Instructional Sessions…………………………………………………………………………..3-9
AutoCAD Workshop – Points, Circles and Arcs…………………………...………………………………...3-10
The Stretch Command………………………………………………………………………………………………..3-14
Week 3 Assignments………………………………..…………………….…………………………………………..3-15
LECTURE #4……………………...………………..……………………………………………….4-1
Designer of the Week…………………………………………….……….…………………………………………….4-3
AutoCAD Command Chart…………………………………..………………………………………………………...4-4
Class Exercises…………………………………………………………………………………………………………….4-7
Fillets & Chamfers……………………………..……………………….………………………………………………...4-9
Object Snap Cursor Menu…………………………….………………………….………………………………….4-10
Week 4 Assignments………………...…………………………………….………………………………………….4-12
LECTURE #5……………………..…………...……………………………………………………. 5-1
Designer of the Week…………………………………..……………………………………………………………….5-2
Urinal Splashback………………………………...…………………….………………………………………………..5-3
Linetypes and Lineweights…………………………………………………………………………………………...5-4
Cutting Plane (Section) Lines………………………………………………………………………………………..5-6
AutoCAD Command Chart………………………………………..…………………………………………………...5-8
Line Type Scale…………………………………………………………………………………………………………..5-10
Common Dimensioning Rules………………………………………..…………….……………........................5-11
Implied Dimensional Tolerances………………………………………………………………………………...5-19
Two Items in Engineering Graphics to NEVER DO………………………………………………………...5-22
Week 5 Assignments……………………………………...……………….………………………………………….5-25
LECTURE #6………………………………………………….……………………………………..6-1
Volkswagen…………………………………………………………………………………………………………………6-2
Designer of the Week……………………………..……………….……………………………………………………6-4
Sectional Views on Engineering Drawings…………………………………….……….…….………………...6-5
Introduction to Component Tolerancing………….…..…………….………………………........................6-16
Standard Fits - Holes & Shafts……………………………………………………………………………………..6-18
Exploded Pictorial Views……………………………………………………………………………………………6-19
Drawing Conventions: Drawing Intersecting Surfaces……….…………………………………………6-20
Isometric Drawing in AutoCAD………………………………………………..………………………………….6-22
AutoCAD Command Chart…………………………………………………………………………………………..6-23
Week 6 Assignments…………………………...…………………….……………………………………………….6-26
LECTURE #7……………………………..………………...……………………………………….7-1
Designers of the Week………………………………………..…………….…………………………………………..7-2
Will Two-Dimensional Drawings Become Obsolete?.............................................................................7 -4
Introduction to SolidWorks…………..……….……………………………………………………………………..7-5
Week 7 Assignments…………………………………………………………………………………………………..7-23

iv
LECTURE #8…………………………………..……...…………………………………………….8-1
Designer of the Week………………………………………..…………….……………………………………………8-2
Part 3: Master Cylinder Trunnion……………………………...………………………………………………….8-3
Using Expression in SolidWorks……………………………………………….…………………………………..8-5
Week 8 Assignments…………………………………………………..………………………………………………..8-6

LECTURE #9………………...……………………….………………………………….………….9-1
Part Five: Accelerator Pedal………………..……..…………….……………………………………………………9-2
Assemblies in SolidWorks……………..…………….………………………………………………………………..9-3
Determining Model Volume and Centre of Gravity…………………………………………………………9-4
Week 9 Assignments…………………………………………..…………….………………………………………….9-5

LECTURE #10…………...………………………..……………………………………………...10-1
Introduction to Geometric Dimensioning and Tolerancing…………..…………….…………...........10-2
GD&T and Feature Control Frames…………...…………………………………………………………………10-5
The Coordinate System Method of Tolerancing……………………………………………………………10-7
Datums……………………………………………………………………………………………………………………...10-9
Minimum and Maximum Material Conditions…………………………………………………………….10-13
Departure from MMC……………………………………………………………………………………………….10-14
Controls: GD&T Symbols…………………………………………………………………………………………..10-16

LECTURE #11…………...………………………..……………………………………………...11-1
SolidWorks Banger Toy…………..…………….……………………………………………………………...........11-2
SolidWorks Coffee Mug………………………………………………………………………………………………11-7
Week 11 Assignments………………………………………………………………………………………………11-9

SUPPLEMENTARY LECTURE #12………………………………………………………..12-1

AutoCAD Command Chart…………………………………………………………………………………………..12-2
Setting Up a Drawing Template…………………………………………………………………………………..12-9
3D View Conventions……………………………………………………………………………………………….12-10
Scaling and Aligning Objects in Multiple Viewports…………………………………………………….12-12
Using SOLVIEW and SOLDRAW To Set Up Your Layout Screen for a Solid Model………….12-13
Practice Assignments……………………………………………………………………………………………….12-15

v
APPENDICES……………...………………………………….................................................A-1
Appendix 1: Guide to Nexus Lab…………………..……………………………………………………………….A-1
Appendix 2: Schematic Diagrams.…………………………...…………………….………………………………A-2
Appendix 3: Solutions to Additional Orthographic Projection Practice……………………………A-4
Appendix 4: AutoCAD Command Summary…………………………………………………………………...A-6
Appendix 5: Ordinate Dimensioning in AutoCAD…………………………………………………………A-15
Appendix 6: Adding GD&T to AutoCAD Drawings……………………………………..………………….A-17
Appendix 7: AutoCAD Tips………………………………………………………………………………………….A-19
Appendix 8: AutoCAD Paper Space Instructions…………………………………………………………..A-22
Appendix 9: SolidWorks Primer………………………………………………………………………………….A-24
Appendix 10: Sample Drawings…………………………………………………………..................................A-41
Appendix 11: Practical Bearing Applications………………………………………………………………A-44
Appendix 12: Introduction to Seals……………………………………………………………………………..A-47
Appendix 13: Welding………………………………………………………………………………………………..A-50
Appendix 14: Tool Library………………………………………………………...………………………………..A-57
Appendix 15: Surface Roughness………………………………………………………………………………..A-62
Appendix 16: Good Design Practice/Engineering Machine Shop Tips……………………………A-64
Appendix 17: Answers to Fill in the Blanks………………………………………………………………….A-67

vi
 The sections below contain valuable advice from fellow students. It is recommended that you
review and learn from them!

WORDS OF WISDOM FROM FORMER TEACHING ASSISTANTS

Top 10 Things to Take Away from The EGAD Sessions:
1. Think about real-life applications of engineering concepts: what lateral thinking and
drawings were required to produce items encountered in your everyday life
2. Conveying your ideas on paper using freehand sketching techniques
3. Converting your rough sketches to a proper AutoCAD drawing or SolidWorks model
4. The need for specifying tolerances on manufactured parts
5. Understanding orthographic projection: 2D views of 3D objects
6. Creating drawings of parts from recorded measurements
7. Do not dimension to 4 decimal places (use the appropriate amount of precision)
8. Learn to apply proper dimensioning and best practice for engineering drawings
9. When to use different line types and weights in an engineering drawing
10. How to make a proper section line for an object

TA’s Top 10 List of Advice to Make Your 1A Term Successful:

1. Read Instructions very carefully so you fully understand what is required! This
is massively important and cannot be emphasised too much!
2. Think about subject matter on your own before you ask questions, you might already
know the answer.
3. If you come across something that you are sure you do not know or understand, get
out your course notes and start reading! Check the relevant section or use the Table
of Contents/Glossary to find out how to solve your problem.
4. Academic Integrity is important. You are in a professional program, so be honest,
do your own assignments. You will be better off in the long run.
5. Take good notes. You might think that you can remember everything that your
professor is saying, but you are wrong. Taking notes will be helpful to refer to later.
6. Learn from your mistakes and move forward.
7. Work on improving your English skills. Get a friend to help you by proofreading
assignments and explaining why your grammar is incorrect. If you cannot
communicate all the great ideas that you have, you are not going to do very well.
8. Be on time. Professors are not happy when you show up to their lectures late, and you
want to keep your professors happy. This counts doubly for online lectures, as
showing up late can interfere with a presentation if your audio and video are on.
9. Respect your fellow classmates. In future terms, and for the rest of your schooling,
you will be spending 30+ hours/week in the same room with most of these people;
you want them to be happy too.
10. Life at university is all about balance. If you do not do any work, you are going to
fail, but if you do not have any fun, you’ll go crazy. You can (and should) find time to
do some of the activities that you love. This is a great way to relieve stress and you
will more productive when you return your academic pursuits.

vii
IMPORTANT
Eliminating the Occurrence of Cheating in MME 100

How do you want to look back on your behaviour during your first term?
Was it to a professional standard?

Integrity in academics is more important than ever, during this pandemic.

Due to past improprieties specific steps are now in place to reduce

unprofessional behaviour.

Assignments will be challenging and the temptation to take inappropriate

shortcuts is great. I urge you to be very careful, and I want to support and steer
you from these pitfalls – hence this letter.

You are in this program to become a professional, and inappropriate behaviour

with assignments is very serious. It is NOT worth the risk for the few marks
overall that any assignment offers. The penalties and damage to your academic
reputation outweigh any marks you might gain by cheating.

Note that by policy, the student who loses control of their assignment is deemed
as guilty as the student(s) who copy it. This comes as a very unpleasant
surprise.

If you consult with others, each submission must still be entirely the work of
the individual. Electronic copies of any sort, and plagiarised information is
certainly not appropriate. Saying “we worked together” is not an excuse.

Individual thinking and effort must be evident throughout. We are continually

enacting measures to make your lives easier with assignment completion.

I hope that you take this letter to heart. I have asked the Tas to be as fair as
possible with their grading. If you do have insights into why students are
tempted to take inappropriate actions, please contact me. I would like to
understand as well as possible the root causes for this behaviour.

That being said, let’s move on to an enjoyable and productive term!

viii
 LECTURE #1
1) Introduction to Engineering Graphics, Instructor & Teaching Assistants

2) General Comments, Class Notes, Goals and Expectations

3) Comments on Engineering Design

4) Introduction to Freehand Drawing

5) Freehand Video #1: Introduction to Freehand Sketching

6) Short Overview of Technical Drawing – “From Caves to Computers”

7) Brief Introduction to Instrument Drawing

8) Engineering Technical Lettering

9) Assignments

1-1
MME 100 Introductory Comments

Welcome to Engineering Graphics and Design

(EGAD)!
Hopefully you will enjoy these sessions. Students often like the
practical nature of this course. You will apply EGAD concepts
during work terms and subsequent courses.

“TOP LEVEL” INSTRUCTIONAL GOALS:

1. To impart useful and relevant information to you. Even 10 (or more) years from now,
this meaningful knowledge should still be applicable.

2. To enhance the expression of your creative technical talents by capturing and

communicating ideas graphically in a professional manner, proper and effective.

3. To do the very best with our limited time available for Graphics and Design: College
has 200 hours, Gov’t assisted program has 400 hours, UWaterloo ME/MTE… 33
hours.

EGAD Instructional Hours

400 Our time

together is
350 relatively
300 brief!
250
200
150
100
50
0
College Gov't UW ME/MTE

1-2
EGAD Course Notes

1. These course notes save you a lot of writing. However, do not

make the mistake in thinking “it’s all in the notes”. It is expected
that you will make additions to these notes from the lecture
content.

So… keep a pencil or pen on hand, and add your own

supplemental notes. They will serve you well.

2. You will also be able to avoid the high cost of purchasing an engineering graphics text
book, usually $150.00++.

3. These notes also contain pertinent AutoCAD and SolidWorks information.

At some point in your career, (used) books on Engineering Graphics could be helpful,
but not required for this course.

LEARN Information vs. Course Notes

4. EGAD is constantly being updated, especially during the ongoing pandemic. Refer to
UW LEARN often. You will find the latest changes and supplemental materials, and
can download weekly workshops and assignments.

IMPORTANT… If an assignment in the notes differs from LEARN, use the LEARN version as
it will be more current.

There are many books about

Engineering Graphics, Design
and CAD. If you can find used
versions inexpensively, they
will make useful additions to
your technical library.

The course notes are revised

each year. If you have helpful
suggestions during the term,
please share them with your
Instructor!

1-3
 “Punctuality is the politeness of
EGAD Expectations princes and princesses”.

1. Arrive on Time for synchronous lectures (Yes even for online)! Try to
start work on EGAD (time zone permitting) during the period set out on
your schedule. This will greatly help to keep you on track – a big concern
during this off-campus term. Time is very tight .
Rhyme to Remember for all courses, and when you are eventually on campus:
If you want to make an instructor irate, stroll into their lecture late.

2. Noise Level: Please, mute your microphone during live sessions.

The instructor will tell you when you can unmute. Background
noise from students’ mics is disruptive to the both instructor, and
others trying to listen and understand the concepts being
discussed.

3. In general:
a. There is a lot of important information to fit into these sessions; these lessons are
quite full.
b. Much of this work is enjoyable, but also expect some necessary but unavoidably
drier material.

4. Be professional while learning online. Always use your full name as your display
name during live sessions, use professional language in the chat, and wait for
permission from the instructor to unmute to ask questions.

5. This term in particular we ask for your kind patience with your TAs and
instructor. They are human beings, adjusting to this style of teaching the same
as you are. There will inevitably be bumps and delays along the way.

Questions: We are here for ANY questions you may have. The
TAs are the best choice for assignment questions, as they will
be marking them.

As your instructor, I will strive to be available and

approachable.

Separate times for video chats outside of class hours can also be arranged.

1-4
EGAD Outcomes

 You will learn the fundamentals (“the grammar”) of Engineering drawing and dimensioning.
This will help you to both interpret and create technical drawings.

 You will be able to understand orthographic projection for engineering drawing and
communication.

 You will be able to use SolidWorks and AutoCAD to create solid models and dimensioned
drawings. This has the important additional benefit of giving you skills that employers are
demanding (and will put food in your refrigerator).

 Your ability to conceive and understand objects in two and three dimensional space will
improve.

 You will be able to make a reasonable freehand sketch, improving your ability to capture
ideas and communicate in an engineering sense; this is important.

 You will be able to letter legibly and clearly, the traditional trademark of an engineer.

 You will develop an appreciation for the creative, lateral thinking and imaginative side to
design.

 Students will recognise the “mixed bag of factors” which enter into a design as a design draws
from many resources.

 Students will become familiar with a sampling of design engineers from the past and learn
from their experiences.

WHAT STUDENTS MAY BE TESTED ON (NOTE CAREFULLY!)

Students may be quizzed on any information presented during

the term.

Please do not make a mistake in thinking that if the presented

information is not directly in these course notes then it will not
be on a quiz.

If you pay attention during the EGAD sessions and make supplemental notes you will be in
good shape. We do strive to make our quiz questions fair and not overly obscure.

1-5
Other Items of Note with Engineering Graphics and
Design

• The material must be covered in relatively few weeks. This

is the only graphics course that you will have. We need to
get the most out of this short time of instruction.

• Without sufficient effort on these topics, you will get little lasting benefit.

• “Nothing worth knowing comes easy”.

• Employers expect that engineering students will have a solid grasp of engineering
graphics fundamentals. They are quite disappointed when this is not the case.

• Having said the above, be sure you add the experience that you gained with EGAD
to your resume!

• Each year student teaching assistants (who have also taken the course) are
consulted as to what content should be included, and what might be dropped. What
you experience is the result.

• A significant up-side is that once these lectures are completed, you will very much
appreciate having extra time at the end of the term, with no final exam!

EGAD course work is reviewed each year. Changes are continually being implemented, in
an effort to make your experience more productive and less stressful.

Use the space below to jot down any thoughts from the preceding pages that you particularly
want to keep in mind…

1-6
 Comments on Engineering Design

 We will try and turn you on to engineering design. You will be treated as a "budding designer"
on your way to creating great things.

 Being able to create, and see your vision brought to reality is a wondrous thing, shared by
Writers, Musicians, Architects, Engineers, Artists etc. Your work will affect people's lives.

 To be a superior designer you need a complete package of skills. Successful design

encompasses many things.

 Design requires strong analytical skills but also vision, imagination, creativity, and lateral
thinking. See the examples below.

 Along with engineering drawing, creative and lateral thinking will be emphasized: Einstein
"imagination is more important than knowledge"

 Technical and non-technical aspects are both concerns for the designing engineer (they are
not separated by a wall). The greater your exposure and appreciation of artistic, cultural, and
societal matters, the better and more effective will be the application of your technical skills.

 EGAD is a start to your engineering design education. Basic design concepts are covered.

 The Canadian Engineering Accreditation Board encourages increased design emphasis in the
undergraduate engineering program at Waterloo.

 The instructional team will relate some of our own relevant experiences.

The design philosophies and

constraints between Hong Kong
(above) to Winnipeg (below)
are very different. Hong Kong
was developed to grow upward,
Athletic shoes are a lucrative market. while Winnipeg spreads out.
Shoes are designed to address what Engineers must adapt their
consumers find functionally thinking to suit the special
effective, aesthetically pleasing, and needs of each environment.
fashionable to wear.

*This is your first design-related session. This statement may surprise you, it is not too soon to have the selection of a
senior year “capstone” project on your radar. Fourth year (certainly) seems like a long way off… but the sooner you
start thinking of this the better. Several successful start-ups initiated from capstone projects in ME/MTE. A great
capstone project can significantly affect your life.

1-7
ONLY 2% OF PRODUCTS IN CANADA ARE DESIGNED BY CANADIANS!
As Canadians, this is not something to be proud of…

As an aspiring Engineer, never forget:

________________________________ Tight-y

________________________________ Loose-y

Exceptions:

1. _______________________________________________

2. _______________________________________________

3. ________________________________________________________

Note: Fill-in-the-Blank solutions can be found in the Appendix.

1-8
 Now why didn’t
I think of that!
Lateral vs. Linear Thinking

Linear thinking only considers a single set of steps to deal with a problem.

Lateral (sideways, or non-linear) thinking considers more than one solution

to a problem. The lateral thinker strives to find unique, creative, clever, and
innovative solutions by considering different perceptions, different concepts,
and different points of entry (i.e. “thinking outside the box”).

“A design problem has many solutions, some good and some bad, but the single perfect
solution doesn’t exist. You’d die trying to find it.” – Tom Baleshta, Industrial Designer

Clever design solutions come close…

Clever people think laterally – be clever (think laterally)!

The examples below are clearly “pre-covid” but let’s be optimistic that this will happen again, and hope
for this to occur as soon as possible.

A wise person once said, “Design is not an end in itself, but a means to an end.”

1-9
Examples of Clever (Lateral) Thinking in Product Design to Improve the
User Experience – by Emily Guo
The Tic Tac Box

Have you ever noticed the little lip inside the caps of a tic tac box? That lip is designed for
dispensing a single Tic Tac and minimizing contact between the candy and your hands.

Pill Bottle Caps

Pill bottles come with a child-proof lock, however many seniors find these caps difficult to
remove. In response, some clever pill bottle caps can be flipped upside down and used like
a normal cap without the child lock (when the chance of child access is negligible).

Child Lock

Normal Cap Fit

Designs may not always be genius or ground-breaking, however even when “mundane”
designs keep the user in mind, the end product can be clever and better. It is vital to really
focus on designing for the user – consider their needs. (Remember this.)

Engineers are routinely criticized by tradespeople and consumers for NOT adequately
considering the human use, maintenance, and repair of the products they design.

1-10
Engineering Design

The design of product (e.g. machine, structure, mechanical or electro-mechanical device)

has these basic considerations:

• Safety is ALWAYS first: the product must be designed to not compromise the safety
of the user
• The product withstands the forces subjected to it without failure; there should be
adequate strength and stiffness everywhere
• Economical to manufacture
• Easy to assemble, and sometimes, reassemble
• Simple to service, maintain and clean
• Will not excessively deflect when in service
• No component will prematurely wear or deteriorate to unduly shorten the service life
• Very important design consideration: the product must be a source of satisfaction for
the user and not a source of aggravation (more on this later).

From design concept to reality: High Capacity Research Load Frame (Left: CAD model, Right:
completed fabrication) is located in MME Lab E3-2106, the “Crash Lab”. It is capable of
applying an incredible 900 tons (1,800,000 lbs/816500 kg) of compressive force.

1-11
Functional vs. Aesthetic Design
(Examples from the UWaterloo Campus)

Functional Design is concerned with the function of a product or process

These open-web steel joists were designed with the specific function of supporting the long span
of the gymnasium roof. This is a very functional but not particularly aesthetic design.

Aesthetic Design is concerned with creating a product that will be visually pleasing.

These wheel rims (photographed in a UW parking lot) have an important functional purpose.
However, the designer know that enhancing aesthetic appeal plays a crucial commercial role.

Both are often combined (as they should be) for an aesthetic and functional design.

The roof of the Columbia Icefields Arena is both functional and aesthetic. This BMW i8 is a hybrid
making it both very fuel efficient (functional) and visually appealing (aesthetic).

Every design, even the most functional deserve and will be well served by
considering ways to improve aesthetics. This is too often neglected by Engineers.
1-12
The Engineering Design Process
What separates Engineers from clever people working in their
basement? For one, using an Engineering Design Process.

You will see many design processes during courses and co-ops as you
make your way through MME. EGAD introduces the engineering design
process with a “Design at the Cottage” work-along activity. Here are a few
topics that are fundamental to an engineering design process.

Solution Fixation (avoid this): It is natural for an untrained engineer to jump to a “solution” very
early when being introduced to a design problem. This is a mistake. Trained engineers keep an open
mind and make sure they listen closely to their client as they express their needs. They then
reformulate the problem, and respectfully suggest additional needs that the client perhaps did not
consider. This leads to an improved understanding of what the actual problem is, and what the
needs associated with it are. Several alternative solutions (not just one) should be devised. These
solutions are then evaluated by considering criteria and constraints.

Criteria and Constraints: Design Professors are unhappy when you misuse criteria and
constraints. However, even experienced professionals can differ on how these are defined, and how
they are used in a design. In ME/MTE 100 we are trying to use similar (or at least non-conflicting)
definitions. The following definitions will suffice at this stage:

Constraints: Measurable quantities with a go/no-go aspect to them. For example: “the bench to be
designed must support 50 kg”. If a bench design concept cannot support 50 kg, then it is unsuitable
as a viable alternative.

Criteria: Relative measures to compare viable design alternatives to each other to help determine
the “best” alternative. This is always a trade-off. Some criteria are easily quantifiable (weight,
tensile strength, manufacturing cost) but some are not.
Ingenious Indigenous
There are often softer factors, criteria, that can govern the ultimate success of a Engineering:
In the nation now known as
design. These can be difficult to quantify (measure precisely) such as relative Canada, the birch bark canoe
safety, durability, ease of cleaning, consumer acceptance, and ease of was created and used by the
maintenance. You may be asked to use surveys to resolve this in the Communications Indigenous Peoples of the
section of this course. Eastern Woodlands. Their thin,
maneuverable design made
them the most efficient mode of
A Note on Creativity: Creativity should be at the root of all design. We do not travel along rivers, far outpacing
want “throw-away” solutions but there should be an “abstraction” or “ideation the larger, clumsier boats used
phase” in which all ideas are considered. The more “unique”, the better. From that by colonizers. The ingenious
design incorporated the
exercise, plausible and creative solutions can be derived. Creative solutions create waterproof properties of
start-ups and future economic growth (Instructor note: I truly believe this.) birchbark, as well as the sealing
properties of pine resin, and the
Lessons from the Canoe Back Support Design Activity: formability of cedar.

1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
Rhyme to Remember:
When starting a brand new design,
don’t jump to a solution, take your time.
Follow the design process please
…and great results will come with ease. 1-13
Engineering Graphics in Action: Engineering Designers, Managers and
Analytical Specialists

92% of the design process is graphically based - a high

percentage. This reflects the vital role that engineering
graphics serves in the communication of technical
information. The remainder is split between analysis and
written/verbal communication.

As a design engineer, a large amount of your work will focus

on visual/graphically-related tasks.

However, even if you choose a career path such as

management, you will be responsible for reviewing
engineering drawings, production line modifications,
building renovations etc..

If engineering analysis becomes your passion you will still have to use and understand
graphically based solid models in your work.

Comments on Engineering Drawing

 The engineering drawing training that you will receive

gives you a very valuable and useful skill.
 Engineering drawings allows you to depict very simple or
very complicated technical ideas so others can see,
understand, and fabricate components that stemmed
from your thoughts.
 Knowing and using this skill allows you to formulate, share, and extend ideas
readily. Without this ability it would be very difficult if not impossible to do*.

*This is worth some reflection. As the ability to sketch your ideas improves - you will be able
to dig deeper into your thought process by seeing what you had mentally visualized - on paper.
People who are unable or unwilling to use this process limit themselves in advancing ideas to
their fullest potential.

1-14
Introduction to Freehand Drawing for Engineers

Most new engineering students are uncomfortable with the thought of doing freehand
drawing, and question its relevance. However, during your career you will be well served
by picking up a pen or pencil and sketching out an idea to better describe it. This is
true whether at meeting with a client or when designing with CAD.

Regardless of your self-perceived lack of drawing talent, once you have completed the
series of freehand exercises, your ability to create a freehand sketch will be improved -
guaranteed!

The skills and drawing confidence gained during these sessions can have a lasting benefit,
long after you graduate. Numerous alumni have corroborated this.

“A whiteboard marker is my secret weapon. I use this all the time during meetings. A
PowerPoint presentation goes in one fixed direction, while sketching is fluid. You must be able
to draw well, fast, and in 3D. Your audience must be able to understand what you are
drawing.” – Scott Nicoll UWaterloo Assoc. Provost, Resources.

"EGAD really improved my ability to sketch quickly and clearly. In an interview I was asked
to explain how a centrifugal clutch worked. I struggled to describe how it worked, so I
grabbed a pad of paper and using some sketches I was able to effectively do so. It helped me
to secure the job." – David Stilwell, Former MME Student.

1-15
When Are Freehand Technical Sketches Useful?

1. “____________________________” ORIGINAL EQUIPMENT

2. QUICK TECHNICAL DRAWINGS, POSSIBLY WITH __________________ FOR

FABRICATIONDIMENSIFABRICATION

3. DEVELOPING __________________, BEFORE & DURING CAD WORK

4. PRESENTING CONCEPTUAL SKETCHES, OFTEN WITH _____________________

5. TO AID ________________________ DURING A TECHNICAL DISCUSSION.

1-16
Examples of Freehand Sketches for Engineering Design

This was a sketch by Anthony Ho, used for

his 4th year ME481 Design Project. It is an
exercise apparatus for the disabled,
showing the addition of an incremental
resistance system. Note that 4th year
students use numerous sketches
throughout the design stages of their
capstone project.

Sketches can be quite simple, but still very useful. This

is a free body diagram from a case study of a pill
crushing device. ref. Waterloo Cases in Design
Engineering.

This sketch was made to

obtain key dimensions from an
existing laboratory apparatus.
This was used to create a CAD
model for continued design.

1-17
 Professor John Roorda & Freehand Sketching

The Famous Freehand Drawing

John Videos
Roorda was Used
one of the first for EGAD
batch engineering
students at the University of Waterloo. Among the 64
engineering students who graduated on 7th of July in
The freehand sketching
1962,videos
Roordathat
waswe havethe
among theoriginal
privilege of showing
bunch you
who entered
are a Waterloo engineering classic. They are excellent,
first year engineering in July 1957. relevant, and so they
are still used. These originate from instructional sessions by Prof. John
Roorda (1939-1999) and Dr.mayRoorda became
date as a faculty
far back member
as 1975. You willatbethe
a part of the
University
Roorda sketching legacy that of Waterloo
has spanned in 1966.
decades and includesHe had taught
several thousandand also
engineers.
served as chair of the Civil Engineering Department until
his retirement in 1996. Unfortunately he died of cancer in
While working along
1999. with these videos:

His freehand sketching videos have been used as far back as 1975. In

1. DRAW LARGEMechanical and Mechatronics alone as many as 4000 students have followed
USE
along to Prof. Roorda’s THE ENTIRE
methodical PAGE! sketching techniques, and
and excellent
This is colossally
as many important. Drawing
as 8000 students in thelarge challenges
faculty you to improve your
of engineering
skills, and in practice makes for a much clearer drawing. Believe it or not,
You are joining a time honoured tradition in Waterloo Engineering.
there will be several instances as you work along with the sketching videos, when
drawing large will actually make your life easier!

Draw FAST, the pace of the videos is brisk; get your lines down quickly.
Focus on learning the concepts, rather than obsessing on drawing
perfection.

2. DON’T FORGET TO USE YOUR 2B SKETCHING PENCIL EVERY WEEK!

3. OVERALL…

You may well surprise yourself on how much you

improve during the term!

1-18
 Sketching Tips During the Freehand Sessions

◼ Relax, draw fast and do NOT seek perfection. The pursuit of

perfection crushes good work, leaving you feeling frustrated and
discouraged.

◼ No “postage stamp” size drawings. This is a very common malady. Challenge

yourself. DRAW LARGE!

◼ Do not plant your wrist and draw (that is where postage stamp sized drawings come
from). Strive to get your whole arm moving during the sketching process. You will
improve more doing this.

◼ Important: Focus on understanding the concepts that are being presented rather
than how good your drawing looks. You can concentrate on the look of your drawing
when doing the assignments. You will have to work fast during these sessions.

◼ Do not concern yourself on how well everyone else seems to be doing… just do your
own thing!

◼ Please do not use thin lead mechanical pencils for sketching on newsprint (or for
sketching in general).

Two Quick but Useful Freehand Tips:

◼ First…. Look Look Look Look… Then, Draw! (from an art teacher in Sudbury, ON)

◼ You will notice that during the video Prof. Roorda will sometimes quickly pre-draw
the line with his pencil above the page, and then draw the line with his pencil on the
page.

1-19
Oblique & Axonometric Projection

Oblique and Axonometric Projections are discussed during the first freehand lesson. This
is often a source of confusion, so here are clear and simple explanations. Oblique and
Axonometric techniques are useful to communicate the appearance of an object by drawing
an approximate 3D representation.

Oblique Drawing is the simplest technique to obtain a pictorial view of an object. Start by
drawing one view (usually the front view) and then extend from this view lines to represent
the top and a side view. It is a distorted image, but gives the idea of the object in 3D (see
examples below).

Axonometric means “to measure along axes”. An axonometric three-dimensional

pictorial image is created by sketching three sides of an object along their axes (see
below). Axonometric drawings have a limitation in that perspective is not taken into
account (i.e., features further back use the same amount of space as closer features).

Note: Isometric Projection is one form of Axonometric drawing where the three axes
are drawn at specified degrees (see examples the on next page).

1-20
Isometric Projection

Isometric projection is a form of axonometric

projection. To create an isometric sketch, the x and y
axis are drawn 30 degrees from the horizontal.

Simple Isometric Sketch:

Not-so-simple Isometric Sketch: Optical-Grinding Engine

Rendered in 30 degrees isometric. (1822) This is in the public domain because its copyright
has long expired. Source: Paper “On Isometric Perspective” in Cambridge Philosophical
Transactions 1822.

1-21
Engineering Drawings: From Caves to Computers
You are about to learn time-honoured and ever-
evolving, relevant skills.

It is thought that the use of technical drawing may

pre-date written language. Building plans date back to
Babylon in 3rd MILLENIUM BC. The ancient Greeks
created geometry-inspired drawing instruments such
as compasses and triangles. Contemporary technical
drawing started in the renaissance (15 th century)
using geometric principles.

Descriptive geometry, the representation of three-

dimensional objects in two dimensions using a
specific set of procedures was developed in the 18th
century. Attempts for standardization followed.

Architects during this same period, when dealing with

complex structures, used conventions for design
drawings (plan, elevation, sectional views). This
practice migrated into engineering during the
industrial revolution.

The birth of computers and the relatively recent

development of computer aided design software has
had a tremendous impact on engineering drawing and
design.

1-22
Conventional Drafting Instruments

1. Drawing Board 5. Scale 10. Drafting Lead Sharpener

2. Sliding T-Square with 6. Protractor 11. Circle Template
Transparent Edge 7. Drafting Pencil
3. 45° Triangle 8. Sandpaper Pad or File
4. 30° x 60° Triangle 9. Erasing Shield

9
7 10

6 11
8

3
5
4

Not so many years ago, to learn the “craft” of using these instruments took considerable
time and training. All these instruments have their tricks and shortcuts, which were
developed over many, many hours of use. Now, CAD drawing levels the playing field
somewhat, but it is still quite apparent when drawings are well done (or not) even with the
best CAD software.

This page and the previous are provided to give you a small appreciation of what was done
(countless hours, by many practitioners) in the past. “Appreciate the old but know the
new!”

1-23
Example of a Technical Drawing

C. E. Duryea Road Vehicle – This Vehicle was drawn over 100 years ago. Conventional
instrument techniques were used to create this drawing. It is an example of what could be
accomplished with developed conventional drawing skills.

Even with the “tools of today”, if you can get to this level of drawing expertise (from 100+
years ago), you have really accomplished something!

1-24
Drawing Pencils

Thin Lead Mechanical

Pencils: Although these are
very common, they are not
“expressive” and are not
recommended for
sketching and drafting.

Wood with Graphic Core

Pencil: these are very
versatile for both sketching
and drafting.

Drafting Pencil with

replaceable leads:
The correct grade of lead
depends on the drafting
medium used, e.g. paper,
vellum or Mylar.
Pencil Lead Grades

Hard Leads (from

the top down):4H,
3H, 2H & H. Used
on vellum & Mylar.
Also good for
drawing light
construction and
guide-lines.

Medium Leads:
F, HB. Good for
drafting and light
sketching.

Soft Leads: B to 6B.

These leads are too
soft and smudge too
easily for drafting
purposes but are
excellent for
sketching.

1-25
Paper Sizes
Paper sizes come in both imperial (inch) and ISO metric sizes. As you work on drawings you will
become very familiar with certain paper sizes. Your drawings will usually be plotted on sizes and
with templates specified by the company that you work for. In Canada we traditionally use imperial
paper sizes. (ANSI means American National Standards Institute.)

Please Complete Table 1 (fill in the missing sizes).

Table 1: ANSI Standard Paper Sizes

Similar ISO
Name Common Name Size (inch)
A Size
ANSI A Letter A4
ANSI B Tabloid A3
ANSI C -------- 17 x 22 A2
ANSI D -------- 22 x 34 A1

Table 2: ISO Standard Paper Sizes

Name Width (mm) Height (mm)

A0 841 1189
A1 594 841
A2 420 594 You will be asked to use A size paper for several
A3 297 420 EGAD assignments. If you do not have access to A
A4 210 297 size, use the close metric equivalent, A4.

You can determine the ANSI sizes (there is a sizing sequence). So, on a work term if you are asked
to plot a drawing on B size paper, you will know what that means.

Keeping Drawings Clean When Using Drafting Instruments

DO’S
 Clean the point of your pencil with a soft cloth after sharpening.
 Keep all drawing instruments clean.
 Avoid smearing graphite on your drawing. The next two points address this.
 Keep your hands off the drawing as much as possible.
 When darkening lines at the end of the drafting process, work from the top to bottom.
DON’TS
 Don’t: Sharpen your pencil over your drawing
 Don’t: use your hands to remove eraser particles, use a brush or cloth.

1-26
Line Types and Thickness

Object Line (thick)

It is important to know
Hidden Line (medium) the line type and relative
(approx.) 1mm 3mm thickness of these lines.
This knowledge will be
Centerline (thin) applied during your first
instrument drawing
assignment.
Dimension Line and Extension Lines (thin)
15

Dimension Line Extension Line

Line Quality

Good lines should be straight, of consistent darkness, and sharp not fuzzy.

In order to control the quality of your lines, do the following:

i. Use the correct grade of lead

ii. Use a consistently sharp pencil point

iii. Hold the pencil at a constant angle to the paper

iv. Exert uniform pressure on your pencil

v. Keep rotating the pencil so that the tip stays round and consistent in width .
(Tip from Mr. Gerry Nespoli)

1-27
Example Brick Figure & Standard Views

OBJECT LINE

1-28
Examples of Good and Poor Drawing Techniques
When drawing lines and arcs using traditional tools, lines should be black, crisp, consistent,
and the proper thickness. Examples of good vs. poor technique follow. We will work in class
to identify the pro’s and con’s of each.

GOOD TECHNIQUE POOR TECHNIQUE

LINES

CORNERS

HIDDEN &
CENTRE LINES
(can you pick out
the differences?)
SEE BELOW FOR
CENTRE LINE
DRAWING
CONVENTION

CENTRE MARKS
ON HOLES

FILLET TANGENTS

GUIDE LINES –
keep them light

«IMPORTANT:
Learn these
Centreline
Conventions
You will be using them
frequently!

1-29
 Introduction to Dimension Styles
Dimensions are a crucial component of an engineering drawing – they govern the
fabrication of an object. Two common dimensioning styles and a few rules will be
explained. Dimensioning rules will be covered in greater detail in Chapter 5.

Continuous Dimensioning
Continuous dimensions are discreet, point-to-point dimensions. They are used for simple
components and sheet metal.

Baseline Dimensioning
One extension line of every locational dimension (if extended) passes through the datum.
This is true for every locational dimension. Very common and useful dimension style.

Datum: a point, line,

edge or surface from
In general, do not mix
which measurements
dimension styles.
are taken

Of Great Importance: Sufficient and proper __________________ must be

present to allow the fabrication of the object without any ________________. This is
crucial!

1-30
Class Exercise: Continuous and Baseline Dimensioning

1-31
Advantages of Baseline Dimensions:

• Easier to set up and fabricate; fewer _______________ are required during machining.

• Prevents __________________ errors from accumulating.

When using continuous dimensions, one must be

careful to not allow more tolerance than intended.
This is known as “tolerance stackup”. Below: notice
that if the holes for both blocks were drilled at the
maximum allowed tolerance, the block using baseline
dimensioning is fabricated more accurately.

If the fabricated shape had to align (also called “mate”) with an associated part, the
_____________________ dimensioned component would have a greater likelihood of successful
assembly.

1-32
Working Drawings
To create a part, we first design a feasible solution to the problem.
We capture this design solution with sketches, 2D instruments or
CAD drawings, or solid 3D models.

Despite how awesome your (un-dimensioned) sketch, CAD

drawing or solid model looks at this stage, it is not much use to
anyone until Working Drawings are made of the component(s). We are creating
something that ultimately will be fabricated. Sufficient detail must be provided by you, the
designer, for this purpose.

Types of Working Drawings

Detailed Drawings: fully dimensioned multi-view drawings, with sufficient information
conveyed to fabricate the device - whether in Barrie, Baja, Bali, or Bangladesh.

Can you read/understand an engineering drawing? It is very important to become

technically “literate”. We will work on this skill this in EGAD.

1-33
Assembly Drawings: These can be full or sub-assemblies; they show how the various
components that create a device fit together. This is often a cross-sectional view (to be taught later).
Each part in an assembly is typically assigned a part number.

Working Drawings Components

Besides the dimensioned components or assembly views, here are other items that comprise an
engineering working drawing:

1. a. Border: A border is part of a standard working drawing format. It is approximately ¼ inch

(6 mm) from the outer perimeter of the drawing sheet.
b. Zoning: Drawings may be divided up into a grid using letters and numbers. Zoning allows
easy location of various regions by referencing coordinates such as C2.

2. Title Block: Every dimensioned or assembly drawing must include a title block. The title block
should appear in the lower right-hand corner of the drawing. Title Blocks can hold a wide
variety of information. These are the more common items:

• Company Name
Most companies have a pre-formatted title block that
• Main Title, Sub-Title
is used with each drawing.
• Scale
• Drawing Date
• Your Name (possibly a Checked by and/or Approved by names as well)
• Drawing Number, Revision Number, Revision Date
• Certain drawings will require an engineer’s stamp

1-34
NOTE: This is a reference for the Title Block that you will use for assignments (when one is called
for). It will be created with drawing instruments or (later) in CAD. The title block does not need to
be exactly this size (e.g., you may have a long last name), but all the required information must be
present. Note that you may not be assigned a block or section number (then leave it blank).

3. A Bill of materials (BOM): this is a parts list that can contain the name & assembly part
number of each component, part material, the basic dimensions, the number required, and a
stock part number (if available). The BOM is often placed at the upper right-hand corner of a
drawing.

4. Revision Column*: (also called a change table) Changes to a drawing must be recorded and
approved, especially after it has gone out for manufacture. Failure to do this diligently can
create many headaches. The revisions are numbered and contain a date, brief description of
the change, and signatures. The revision column is often placed above the title block. Note that
within the drawing a “revision cloud” is sometimes drawn around the area that has been
changed, or a grid reference is used on the drawing.

*A Revision Column is not shown on the preceding drawing, but its position is indicated.

5. Notes and Legend: general notes regarding the drawing and/or a legend that explain the
symbols used on a drawing are other items that might be found on working drawings.

Other Drawing Types (there are many):

- Architectural
- Electrical
- Construction
- HVAC: Heating, Ventilation and Air Conditioning.
- Structural
- Piping and Instrumentation (P&ID): shows process piping, equipment, and instrumentation.

1-35
 Self Study: Elements of an Engineering Drawing: Sketch in the various working

1-36
drawing components in their proper location on the drawing sheet. (Use the
previous information to find these locations.)
Creating Engineering Lettering
Developing the ability to letter in the engineering style will make your
work look much more professional. This lettering method is a traditional
hallmark of an engineer.

Follow the guidelines below for forming letters – it is required that you
carefully study and exactly duplicate the stroke sequence when you
begin technical lettering. It may not feel natural at first, but it will quickly
become second nature.

Once you are confident that you have mastered engineering lettering, you may wish to develop
your own unique lettering style (but please stick to the convention below for this course).
Straight Line Letters

Curved Line Letters

Curved Line Letters and Numerals

Proper technical lettering technique is especially important with numbers. If your

numbers are clear there will be less misinterpretation and fewer mistakes.

Career Tip: Technical LETTERING is also great for short memos, marking revisions on drawings,
labelling sketches and instructions. It makes your work look more professional – use it!
1-37
Lettering on Engineering Drawings
• Lettering should be done with a medium soft pencil
• Sharpen lead to a point, wipe off excess graphite, then round the tip slightly on a scrap piece of
paper
• To keep the lead point symmetrical, rotate your pencil a partial revolution before each new
letter is started

• Uniformity – good lettering requires uniformity of:

- Height - Spacing
- Inclination - Weight of Line
…or is it?
• Composition
- Equal areas between letters (but not all letters take up the same space)
- Space between words = approximately the height of the lettering, not more than twice the
height
- Increase space between end and start of sentences

• Stability
- To overcome “top heavy” appearances, upper portions of B, E, F, H, K, S, X, Z and numerals 2,
3, and 8 must be reduced in size

• Technique
• Any budding engineer can improve with proper and persistent practice! It is worth it!

• Fractions
E.g.
HT: height of lettering

• Use only capital letters on engineering drawings

• Large and smaller sizes of capitals can be used in some instances, e.g. Title Block

• Drawing Guidelines
- Always use guidelines when lettering
- Draw light lines with a hard pencil (e.g. 4H) or by pressing softly with a sharp F or HB pencil
- A scrap of paper is handy for a lettering height template
- Recommended text height is 1/8” (3mm)* on a drawing and ¼” (6mm) total height for
fractions. The space between lines is ½ the height of the lettering.
*CAD drawings are typically reduced in size when they are plotted (printed), to fit the printer
paper used. In these instances the “as plotted” text size should resultantly be 1/8” or 3mm.

1-38
Refer to the previous page, and find the faults in this lettering...

What letter alternative is preferred? Why (specifically)?

“AN OUNCE OF IMAGE IS WORTH

A POUND OF PERFORMANCE”

It is essential that the technical content (performance) of your work is of top

quality, but it is also important that the appearance (image) of your work is
superlative.

Career Tip: Attention to both the technical aspects and the aesthetic appeal of your
efforts will set your work apart! People often think that function and aesthetics are
two separate issues, and that a product is either one or the other. This is not true!

1-39
Lecture One, Supplement A. These tips will help with this week’s instrument
drawing assignment, and any instrument drawings that you do in the future.

Tips for Creating a Decent Instrument Drawing

1. Clean your drawing instruments.
2. Choose the right hardness of pencil lead – too soft will smear on the page.
3. Put an extra sheet of paper under the sheet that you will be working on – this creates a
softer, easier surface to draft upon. Tape the sheets to a table.
4. Lightly draw the border and the outline of your title block. The title block is in the lower
RIGHT-HAND corner.
5. Choose the starting point of your drawing on the page. This takes some
thinking/planning so that your drawing is best positioned on the sheet.
6. Draw your preliminary object lines in lightly, with a very sharp pencil.
7. When the light draft of your object is complete you can darken it in. From this stage
onward, extra care must be taken to not smudge the pencil lines as you work.
8. Once the object lines are darkened, the dimension lines are carefully added to not create
smudges. Alternatively, you may prefer to add the dimensions, then as the very last step
darken the object lines.
9. Pencil in the dimensions using guidelines and proper engineering lettering.
10. The final step is to add the text to the title block. Again, guidelines and proper
engineering lettering must be used.
11. And then (as perhaps mentioned in class) sit back, reflect on, critique, and admire
your professional looking drawing!

https://www.google.ca/url?sa=i&url=https%3A%2F%2F2.zoppoz.workers.dev%3A443%2Fhttps%2Fwww.clipartguide.com%2F_pages%2F0511-1002-0304-
5949.html&psig=AOvVaw2oX09WNrZ0dSGaIIZxtaZ7&ust=1594731474899000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMid3
oykyuoCFQAAAAAdAAAAABAD

1-40
Lecture One, Supplement B.

A Quick Guide to Using Imperial Units for Measurement

For students who have previously used metric only…

Clearly, the metric system is a far more logical system of

measurement. However, imperial measurements will remain part of
our Canadian engineering, and everyday life. Learn both.

Why do I need to learn imperial units?

• There are several reasons, but the quickest answer is “because they are still in use”
• Several Canadian companies are satellites of US companies. This means that company
standard practice is using imperial units: feet, inches, pounds, US gallons, etc.
• Existing drawings from older databases (for instance equipment in a plant) will likely
be in imperial units.
• Machine shop fasteners, drills, mills and other tooling used with equipment
fabrication are commonly still in imperial units.
• Lumber, pipe, tubing, fittings, and other building materials are generally in imperial.
• Many working Canadians are much more familiar with imperial units. To
communicate meaningfully, you should speak in their (unit) language.

In Canada we use a variety of metric and imperial units, often at the same time. The use and
interchange of the two-unit systems can be mixed together during a conversation or even
on the same drawing,

E.g. a 100x100mm steel plate with ¼” threaded holes at each corner.

I call these “Met-perial” units, and these mixed units are everywhere. They even appear
on many 4th year capstone design project reports and presentations!

Inches – an inch is 25.4 mm (remember that conversion – you will need it).
Precise machine drawings in Imperial will use inches and decimal of an inch, e.g., 2.375”.

However, it is common practice (if accuracy is not compromised) that instead of using
decimals, imperial measurements often are based on fractions of an inch.

Imperial fractions can be smaller than 1/16 (ex. 1/32), but usually sixteenths, eights,
quarters, and halves of an inch are used. Measurements are often expressed as ‘number of
inches’ followed by the fractional value (¾, ½, ¼ or 1⁄8 ). See examples below.

For teaching purposes the inch (“) symbol is used in both dimensions above. However in actual
practice there would be a note on a drawing e.g., “ALL DIMENSIONS IN INCHES” and the
dimensions would not include the inch symbol. 1-41
The following is a greatly expanded view of an inch, divided into its most commonly used
fractions:

You will find this scale on Imperial rulers and tape measures. Note that inches are denoted
either by using the short form – in. (e.g., 4.25 in.) or alternatively with a double tick behind
1
the unit e.g. 32 ".

Feet (one ft. = 12 in) are denoted with the short form: ft. or with a single tick behind the
unit e.g. 12’.

When feet and inches are combined (usually for architectural purposes) we can get
something like this: 15’-5 ¾”.

Bottom line: you must be bi- “unit”-lingual and become comfortable with both imperial
and metric units in Canada!

1-42
WEEK 1 ASSIGNMENTS

Freehand Assignment #1.0 – Lines and Cubes

(Do not hand in what you did working along with the freehand video, this is a separate assignment)

Assignment 1.1 – Engineering Technical Lettering

Assignment 1.2 – Instrument Drawing – Shaft Guide

WEEK 1 BONUS ASSIGNMENT

Assignment 1.3 – Lateral Thinking (due later in the term)

Helpful Henriette’s Tips

This is the first of a series of tips, originated by Jenny Dong.

First and most important Tip: Have you checked that you followed all instructions?

More Tips:
• Did you read and understand all the notes on the assignment pages of the course notes?
• How is the quality of your drawings?
o Neatness fairly good?
o Does your work look like it was done by a professional, or by a Grade 1 student?

An important comment about when you should be working on your EGAD

Assignments: It should never be said that you did not have time to do your other
assignments because you were working on EGAD. A good way to do work is to fit EGAD in
between other assignments (e.g. use it as a change/break from doing math)!

The comment below is perhaps the single best thing we can tell you to enhance your success
in first year:

The key to success is reading instructions carefully! This is

the #1 complaint from your Teaching Assistants and the #1
thing you can do to get better marks.

This is VERY IMPORTANT to remember! As an Engineer, you have to

make sure that you understand everything about the problem you are
facing in order to come up with the best solution possible, so reading
everything is essential!

“Often to speed up, you have to slow down” – Charlie Boyle, Engineering Machine Shop

1-43
 This page has the rules for submitting your assignment. It is very important that you read, understand, and follow
all the submission rules. Due to the large number of submitted assignments, you really help us out by doing
this correctly, with well-scanned clear assignments.

ASSIGNMENT SUBMISSION RULES.

This is the required format for your weekly assignment submission.
Draw guidelines by
Use technical hand, NO
lettering (ALL RULERS!
CAPS) for the
title text

Make sure the

title
information is
written on the
left-hand side
of the paper

1. Freehand sketching is traditionally done on large sheets of newsprint paper. This

will be available this term, for the on-campus students.

2. For online students, use two pieces of A (Letter) size paper*, taped together as
shown below. *Alternatively use two sheets of the metric A4 size. It does not have
to be folded as shown above.

3. Ensure that each assignment contains:

a. Name
b. Date
c. Assignment #
d. Signature
e. Block/Section (if you are assigned one)

4. Take pictures of, or preferably, scan all your

assignments. It is recommended to use the CamScanner or Office Lens apps for
scanning pictures of assignments. Online students, please scan the “two fastened
sheets” of your freehand drawing as a whole, not each individual page

5. Ensure your pictures/scans are in .jpg, .png or .pdf form, and that they are
clear and legible. Have your submissions in the correct orientation so the
TA’s do not have to rotate them (it is good to keep the TA’s happy).

6. Hand in assignment to Crowdmark before the due date. Instructions on

how to submit to Crowdmark can be found in the Crowdmark primer on LEARN.

Don’t Forget: Every Assignment Must Be Signed!

1-44
Freehand Assignment #1.0: Lines and Cubes
The Freehand Video had instructions for a series of line and cube sketching
exercises. However, since this is your first week... to make your life easier, and
the assignment easier, here are simplified steps to follow. As mentioned, do
not hand in what you did in class this is separate work.

NOTE: NO RULERS ON ANY FREEHAND ASSIGNMENT, EVER.

NO EXCUSES. THIS INCLUDES GUIDELINES. USING RULERS IS CONSIDERED CHEATING
AND YOU WILL RECEIVE A GRADE OF ZERO FOR THE ASSIGNMENT. (This statement
sounds harsh but it was spawned by previous “situations”.)

PURPOSE: Drawing parallel straight(ish) lines is a sketching fundamental. No one is perfect, even
accomplished artists struggle with this. Parallel lines and cubes form the basis of many objects. As
you draw, it is highly recommended that you regularly review your sketching work, and self-
critique it. Are the lines parallel, where required? Have I followed the instructions carefully?

Instructions:
1. Tape two letter size (A or A4) sheets together as instructed previously, and add the title
information i.e. clearly write: Assignment Title, Your Name, Signature, Date & Block.
a. Reminder: your margin should be roughly 1” (25mm) in width.
b. Use your 5B pencil on every newsprint Freehand Assignment! Online students using
regular paper can use a 2B pencil.

2. On the left-side of the taped papers, sketch:

a. Three Horizontal and Three Vertical lines, approximately 15-20 cm in length. Use
your whole arm motion when sketching.
b. Two sets of perpendicular lines, approximately equal length, intersecting them at
their midpoints.
c. Several pairs of parallel lines at various inclinations (i.e. not vertical or horizontal).
The number of these line pairs, their inclination and length are up to you.

3. On the right-side of the taped papers, sketch:

a. One oblique cube with shading (ref. pgs. 1-20, 21).
b. Two axonometric cubes with shading, from different viewpoints.
c. Finally, construct a simple but interesting shape comprised of several isometric cubes (e.g.
one idea: Minecraft/pixel art). 15 minutes maximum --- Be Creative!

1-45
*Exercise* (Not an Assignment)
Try to identify improvements for these cubes, this will help you develop an “eye” for proper
drawing techniques

Isometric Cube

Try sketching 2-3 cubes in the space below; critique them, and then have a classmate
critique them as well.

1-46
 You can directly work this page, or if you prefer a NOTE: The TA’s grading this assignment will be looking
copy is available on Learn that you can print and use. closely to see that you followed the stroke sequences on pg 1- 37

Assignment 1.1: Engineering Technical Lettering

PURPOSE: To develop clear, professional lettering. You can apply this for the rest of your life. Use on
drawings, short memos, revisions, comments, document mark-ups, etc. It pays to look professional.

Instructions:
Print the letters A through Z, with at least 5 repetitions per line (some students feel 8 are best to learn this).
You MUST follow the EXACT stroke sequence shown by the lettering guide on pg 1-37. Strive to make
each letter better than the one before it. This assignment is best done in small doses – a rushed job will be
noticeable and graded accordingly. Use an F or HB pencil.

1-47
 Using your new technical lettering skills, write out the following words:

TAP DRILL

COUNTERSINK

UNIFIED THREAD

THIS IS FUN

GOOD LETTERING
LOOKS PROFESSIONAL

Name: __________________________________ Date: ______________ Signature: _____________________ Block: __________________

Leave blank if a Block or
Section is not assigned.

1-48
 Assignment 1.2: Instrument Drawing – Shaft Guide
Background: Your first work term is at Canada Machine Ltd. A contract exists to fabricate 500 Shaft Guides
based on an existing prototype. Your boss gives you the prototype, and requests that you create a
dimensioned engineering drawing for this part. Machinists will use your drawing, so it must be clear and
accurate to correctly fabricate 500 components. If there are errors, a great amount of time, materials, and
money will be wasted, and the company’s reputation will suffer. You will then get a poor work term evaluation,
making it harder to get a good job thereafter… no pressure. So do this carefully; lots of guidance is provided.

Notes:
• Graph paper will help with this assignment, preferably with ¼” squares. If you don’t have graph paper
just do your best using a sheet of regular blank A size paper.
• There are additional step-by-step guidelines on the following pages. These are meant to make this
assignment easier for you to do.
• You measured the prototype, and made this quick preliminary sketch to capture the dimensions
needed to create a proper engineering drawing:

Note: this sketch is

NOT properly
dimensioned!

It is only a temporary
rough capture of
measurements, for
your eyes only.

Refer to it only for

the dimensional
values, as it violates
several dimensioning
rules.

Construct a drawing on “A” size paper. See the SAMPLE DRAWING (next page) as a general guide.

Instructions:
Please carefully follow the drawing protocol. Do not lose marks for missed items.
 Use 1:2 scale* * 1:2 (or half scale) is
 Use BASELINE DIMENSIONING. required so that your
 Use the lower left corner of the part as a datum for dimensions. drawing will fit on A
 Call the part “SHAFT GUIDE” size paper. For example,
Lettering a 6” dimension will be
 Title Block should be in bottom right-hand corner of your sheet drawn 3” on the paper
 Use our title block style on pg. 1-35 (but will still be
 Please include Assignment Title, Scale, Your Name, Block # and Signature dimensioned as 6”).
 Guidelines should be used for all lettering and dimensioning
 Dimension and general lettering height should be 1/8” (i.e., ½ graph paper grid); lettering in the Title
Block can be larger
 Proper lettering technique should be used on all work

“One thing I've found is the importance of those fine details. They may seem insignificant, but when you're surrounded by detail -
oriented professionals, they will reject your drawing if there's even a subtle mistake. The instrument drawing assignment is a perfect
example of those small details and will give students a taste of what I'm experiencing every day at work.” M. Phillips
1-49
Drafting & Dimensions
 Dimension lines should be lighter than object lines
 Use graph paper gridlines (if you have graph paper) to help draft vertical and horizontal lines
 All dimensions should be placed outside of the object, if possible, i.e. keep your dimensions off the part
 Use baseline dimensioning properly (as taught, one extension line of each locational dimension should
cross through your datum if extended)
 Arrowheads should have an approximate ratio of 3:1 (length to width)

LEARN THIS: End View of a

Threaded Hole. The diameter of
the outer ring is (approximately)
the size of the specified thread
diameter.
Proper Arrowhead Proportions
Rhyme to Remember: To avoid a threaded hole mishap,
Draw the outer circle with a gap.

Here is a SAMPLE DRAWING demonstrating proper drafting techniques (THIS IS NOT THE DRAWING
THAT YOU WILL BE CREATING, THIS IS A VERY GENERAL GUIDE ONLY):

An important comment: the best final check of your work is to review it

as if you were a machinist. Can the part be totally made from your
dimensions? Is there anything unclear or missing?

1-50
Assignment 1.2: Step-by-step Instructions for Drawing the Shaft Guide
This early-stage assignment can be challenging… so follow these steps for a much easier route
to completion:

Tools of the Trade: Items and Instruments for this Assignment

• A few sheets of A size paper, including graph paper (if you have this) with ¼ inch squares
• A bit of tape to hold down your drawing
• Your new F pencil
• Ruler
• Compass
• Eraser
• Paper towel (for cleaning instruments and wiping away eraser remains)
• Hole Template (optional) – it might be handy for the smaller holes.

Step One: Setting Up Your Paper

1.1 It is recommended to have at least two sheets of paper stacked on top of each other before
drawing. This creates a softer feel for better control, a softer drawing surface and a thicker
base for your compass point when drawing circles.

1.2 Tape down each corner of this paper stack to prevent sliding.

1-51
Step Two: The Initial Layout

2.1 Start by drawing a light border around the paper, approximately ¼” from the edges (darken
afterwards, at the end of the drafting process).

2.2 Draw the outline (just the outline at this stage) of the title block. Refer to the example on page
1-35. The exact dimensions for a title block can vary (depending on the information in it)- this
example uses 4-1/2” x 1-1/16”.

2.3 Visualize or even better, make a quick sketch on a separate sheet to pre-determine how the
components of the drawing will be arranged to fit on the sheet.

2.4 Consider the following:

• The space required for the baseline dimensions.

• Note: sides with more dimensional detail will require more space.
• Your object outline and dimensions must be placed to not interfere with the title block
and border.
• A quick freehand pre-work sketch will reduce the number of mistakes, saving time.

This is a very quick

hand-drawn sketch to
try the overall layout of
the drawing. …It is not
accurate in all aspects.
It takes a few minute to
sketch but, as
mentioned will save
you time in the long
run.

2.5 Start drafting the outline of the object, beginning at the datum (i.e. the lower left corner).

• Use a ruler; this assignment is an instrument drawing

• Reminder that the scale is 1:2 (ref. text box at bottom of page 1-49)
• Start with light lines
• There is enough information provided on the rough sketch on page 1-49 to create a proper
instrument drawing

1-52
Continue drafting the object shape outline, using your ruler. (Note: The eraser is also a tool; but erase
carefully as to not leave smudges.)

To draft the arcs and circles: Carefully find the location of the hole centres and mark them with a
small “+” on the drawing. Refer to the following figure:

Step Three: Continuing with the Geometry

3.1 Use a compass to draw the arcs and holes on the part. Holes are centred on the centre marks
that you drafted earlier.

Note that the 2” arc will be tangent to the sloping line on

the left side of the component. This means that the arc must
be drawn longer to start. Once this line is drawn, careful
erasing* will follow. (*A small scrap of paper can be used as
a shield to help with the erasing.)

1-53
3.2 Draw a chamfer. A chamfer is a corner that is cut. In this case, the chamfer is a cut at 45 degrees
and extends 1” in both the x and y directions (again, don’t forget the 1:2 scale). See the small
figure below.

3.3 Drafting Threaded holes with proper technique: The bottom two holes are threaded.
Threaded hole end views are designated by 2 concentric circles (ref. pg. 1-50). The outer circle
is drawn with a small gap* usually at the lower right. The diameter of the outer circle is drawn
to scale, but the inner circle diameter is only approximate. *An alternate drawing convention:
drawing the outer circle with a dashed linetype also indicates that these holes are threaded.
Again, don’t forget the 1:2 scale.

Notes:
• 1-12 UNF means that this hole is 1" in diameter and there are 12 threads per inch (more
on this next week).
• The centre-line (a series of long and short dashes) is required to show that the two holes
are aligned horizontally on the part. Always draw centre lines thin (Hint: sharpen your
pencil).
• By convention, the part outline “object” lines are the thickest, darkest lines on a drawing.
Centre lines and dimension lines should be thinner and lighter (this is so that “non-object”
lines do not obscure the object outline).

1-54
With the addition of the angled tangential line (on the left) you should now have the geometry
completed – lightly, to be darkened later.

Step Four: Drawing in the Dimension Lines

4.1 Use baseline dimensioning. Start by considering the vertical dimensions.

Note: It is imperative that you provide sufficient dimensions so that a machinist can properly
fabricate the part, without ambiguity or guesswork.

4.2 The following figure shows the appropriate dimensioning convention for the left side.

Be sure to use guidelines for the lettering!

1-55
4.3 Now add the horizontal dimensions, again using the Baseline convention. Only a few are shown
here, you are responsible for including all the necessary dimensions.

4.4 Add the radii, diameter and chamfer dimensions.

Note the conventions used, i.e. a hole is preceded by “” and then the diameter e.g. 12 and a
radius (also called a fillet) is preceded by an “R” and then the radius value e.g. R6.0.

The units for a regular location or size dimension e.g., inch [“] or mm do not normally need to be
shown if there is a note that indicates “all dimensions in inches” (or mm).

1-56
Step Five: Darkening Lines and Adding Text
Caution at this stage… darkening lines carefully can mean the difference between a crisp clean
professional drawing vs a smudgy mess.

5.1 Darken the object lines. This should be a quick operation but do it carefully to avoid smudging
your drawing. Darkening from top left to lower right can help prevent smearing your lines.

5.2 Add all the necessary text (for dimensions etc.). An overlain paper sheet can be used to protect
the drawing from smearing.

• Apply Engineering Technical Lettering using the stroke sequences from the charts on page
1-37 of the course notes. The text height is 1/8”.
• Again, note that the drawing convention for arcs uses an R e.g. R0.5, and the convention
for circles is a diameter symbol e.g. Ø2.0

5.3 Add text for the material type, material thickness, and units used. Finally include the Title Block
Information (ref page 1- 35).

1.2

Note that not all the dimension lines etc., have been shown in these guidelines. To encourage you to
think independently – the missing dimensional information is up to you to complete on your
drawing.

Once you are done… stand back and admire your work!

1-57
Items to Note regarding Engineering Drawings and Assignment 1.2:

1. You might appreciate that even for this relatively simple part, a fair bit of effort and
attention is required to make a proper engineering drawing of it.

2. As mentioned, a very good practice when a drawing is done is to look at your

drawing and think through it as if you were going to build it, step by step. Is there
enough information available to fabricate it? Is anything missing?

3. If you do this work sloppily or carelessly, you will be required to resubmit it.

4. The fundamental skills learned on this assignment are applicable for the rest of your
career.

Some students might like to see all their assignments pre-worked in this fashion. However, in
order for you to graduate as an independent, capable, lateral thinking problem solver and
innovative engineer - future assignments will not be presented in such a detailed way.

1-58
Bonus Assignment 1.3: Lateral Thinking
PURPOSE: The objective of this assignment is to prompt you to notice and
appreciate clever lateral thinking, and even more important… to make an effort
to apply lateral thinking to engineering design.

Home Exercise (not submitted):

Think of a brief story of a clever solution* to a problem (clever solutions
are devised by lateral thinkers). This could even be a folk story. Your
lateral thinking example can be hand written (if you have neat writing), or
typed. Simple sketches to support your example are ALWAYS encouraged.
See note on professionalism below*.

To submit, later in the term (optionally):

In an effort to get you to think laterally, which is important in engineering and especially
important for engineering design, you have until later in the term (date will be given) to
cite an example of lateral thinking that you personally did during the term. Impress us!
Don’t be humble (in this instance), be proud of a situation in which you were innovative,
clever, creative and original.*
*Keep in mind that you are at professional school; keep everything appropriate.
Submit a narrative (not a flowchart). Do not hand in a long essay; one page maximum!

Start thinking about this now! As mentioned this will be due later in the term; you will be
notified.

_____________________________________________________________________________

Lateral Thinking™: Unconventional thinking. Deliberately setting out to look at challenges

from completely different angles to find great solutions that would otherwise remain
hidden… Edward de Bono

1-59
Bonus Assignment 1.3 Lateral Thinking Aid Page

You were asked in Bonus Assignment 1.3 to cite an example (during the term) where you used
lateral thinking. A pitfall is that you might do something clever but then cannot recall what
you did. So, jot down your lateral thinking strokes of genius here before you forget them.

Space for more than one instance is provided as you might come up with even better examples
of your lateral thinking later in the term:

Lateral Thinking Instance #1: Date:

Explanation and Sketch:

Lateral Thinking Instance #2: Date:

Explanation and Sketch:

Lateral Thinking Instance #3: Date:

Explanation and Sketch:

1-60
 LECTURE #2
1) Screw Thread Presentation

2) Designers of the Week – Leonardo Da Vinci & Buckminster Fuller

3) Basics of Multiview Orthographic Projection

- Description & Reasons for Orthographic Projection
- Three Means of Visualizing a Multiview Drawing
- First angle vs. Third Angle Projection
- Conventional View Placement
- Creating Multiview Drawing: Demonstration with Drafting Board
- Multiview Drawing of Primitive Shapes
- Using the Mitre Line
- Auxiliary Views

4) Freehand Video #2: Cube with Cutting Plane, Section Hatching, and Orthographic Views

5) Introduction to AutoCAD

6) Configuring and Starting AutoCAD:

- First Time User Set-Up
- Introduction to the AutoCAD Drawing Environment

7) Begin Draw Menu Commands: Line Creation Techniques:

- Absolute, Relative, Polar Co-ordinates
- Using Ortho Feature for Line Creation
- Using Endpoint Command

8) Introduce Commands to Aid Line Creation:

- Erase Command (single entity)
- Inquiry Command

9) AutoCAD Workshop Exercise One – Line Creation Exercises 1.1-1.4

10) Saving Your Work and Creating New Files in AutoCAD

11) Introduction to Plotting in AutoCAD

12) Assignments

2-1
Understanding Threaded Fasteners
Lecture 2 continues our “righty tight-y”
theme, with a practical lesson on
Threaded Fasteners and their role in
design. Fastener knowledge is important
as they are used in almost every
mechanical/mechatronic design. There
are many screw thread types, and an
engineer should know their application.

General Screw Thread Terminology

• Standards: There are both Metric and American National (Unified) thread standards. In
North America, the Imperial (Unified) system is still very common.
• Thread sizes are denoted differently for Metric and Imperial threads. Metric threads are
specified by giving the ________________ . Imperial (Unified) threads are specified by giving the
_____________ ___________ _________________.

Designation for Designation for

___________Threads ___________ Threads

• Pitch is the distance between ____________________ .

• The number of threads per inch is the _________________ of the pitch.
• Major diameter - the _________________ ________________ of a screw thread.
• Minor diameter - the _________________ ________________ of a screw thread.

Screw Thread Components: There are

many terms associated with screw threads.
Every technical person (including you J)
should at least know these ones.

Counterbores and Countersinks are two techniques to make the

_______________ of a ______________ flush with a surface. Students
machine both during the Keychain activity.

Online students will unfortunately not be able to do

the keychain machining activity in Fall 2021. We
will try to find another opportunity for you to try
this activity when you are on-campus during future
terms.

2-2
 Unified (Imperial) Threads
• As mentioned, Imperial thread dimensions are specified in ___________________. This is the
USA and British standard; Imperial fasteners are ubiquitous in Canada.
• C___________ and F__________ thread series exist for Imperial fasteners, termed UNC and
UNF respectively. There are reasons for using each.
• 5/8” – 18 UNF is thread having nominal major diameter of _____________”, threads per
inch of ________________, and belongs to the ______________ thread series.
• Threads & machine screw sizes with diameter under ¼” are denoted by a _____________
system, e.g., #10-32 UNF (i.e., by gauge sizes). Threads diameters of 0.25” and above
are denoted by a _____________ of an ______________, e.g., ¼-20 UNC.
• The thread angle is 60° for Unified threads

Metric Threads
• Thread dimensions are specified in ______________, e.g., M4 x 0.7
• M is the ISO (International Standards Organization) standard with 60° thread angle
symmetric threads.
• Coarse and fine series available.
• M12 X 1.75 is a thread having a nominal _______________ of 12 ______ and a ____________ of
1.75 mm. The letter M is the clue to the _______________ designation.

Size corresponds
to the thread
major diameter.

2-3
Drive Types

Very Common

Works very well. Common in Canada but not

elsewhere

The old original drive method

Found on socket head cap screws;

used with the Keychain Activity.
Becoming more common; found on appliances such
as dishwashers.

The chart below is used with permission from Bolt Depot ®

2-4
Fine vs. Coarse Threads for Design
When designing, should you specify a fine thread or a coarse thread?
… It depends on the ____________________:

Fine Thread (UNF)

• Marginally ________________ (due to larger root diameter)
• Typically used for smaller diameter fasteners
• More precise
• More threads ______________ on thinner materials
• Fine threads can be tapped (fabricated) ______________ than coarse threads especially on tougher
or harder material (for example, stainless steel)
• Fine threads will not ________________ with vibration as easily as coarse threads

Coarse Thread (UNC)

• Used in the factory and field for _______________applications
• UNC threads are typical on larger diameter fasteners
• Used on ______________ materials because it has more bite
and resistance to stripping
• ___________________ to remove and replace
• _____________________precise
• ___________________________________ cross-threaded Fine threads (upper) Coarse (lower)

Important Notes:
Imperial threads should not be paired with ________________ threads. Do not mix both standards on the same
drawing/part. Choose metric or imperial and be consistent throughout.

Also, do not mix fine and __________________ threads on the same component, this will lead to confusion,
aggravation, and damaged parts.

Fine/Coarse Thread Rule of Thumb

D: Basic Screw Diameter
T: Hole Depth
If D > T use fine threads
If D < T use coarse threads

Preferably, the engaged screw thread length [T] should be 1.5

times the major diameter of the fastener for sufficient thread
engagement.

Fastener Review Questions

 Do you know what a socket head cap screw looks like? What device is used to tighten or loosen one?

 Could you sketch the end view of a Phillips head screw?

 What is the difference in the way Metric and Imperial threads are specified?

 If you were designing a piece of equipment, could you make intelligent choices in the selection of fine
or coarse threads?

2-5
Robertson Screws
• Invented in Canada
• Works very well
• Sticks on screwdriver
tip

The Robertson Colour Code

The driver size is indicated by the colour of the
screwdriver handle: Yellow-very small, Green-small,
Red - by far most common, Black- large

History Of The Robertson Drive

The Robertson screw was invented in 1908 by 30-year-old

Canadian inventor, Peter Robertson. It started while
Robertson was demonstrating his latest invention, a spring-
loaded screwdriver, when the slotted tip slipped out of a
screw, and cut his hand. This incident inspired him to invent a
drive type that was safer, and easier to use. Known for his
reputation as a businessman, Robertson opened up his first
factory in Milton Ontario. Popularity for the Robertson screw
grew rapidly. Its customers loved it for its ease of use, which
allowed for accelerated production, and increased profits. This
point was of particular importance to the Ford Motor Company
who used it in many of their early models.

In 1913 the Milton-based manufacturer expanded its

operations to England where it served the European market
up until WWI. At the start of the war, the British government
confiscated the plant to manufacture firing pins for hand
grenades, and mortars. Robertson then retreated production back
to Canada. At this time many American companies attempted to
partner with Robertson, but he knew the value of his product, and
refused. As time passed Robertson shifted his operations to only
producing top quality fasteners, and his products became known
as the international standard. Today, production has moved to
China, but the head office remains in Milton, and the Robertson
drive type is made almost exclusively by P.L. Robertson’s
company. While there were many years when Robertson fasteners
were only sold commercially in Canada, their popularity continues
to grow around the world, and serves as a source of Canadian
pride.

2-6
Designers of the Week: Leonardo da Vinci & Buckminster Fuller
Designers of the Week will be presented during EGAD sessions. The intent is to introduce you to
outstanding engineers/designers - you can acquire valuable knowledge from these amazing individuals,
and retain this wisdom throughout your career.

Leonardo da Vinci (1452 – 1519) studied everything from botany to

mechanics. He became interested in both nature and the arts as a young
boy. He developed painting techniques and the use of artist’s tools. He used
preliminary sketches to create drawings. These sketches later were useful
in learning of Leonardo’s studies and ideas, and were clear and detailed so
as to allow for easy production of the machines that were represented.
Leonardo was the inventor of the lock (used in canals) and studied birds in
flight, which led him to create a flying machine. He was also interested in
machines of war, and created many designs that resemble modern
machines.

Buckminster Fuller’s (1895 – 1983) design science was based on

the concept of Dymaxion: ever-increasing performance using ever
less investment of materials. In his words, “It seems perfectly clear
that when there is enough to go around man will not fight any more
than he now fights for air. When man is successful in doing so much
more with so much less he can take care of everybody at a higher
standard.” Fuller is best known for his geodesic domes. One of his
geodesic domes is in Montreal, which was built for the American
Pavilion at the Expo 67 exhibition.

“Anticipate everything, consider everything, find a solution.”

Buckminster Fuller

Above: View of the

Gallery featuring
Leonardo's models
Above: Model of a
revolving bridge
designed by Leonardo

Above: A geodesic dome

in Montreal, based on
the design science of
Buckminster Fuller
2-7
Introduction to Orthographic Projection
This is an important topic for engineers; it must be practiced and well understood!

Why use Orthographic Projection? To communicate technical

details required for object creation, efficiently and clearly.

Orthographic Projection:
Projection of a single view of an
object in which the view is
projected along lines perpendicular
to both the view and the drawing
surface. (Webster)

Orthographic projection is used to create a representation of a three-dimensional

object in two-dimensional space. This is accomplished by creating an engineering
drawing, using a sufficient number of orthographic views to adequately describe the
object.

2-8
 COMMUNICATION!!!

Analogous to converting language into words on a page using letters, and music onto a sheet
using notes, physical objects are described by two-dimensional drawings using orthographic
projection.

Once in these forms, words (books, letters, etc.), sheet music and engineering drawings can
be transported anywhere and precisely re-converted back into speech, sound or a physical
object.

2-9
Visualizing a Multi-view Drawing

To create or understand a multi-view drawing you must be able to imagine how

the drawing will be, or was, created.

Three Techniques to Visualize Orthographic Projections:

1. Mentally project yourself to different viewpoints around a __________________ object, and

then visualize the 2D views of the object.

2. R________________ the object in steps of 90 degrees to produce principal views. For small
objects this can be done physically, for large objects this must be done mentally.

3. V________________ the object in a glass box. Then, project orthographic lines from the
object onto the transparent sides of this box (see page 2-13).

ORTROGRAPHIC VISUALIZATION: Maadhava

Ravishankar (co-op student) created an orthographic
visualization tool, that includes the above techniques.
You can find versions for both Windows and Mac in
Learn.

2-10
The Six Principal Orthographic Views

Six views of a house: any object can be viewed from six mutually perpendicular directions as
shown below (i.e., “Technique 1” from the previous page). These are called the six principal
views. Each view is arranged according to the “glass box”.

The top, front, and right side views are the most commonly used principal views.

Rotating the object to visualize orthographic views is “Technique 2”, shown below.

Figures on this page from F.E. Giesecke et al., Modern Graphics Communications, 1998.

2-11
Another Example of the Six Principal Views
An object below is looked at (viewed) from 6 mutually perpendicular viewpoints to produce
6 corresponding multi-view drawings. These are referred to as the six principle, or regular
views.

Ortho Tip: It is Important to always remember that each orthographic projection is at a 90¡
rotation from a neighbouring view.

Each view is at 90 degrees of

rotation with respect to it’s
neighbouring views.

Figures on this page from G.R. Bertoline, Introduction to Graphics Communication for Engineers 2006.

2-12
Placing the Object in a Glass Box (“Technique 3”)

A powerful technique to understand the

arrangement orthographic projections (which
become views in an engineering drawing) is the
glass box. The six planes of projection, projected
from the principal faces of an object will form a
box.

Unfolding the glass box produces the proper location

of each principal view in third angle projection (ref
page 2-15).

The glass box unfolded:

Fun fact: the reverse can also be done i.e., the principal views can be drawn on a (transparent) flat sheet
and then folded to construct the “glass box”. This will be shown in class.

2-13
Class Exercise: Drawing Six Views of an Object
In this exercise you will be shown a shape and will sketch the six standard orthographic views of it.

Important Orthographic Tip: orthographic projections must always be shown in their proper
relative position, e.g., the top view is directly above the front view, and the right-side view….

2-14
Conventional View Placement

When creating views of an object you must decide what view will be selected as the front,
top etc. This can take some consideration. Proper orientation, and the most descriptive
features of an object are important when establishing a multi-view sketch. For the Ferrari
below, its natural position provides the most detail.

Commonly (but with many exceptions), two or three views are sufficient to describe an
object; often the top, front, and right-side views. Above right are example multi-view
drawings of common objects. Note that the coffee cup has a left side view. Hidden lines are
omitted for clarity.

For Additional Orthographic View Practice:

◼ Select a few common household items to imagine in orthographic view.

◼ Examine one of these objects; what would you make the front view? (Hint: select a view
that shows the most important features.)

◼ Before rotating (90 degrees) to examine the other views, try to imagine how that view
would be drawn orthographically. Then rotate the object to see how the other views
look.

◼ Can all the detail of the object be conveniently shown with the three conventional
views? If not try selecting a different front view and repeat so that all the important
features can be seen.

◼ If it is still not possible to capture all the necessary information with 3 views mentally
add additional views as required

2-15
Third Angle Vs. First Angle Projection
Third Angle Projection – An object that is below the horizontal plane and behind the
vertical plane is in the third angle. In third angle projection, the views are produced as if the
observer is outside looking in.

Ortho Tip: you will only be required to make

drawings using Third Angle Projection (never first
angle). However, you must be able to recognise when
views are not drawn in proper third angle
projection.

First Angle Projection – An object that is above the horizontal plane and in front of the
vertical plane is in the first angle. An observer looks through the object to the planes of
projection (i.e. Eye > Object > Plane).

North America uses Third Angle Projection on drawings whereas first angle projection is
more common in Europe and Asia. Because of the global nature of the engineering field, it is
necessary to distinguish between first and third angle projection for international drawings.

Ortho Tip: Don’t get confused by the information on this page. The main point is simply to understand that third
angle projection (which we use) has the plane of projection between the viewer and the object whereas in first
angle projection (used in Europe) the object is between the viewer and the plane of projection.

2-16
Example: First vs Third Angle Projection of a Simple Object
Important Note: Third Angle: the plane of projection is _______________ the observer and the
object. First Angle: the plane of projection is _________________ the object.

In First Angle Projection the front view will be similar to Third Angle Projection; the other
views will seem “flipped” from that you would expect with Third Angle.

Test Yourself: Could you recognize when a drawing is not in Third Angle Projection?

Student Comment:
I’m now on my work term after 1B and I ran into some first angle projection drawings! The company I’m
working for makes machines for companies that do specific tasks (ex. installing clips to hold the spoiler on a
car). Anyway, we have this project from Poland and all the drawings came in First Angle Projection. I just
wanted to thank you for briefly going over it in class because as soon as the engineer mentioned it, I knew
exactly what he was talking about. My boss didn’t even know what it meant.

Waylan G.

2-17
Class Exercise: Determining First and Third Angle Projections
One of these sets of sketches shows orthographic views in First Angle Projection and the
other uses Third Angle Projection. Can you figure out which is which?

To be discussed in class.

While determining which sketch set is in First and Third Angle projections, try to visualize
the 3D object shape. Answer: The 3D shape can be found on page 2-25, but only check after
the visualization attempt.

Test yourself: the shapes sets below are commonly used as a symbol on drawings to denote
whether the drawing is in First Angle Projection or Third Angle Projection. Can you tell
which is which?

2-18
 Multiview Drawing of Solid Primitive Shapes

These common shape projections will help you understand their representation on technical
drawings.

The top views look

the same for these
two objects, but the
shapes are very
different. Additional
views clarify the
differences.

Ortho Tip: observe how centre lines and hidden lines are used in these object representations, and
on the next page. You should use these conventions on your drawings.

2-19
More Examples of Multiview Drawings

Note how the

centreline is
used between
holes in A, B,
C and D.

It is worthwhile to spend a bit of time studying these drawings. As mentioned, observe the
drawing conventions used with the various shapes.

Test Yourself: If asked, could you draw an orthographic projection of a slot, such as in
picture B with proper line types and centreline use?

Figures on this page and the preceding from G.R. Bertoline, Introduction to Graphics Communication for
Engineers 2006

2-20
Class Exercise: Using A Mitre Line

Pictorial View:

As shown in class, once you complete the front and top views of
this object, the right-side view can be quickly drawn by
employing the 45-degree mitre line.

The width and height measurements are projected to the right-

side view from the other views.

Draw the right-side view, using a 45-degree mitre line.

Orthographic Views:

2-21
Auxiliary Views

Auxiliary Views are used to provide information not easily depicted from the standard
orthogonal views. An auxiliary view is an orthogonal projection, but NOT at the usual 90°
angle to the adjacent regular views, i.e., it is not mutually perpendicular to the other principal
views.

The example studied

during the lecture had an
auxiliary view from the
top plane

The following three pages (pulled from “Engineering Drawing and Design” by Jenson) should
be studied to obtain a better understanding of how auxiliary views are used and created.

2-22
2-23
2-24
 Learning to draw the auxiliary
view for this cylindrical shape
is an interesting (self-study)
exercise. The elliptical shape
would make a perfect cover
plate for the truncated cylinder
opening.

3D View of Class Exercise page 2-18

2-25
Test Yourself: Orthographic Practice 1

Note: Practice 1 and Practice 2 are not assignments. (Thanks to Ryan Consell for this contribution.)
Draw the following shapes in isometric view. Note: if you are struggling to understand
orthographic projection (many students do) the web is a source of great information .

Solutions can be found in the Appendices.

2-26
Orthographic Practice 2

Draw the shapes in standard orthographic view.

Solutions can be found in the Appendices.

2-27
2-28
Introduction to Computer Aided Drawing and Design
General Notes Regarding CAD, and AutoCAD
You will start CAD instruction by learning AutoCAD fundamentals. We will then concentrate
on SolidWorks. AutoCAD is a Computer Aided Design and Drafting package that has enjoyed
2D market domination for years. Many companies use it and you are likely to encounter it
during your work terms. Surveys show that it the second most used software by students.

Knowing both AutoCAD and SolidWorks will significantly

expand your skillset making you potentially employable for
a wider variety of jobs.

Some points to consider:

• Learning AutoCAD software will enable you to draw lines and circles and make layers,
etc., but we wish to also teach the application of this program to make proper
engineering designs and drawings. It is also a good teaching tool and the concepts that
you learn are applicable to other CAD and engineering drawings in general.

• The level of AutoCAD and drafting experience in this class will range from zero to
several years. We will attempt to teach the topic in a fashion beneficial to all. Obviously,
the pace will be slower to some and quicker to others, especially at the beginning of the
term.

Mouse Commands in AutoCAD

Left Button
Pick
Middle Roller
Press = Pan
Roll = Zoom

Right Button
End Selection
End Command

You will find, in the notes that follow – a summary of AutoCAD commands used during
the lecture. This should be of assistance. It is a general guide but is not intended to be an
extensive set of AutoCAD commands. You should make frequent use of the AutoCAD HELP
command (F1 key while in AutoCAD).

2-29
Starting AutoCAD

To stay organized, before starting AutoCAD you may wish to create a folder for your CAD
work, e.g. MTE100CAD or ME100CAD.

To Start AutoCAD: we will be using AutoCAD2020. If a starting icon is not available on the
desktop of your lab computer, you can access it through the "search the web and windows"
tab. Once AutoCAD loads, turn off/close any introductory windows. Please do not
fiddle with AutoCAD yet – we still have some setting up to do!!!

Note: Keep the next information in mind. You will have to refer back to this.

Once in AutoCAD, start a new drawing: “No Template – Imperial”

To do this, use “Templates” and the down

arrow to quickly and easily select the No
Template – Imperial option*.

*“No Template – Imperial” is used because it

gives us a conveniently sized starting
screen for our early AutoCAD work.

*The cross hairs (controlled by the mouse) are

extended as it is then useful to see features at
the same x or y position.

Increase the cross-hair size*:

→Options (found at bottom-centre of window)
and select the “Display” tab then set Cross Hair
Size (found at lower left of window) to 100.

Check the Status Bar Settings: all should be off

except what is shown below…and make sure
the Model Button is showing.

2-30
 Object Snap

The UCS Icon (if on) shows the directions of the x and y axis. Optional: this can be turned off
by typing: UCSICON → Off

Handy Function Keys:

[F2, and F8 may be of use during this lecture]
F1 Help
F2 Text Window Toggle (expanded history)
F3 Running Object Snap On/Off
F5 Isoplane – cycles through Isoplane settings
F7 Grid On/Off (we will not be using the grid display)
F8 Ortho On/Off – locks crosshair movement to horizontal and vertical
F9 Grid Snap On/Off – we will not be using grid snap
F10 Polar Tracking – sets crosshair movement to reference certain angles
F11 Object Snap Tracking – inserts temporary “pick points”; if you see little green crosses
appearing magically on your screen it is likely F11 is on
F12 Dynamic Input – shows distances and angles on the screen; not needed at the start and
can be confusing; dynamic input will be taught as an optional lesson

Alternate Method of Starting a New File in AutoCAD for ME/MTE 100

Sessions:

1. At the top menu -> -> “New”

This will bring up the SELECT TEMPLATE window…

a. Click the small arrow beside the Open button at the bottom of this window, Then - Open
with no Template-Imperial

2-31
AutoCAD Workshop 1

Before the workshop, it’s important to start a No Template-Imperial drawing as shown

previously.

1.0 Exercise 1 – Line Creation

1.1 Start in the Home tab by choosing the rectangle command. Drawing a rectangle
approximately the size of the graphic screen, to make a border. Now if you
inadvertently zoom in or out you can easily return things to normal by typing “z”
ENTER followed by “e” (this means zoom-extents).

1.2 Select Line. Create the following line segments (in the LINE command): At any time
while using line mode, if you make a mistake type “u” and press ENTER to undo the last
entry.

• Start by using the keyboard to carefully enter the starting co-ordinate:

2, 1.5 ENTER (this is an absolute location)

• Then enter the following coordinates (these are absolute coordinates):

3, 2
3, 5 If you make a mistake, you can type ‘u’ to
undo your last entry.
1, 7

• Turn on the orthographic mode: use Function Key F8 or the ORTHO screen button
(bottom of screen)

• Drag the mouse to the right and type 4.25; this should create a horizontal line (to the
right) 4.25 units long
• Then key in @-2,-2 (this is a relative coordinate)
• Ortho mode is still on… drag the mouse downward; key in 3 (not -3) to create a
vertical line 3 units long below the last point.
• Turn off the ORTHO mode (using F8 or the ORTHO button)

2-32
 • Key in @1.2<-27 (this is a polar coordinate, 1.2 units long, angle of minus 27°)

• To finish, type C, or click on the starting point to close the shape. Add some vodka,
vermouth, an olive and enjoy (IF you are ≥19).

1.3 Start a new drawing (no Template-Imperial) or erase the previous shape. Construct the
following shape – begin with absolute (1, 1) but then use relative and polar co-
ordinates.

1.4 If time, try creating your own lines (~1-2 minutes) using the variety of techniques
mentioned previously.

OPTIONAL:

1.5 Want more of a challenge? Try drawing the shape below using different line creation
methods. Use the grid to determine the lengths. (For those familiar with dynamic input,
try using dynamic input as well.)

2-33
Optional: Learning to Use Dynamic Input in AutoCAD

A short demonstration will be given. This is intended for students who are already
experienced with AutoCAD.

If you wish to learn more about using dynamic input (optional, not a course requirement):

Press F1 to access the Help window.

Then type "DYNAMIC INPUT" on the help search line.

USE DYNAMIC INPUT will appear (see below); this contains information regarding this
AutoCAD feature that you can read over.

2-34
 AutoCAD commands of the week will be list in each chapter.
A compilation of all the commands is found in the Appendices.
AutoCAD Commands for Lecture #2
How to Access in AutoCAD
Command Description
(using pull-down menus)
Allows you to create a line Draw → Line
• Specify a Start Point
• Specify the End Point
• Continue to specify points until line is complete
The line command allows you to specify points for the
• Hit <ENTER> or right mouse button to finish
ends of your line in three different ways:
• To specify a point:
Line
• ABSOLUTE – enter the co-ordinates of a point on • ABSOLUTE – type the co-ordinate ‘x, y’ where x is the distance in the X-direction from
your line relative to the origin the origin (0,0) y is the distance in the Y-direction from the origin
• RELATIVE – enter the co-ordinates of a point on • RELATIVE – type "@x, y" where x is the distance in the X-direction from the last point
your line relative to the last point you entered entered and y is the distance in the Y-direction from the last point entered
• POLAR– enter the length of your line and the angle • POLAR – type "@length<angle" where length is the length of the line and angle is the
from the X-axis angle from the X-axis

Allows you to see the plane that you are currently

working in by showing the direction of the positive X
and Y axes
To turn off UCS icon on/off: Type UCSICON → OFF
UCS Icon

Displays the co-ordinate of the pointer in the lower left

Co-ordinates hand corner of the screen

Hit <F8> to toggle Ortho command on and off

Allows you to draw lines parallel to the X- or Y- axis
Ortho
(Horizontal and Vertical Lines)
Lines with Ortho ON: Lines with Ortho OFF:
Local Undo allows you to undo a function while still in
the command. It will not undo everything that has been Local Undo – type "u" <ENTER> while still in the command to undo the last step
Local & Global done since the command was entered, but rather the completed within that command.
Undo last step completed while in the command
Global Undo – type "u" <ENTER> while not in a command to undo the entire last
Global Undo allows you to undo an entire command
command completed
Redraw Refreshes the screen Type “r” <ENTER>

2-35
Plotting (Printing) in AutoCAD
Plotting is too often poorly done by students. The trick is to make sure your plot well fills the
page when printed (see step 7 below), and it should clearly display the information that you want
to show from your CAD file. For more in depth instructions, there is an AutoCAD Plotting video posted
to LEARN which shows the best way to correctly plot drawings. There is also an additional guide
posted on LEARN. To plot to PDF/print a drawing, Type: PLOT, which will bring up the following
window.

Set the items in this window as follows:

1. Printer/Plotter Name: Select the printer or type of PDF that you wish to plot to.
2. Paper Size: Usually Letter (ANSI A) for most regular size printers.
3. Plot Area: Select Window – you will then be required to pick a window*. You may wish to toggle
Object Snap off (F3) for this selection. * see step 7.
4. Plot Scale: Use “Fit to Paper” for your early assignments.
5. Plot Offset: select “Centre the plot”.
6. Look at the plot in Preview. (Preview found at the lower left corner)
7. Experiment to find the plot that BEST FILLS THE PAGE. This is usually done by selecting a
window that is the same aspect ratio as an ANSI A size sheet of paper (11x8.5 in
landscape/horizontal orientation).
8. If you want to change the page orientation from Landscape (horizontal) to Portrait (vertical),
this can be changed in the Drawing Orientation section in the bottom right corner.
9. All done? Don’t forget to have one last Preview. Select OK to plot your drawing.

2-36
WEEK 2 ASSIGNMENTS

Cheating Document: Print this document from LEARN and complete. This
must be done for your other weekly assignments to be marked

Freehand Assignment #2.0 – Orthographic Projections from a Top View

Assignment 2.1 – Simple and Quick Orthographic View Warm-up Exercise

Assignment 2.2 – Constructing Orthographic Views from a 3D Shape

Assignment 2.3 – Keychain Specification Selection. This is an assignment, but

it is in Quiz format. Go to ME/MTE LEARN, select the Submit tab
…Quizzes…EGAD Keychain Assignment 2.3 Keychain Specification Selection

WEEK 2 BONUS ASSIGNMENTS

Assignment 2.4 – UW AutoCAD Crest

OTHER ITEMS

Wine Cask Display – Read Before Next Week’s EGAD Lecture

Orthographic Views of Household Item – Home Exercise

________________________________________________
CAD Sessions to Date:

Make sure that you understand:

• Absolute Coordinates
• Relative Coordinates
• Polar Coordinates
• Units in CAD are generally dimensionless
• Always draw to 1:1 Scale in CAD

2-37
Freehand Assignment #2.0: Orthographic Projections from a
Top View
PURPOSE: In addition to sketching practice, this assignment increases your familiarity
with orthographic projection, and calls for some visualization, thought & creativity.

Instructions:
The TOP VIEW of a shape is shown below. Your challenge is to determine alternative shapes from
this view.
1. Tape two sheets to form your sketching paper as explained in Week 1.
2. Sketch the TOP VIEW on the upper left side of your sheets, and then draw three significantly
different front and right-side views of shapes that would agree with the Top View.
3. After you have drawn the front and right views of these three different shapes, draw an
isometric sketch for two of these shapes on the right side of your sheets.

TOP VIEW:

Notes:
• The top view has no hidden lines. Your
solutions (front and right views) must not
create any hidden lines in the top view
• Hidden lines are permitted if required in the
front and/or right-side views.
• This object is a single piece; there are no
narrow “slits” in the shape or “engraved
lines” on any surface, i.e., lines on the top view
show significant changes in the shape.
• Draw fast, but with care so your sketches do
not look sloppy. Keep parallel lines parallel (as
best you can).
• Do not use curved surfaces, keep it simple.

Taped here

Freehand Tip:
To begin, make rough sketches on a
scrap piece of paper. You may think this
takes longer, but it will save you time in
the long run!

Remember: Although all the solutions

have the same top view, you should be
able to come up with three distinctly
different shapes. Have fun with this!

2-38
Assignment 2.1: Orthographic Views
Instructions:
For the objects shown, sketch the missing view(s) that are indicated. Include hidden lines and (for
the first 4 shapes) place the required view in correct alignment with the given views. A printable copy
of this assignment can also be found on LEARN.
Front View Required Top View Required

Top View Required Top View Required

Isometric View Required Front, Top, Right-Side Views

Required

Name: Signature:
Date: Block:

2-39
Assignment 2.2: Constructing Orthographic Views from a 3D Shape
PURPOSE: Orthographic view creation and 3D visualisation of a more complex part.

Instructions:
Sketch the Top, Front and Right-Side Views of the object on the next page in proper
orthographic position. You do NOT have to add dimensions to your orthographic views.

Notes:
• Show all hidden lines and centre lines
• If you have ¼” square graph paper, use it (one □ is one unit) if you wish. If not, do
your best to make a reasonably scaled sketch on a sheet of blank A/A4 size paper. You
can use rulers on this assignment (as this is not a designated freehand assignment).
Note though, a pure sketch is much faster.
• A Title Block is not required, but include the Assignment Title, your Name, Signature,
Date, and Block # (if a Block number or name has been assigned to you).

Hints:

1. The large hole is centred on the top face

2. The holes and the slot go all the way through.

3. Start by working on the shape on the left side of the part (it’s simpler).

4. Using mitre lines can help with drawing the right-side view.

5. As mentioned, sketching a careful hand sketch is satisfactory and much faster than
drafting the views with instruments. Your choice.

6. Last but not least…once again, start by creating a rough sketch of your solution on a
piece of scrap paper. This might seem like more work, but in the long run it can save
you time.

2-40
2-41
Assignment 2.3: Keychain Assignment
This is an assignment, but it is in quiz form in LEARN. Supporting information follows:
Purpose of the Keychain Activity and Assignment: The keychain provides students a hands-on
machining experience, and an introduction to fasteners and fastening alternatives. This term, due to
Covid we have modified the activity for enhanced social distancing.
Online students will unfortunately not be able to directly participate. To ensure everyone can gain this
valuable experience, we will try to make this possible during your 1B term.
This activity will hopefully spike a desire for more machining. You will learn about safety, and you will
see that most students do not have a lot of prior hands-on experience. This comes as a relief to
many. You also get a keepsake to be proud of.
To machine threads for a fastener, proper drill size selections are required for both the “through”
(clearance) hole, and for the “pre-tap” drilled hole. A “pre-tapped” hole is slightly smaller in size than
the nominal diameter of a selected fastener. Threads are then cut into this drilled hole.

A very nice sketch by Lauren

Keating, MME co-op student
and TA.

Assignment 2.3 is a practical design-specification exercise that requires you to select the proper drill
sizes to fabricate the keychain threaded holes, and to determine the dimensions for a countersink
and counterbore (chart references for this listed later).

Your keychain is joined using three different, specifically selected fasteners. These were chosen to
show you examples of:
a) A coarse thread (#8-32 UNC), for a flat head screw that is countersunk.
b) A metric thread series (M3-0.5) that is paired with a button head screw (this only requires a
clearance hole in the upper tab, it is not recessed).
c) A 4–40 UNC* thread for a counterbored socket head cap screw. *A fine thread (UNF) selection
was desired but not practical for these small screw diameters.

2-42
The figure below shows a general counterbore diagram. The dimensions for the counterbore
diameter (D), clearance hole diameter (d), and counterbore depth (H) are required for a chosen
fastener. These dimensions are selected from existing charts.

A diagram of a countersink follows, which recesses a flat head screw. The dimensions for the
countersink diameter (D), depth (H), clearance hole diameter (d), and the angle of the countersink
(A) are required for the selected fastener size.

For teaching purposes only: metric and imperial fasteners were both used on the keychain. In design
practice this mix of imperial and metric fasteners on the same component should be avoided.

Safety When Working in the UW Student Machine Shop: (for when you are
on campus):
• Closed shoes are required (no sandals).
• Safety glasses are mandatory.
• Long hair, and loose clothing must be secured (to not get entangled in a drill press); bracelets,
necklaces, watches must be removed.
• Cell phones are prohibited in the student shop.
• When in doubt, ask a technician or supervisor, do not take chances or make assumptions.

Safety bulletins are posted outside each shop and lab. You are expected to be familiar with the listed
safety information before using the workspace.

This following website page has both metric and imperial size tap and clearance drill Sizes:
http://www.littlemachineshop.com/reference/tapdrillsizes.pdf, A metric and imperial tap and
clearance drill size chart, and a tap drill size chart are found on the next pages of our course notes.
The chart from the link can be found on page 2-45 of the notes.

Use the charts on pages 2-46 and 2-47 to determine the through (clearance) holes.

Refer to pages 2-48 and 2-49 for Countersink and Counterbore dimensions.

2-43
 Tech Note: Fabrication of Keychain Blanks:

• For economy, common aluminum bar stock

material was used.
• The blanks are CNC (computer numeric
control) machined in a jig that holds 32 blanks.
• For efficiency all machining is done with one
setup.
• The shape was designed to meet the
constraints of material selection and machining
process, as well as minimum tooling sizes. The
upper and lower blanks are carefully designed to
mate closely.
• The blanks are then anodized, an oxide
coating process.

Test Yourself: could you name the various

features of the above keychain configuration, if
they were not labelled?
Keychain Activity Clarifications
During this activity, students drill holes and tap (cut) threads for fasteners. Unfortunately,
this will not happen for off-campus students, so a short explanation follows:
The activity starts by drilling three (different size) holes into the lower keychain blank,
slightly smaller than the fastener thread diameters. The proper drill for a given fastener
size is selected from a “Tap Drill Chart”. A chart is provided later in this section. The
resulting holes are smooth, with diameters set for the next step, tapping the treads.
Threads are then cut with a tap (see sketch below). To determine the correct tap
designation for each fastener, a Tap Drill Size chart is again consulted.
Fasteners join the two halves of the keychain. Clearances holes for the (3) fasteners are
drilled in the upper blank. Clearance holes allow the fasteners (but not the head) to pass
through the top blank. The threads then engage with the tapped holes in the lower blank,
clamping the assembly in place.

2-44
Tap Drill Size Charts – Courtesy of Sowa Tool and Machine Co. Ltd, Kitchener ON
Drill sizes based on 72-77% Full Thread. This is a common machining percentage which
reflects the amount overlap between the male and female threads, when threaded in place. i.e
72-77% of the male thread form is in contact with the female thread.

2-45
Metric Tap & Clearance Drill Sizes Chart – Courtesy of LittleMachineShop.com
…use the Circled Fit on each chart for your assignment. Eg. Standard Fit on this chart

In general: Close fits are for locating a fastener and free fits are used if there is another
means of locating. In the keychain instance it would be free fit as the 2 parts mate.

2-46
Imperial Tap & Clearance Drill Sizes Chart – Courtesy of Chris Wood at
LittleMachineShop.com

2-47
These charts were graciously provided, with permission, by ElectroImpact: https://www.electroimpact.com/

2-48
These charts were graciously provided by ElectroImpact: https://www.electroimpact.com/

2-49
(Bonus) Assignment 2.4: UW AutoCAD Crest
You have lots to do this week, but if you are looking for some AutoCAD fun…
PURPOSE: Beginning practice with AutoCAD; foster creativity.

Instructions: Design an INTERESTING crest featuring the letters “UW” and an outer border.

Notes:
• The outer border should be at least 12 units wide and 7 units high.
• Use straight line segments only.
• Follow the steps on pg. 2-36 to set up your plot (printout).
• Include the Assignment Title, your Name, Block#, Date, and Signature on the design
drawing. A formal title block is not required.
• The following figure is just for your reference, DO NOT recreate it and submit it as your
assignment.

2-50
Wine Cask Display – Read Only – Please have this read
before next week’s EGAD Session

PURPOSE: Solving a geometric problem using graphics and reading

technical instructions carefully.

If you want to try it for fun, go for it!

Instrument Drawing to Solve a Geometric Problem

A barrel manufacturer wants to create a display of their large
cylindrical wooden wine casks in front of their factory. The intent is to lay a row of wine
casks on their side, then stack other wine casks (also lying on their sides) on top in
progressive rows.

The first row has 4 casks: they are to be placed on grade (i.e. ground level) with no space
between the drums. The diameter of these casks is 3ft.

The second row of casks has a diameter of 2 ft.

The third row of casks are 2'-6" diameter.

The final row is a single 3ft. diameter cask.

The casks will be affixed in position with a tubular structural steel frame. A construction
contractor has been hired to do the on-site alignment and positioning of the frame. As a
starting point for his layout, the contractor has asked for a vertical dimension from grade
(i.e., ground level) to the centre of the top casket: you are to determine this height. The
contractor will be using a tape measure for this work.

Hints: Circles are drawn to represent the casks on their side. The cask arrangement is to be
drafted on “A” size paper using conventional drawing instruments (i.e. your ruler and
compass). Obviously, you would have to use a scale reduction so that the drawing would fit
on the paper (it would be up to you to select this scale).
When done, create a dimension that would be drawn from grade (i.e. ground) level to the
centre of the uppermost cask.
The value that was measured for this vertical dimension would be your answer for the
contractor.

This will be discussed next week.

2-51
Orthographic Views of Household Item – Home Exercise
PURPOSE: Developing the skill to look at an object and break it down into a sufficient number of
orthographic views to adequately describe the object; more sketching practice.

This is not to be submitted (Most students will already have enough to deal with this week).

Instructions: On a sheet of paper, sketch a household object using orthographic views.

Notes:
• Only orthographic views are needed, i.e. a pictorial view is not required.
• Enough views are required to sufficiently describe the object.
• Hidden lines may be included (for good practise) or omitted for clarity.
• As examples - refer to the figures at the bottom of page 2-17 of your notes.
• Dimensions and a title block are not required.

2-52
 LECTURE #3
1) Designer of the Week – Elijah McCoy, Raymond Loewy (former)
2) Tom Peters: The Pervasive Role of Design
3) Continue with Draw Menus Commands:
2019 reference only: Points Creation Techniques (input and pdmode) and Arc creation
4) Circle Creation Techniques (5), - if not covered in Lecture 2
- Practical Example: Roller Die
5) Workshop Exercise 2
- 2.1: Points, pdmode (optional)
- 2.2: Circles
- 2.3: Arcs (optional)
6) Freehand Video #3: Isometric Sketching of Circles, Cylinders and Ellipses
7) Polylines
- Polyline Creation, Application
- Pedit (polyline edit): Width, Join, Explode, Spline, Fit Curve
8) MODIFY Menu Commands
- Erase Command
- Entity Selection Techniques: Single, Window, Crossing, Polygons (w & c), Fence,
Add, Remove
9) Workshop Exercise 3
- Workshop 3a) Erasing Using Various Object Selection Techniques
- Workshop 3b) Polylines: Spline, Fit Curve, Join, Width Variation
10) MODIFY Menu Commands (Continued)
- Move Command (Relative and Absolute)
- Copy Command – Multiple, Mouse and Keyboard
- Extending and Trimming Lines
- Breaking Lines: Gap and @Point
- Rotating Objects: Dragging and Absolute
- Scaling Objects: Base Point, Increasing, Reducing
- Stretch Command: Various Techniques, Applications
11) Workshop Exercise 4: Copy, Trim, Extend, Move, Rotate, Scale, Stretch
12) Assignments

3-1
 “Imagination is more important than knowledge”
-Albert Einstein

In EGAD you will be encouraged to be strive for creativity. Creativity is NOT something
that we either are born with, or not. On the contrary, when students are urged to be
innovative, they often surprise themselves with their results.

________________________________________________________________________________________

As we continue to learn CAD today, please realize that it is a great tool for many
applications:

In Addition to Engineering Design, CAD is also very useful for:

1. Solving problems geometrically (great application of AutoCAD)

2. Creating templates for prototyping, including laser cutting – this is
becoming increasingly more commonplace
3. Conceptual layouts, and communication with images
4. Graphical design
5. Graphing points and curve fitting shapes of a design

3-2
Designer of The Week: Elijah McCoy
Elijah McCoy was an African-Canadian mechanical engineer and
inventor; with 57 US patents, his most notable invention is the
automatic lubricator for steam engines.

McCoy was born in 1844, in Colchester, Ontario. His parents

escaped slavery from Kentucky to Canada via the underground
railroad. McCoy grew up on their family-owned farmland. At age
fifteen, he traveled to Edinburgh, Scotland, and apprenticed as a
mechanical engineer for five years.

McCoy first worked as a fireman at the Michigan Central Railroad.

His job required him to tend to the problematic steam-powered engines of that era. The engines
experienced frequent mechanical failure due to the quick wear-off of the industrial lubricant,
causing the engine to overheat, corrode, and waste a tremendous amount of fuel. Firemen like
McCoy had to oil the axles, gears, and levers, a very time-consuming process.

McCoy solved the problem by developing a device known as the “oil-drip cup”. This
device regulated the amount of lubricant that goes into the engine, through a spigot. The
railroad business quickly adopted his invention; it allowed locomotives to function
continuously with less maintenance. However, McCoy’s later invention, the graphic
lubricator, was what he considered his greatest invention. Patented in 1915 (when he
was 72 years old), the graphic lubricator was designed for Superheater engines; it
combined graphite and oil and helped significantly reduce the consumption of coal and
oil in locomotives.
McCoy registered 57 patents by the end of his career. He was inducted into the National Lubricating Cup invented by
Inventors Hall of Fame (Akron, Ohio) in September 2001. Elijah McCoy in 1872

https://www.thecanadianencyclopedia.ca/en/article/elijah-mccoy
https://en.wikipedia.org/wiki/Elijah_McCoy

3-3
Former Designer of the Week: Raymond Loewy
Raymond Loewy (1893 – 1986) is considered a
founding father of industrial design. He knew that the
design of a successful product must consider
advertising and selling.
Loewy summarized his design philosophy with the
acronym MAYA (Most Advanced, Yet Acceptable).
The proliferation of clean, functional, and dynamic
products that emerged from Loewy’s offices
throughout his long career provides testimony to his
success in correctly making the prediction "Most
advanced, yet acceptable".
Loewy is responsible for many designs, such as refrigerators, the,
Greyhound buses, locomotives and the iconic Shell logo and Lucky
Strike cigarette pack. He wrote an autobiography titled Never Leave
Well Enough Alone and published a pictorial survey of his work
entitled Industrial Design.

Locomotive for the Pennsylvania Railroad Shell Logo Design

“Between two products, where price and function are similar,

the better looking one will outsell the other*” – R. Loewy

*Do you recall that you were encouraged to consider both the functional and aesthetic
components of every design?

3-4
“LITTLE THINGS ARE THE ONLY THINGS”
…an interesting writing from Tom Peters, very relevant to
engineers:

“As the consumer market gets more and more (and more) crowded,
DESIGN is often the best ‘tool’ – in services and manufacturing – for
sustainable differentiation.

Sad Fact: Most companies do anything but OBSESS (e.g., Braun-like,

Sony-like, [Apple-like]) on design.

Personal design sensitization is Step No. 1:

Home in on (OPEN YOUR EYES TO) the pervasive role that design plays
in damn near everything – [engineering, consumer products,
architecture] signage, typeface, color (a big deal), etc., etc.”

- From the book “The Circle of Innovation – You can’t shrink your way to
Greatness” by T. Peters

Instructor note: If you follow the recommendation of Tom Peters – open your eyes to the
world of design around you – you can assess what works well design-wise, both visually and
functionally, and… what does not. You can learn many lessons from objects and entities close-
by as you go through your day.

3-5
 AutoCAD Commands for Lecture #3 (1 of 4)
How to Access in AutoCAD
Command Description
(using pull-down menus)
To draw multiple points:
Draw > Point > Multiple Point
Allows you to draw points and change the style of • Click on the screen for the placement of your point
them • OR
• Enter a co-ordinate i.e. (5, -2)
• Press<ENTER> or right mouse button to finish
Points
Points can be entered three ways:
• Absolute, relative, and polar.
• Specify a point the same way as you would for a line. See lecture # 2 chart

To Change Style of a point:

Utilities > Point Style... > and select a new style for your point
Allows you to draw a circle by selecting different Draw > Circle >
parameters • Centre, Radius: choose the centre point and specify the radius
• Centre, Diameter: choose the centre point and specify the diameter
• 2 Point: specify 2 points on the circle
Circle
• 3 Point: specify 3 points on the circle
• Tan, Tan, Radius: specify 2 points the circle should be tangent to and specify
the radius of the circle
• Tan, Tan, Tan: specify 3 points the circle should be tangent to
Allows you to draw an arc by specifying different Draw > Arc >
parameters • 3 Points: specify 3 points that lie on the arc
• Start, End, Radius: specify the start of the arc, the end, and the radius
Arc
Note: The Arc command is direction specific, meaning the order in which you choose
points on an arc will affect how the arc is drawn

3-6
 AutoCAD Commands for Lecture #3 (2 of 4)

Command Description How to Access in AutoCAD (using pull-down menus)

Allows you to create a series of lines that are all one To draw a polyline:
entity Draw > Polyline
• Choose points on your polyline
To change a series of lines into a polyline:
Modify > Object > Polyline
• Choose a segment of the line
• hit <ENTER> or the right mouse button to turn the line into a polyline
• type “J” for Join
• select all segments of line you wish to turn into polyline (hold down <SHIFT> button to
Different Widths: select more than one line)
• hit <ENTER> or right mouse button to accept
Polyline To draw a polyline of different width:
Draw > Polyline
• Enter the starting point of the line
• Type “W” for Width
• Enter the starting width
Spline: • Enter the end width
• Enter the end point of the line
Spline (curves the polyline):
Modify > Object > Polyline
• Select the polyline
• Type “S” for Spline
Allows you to draw a rectangle Draw > Rectangle
Rectangle • Specify the first corner
• Choose the second corner
Modify > Erase
Select objects to be erased using:
• Single: use mouse to select single objects
Allows you to erase objects from the screen • Window: choose a point to the left of the object you wish to erase. Create a window around
object to be erased (entire object must be enclosed in window).
• Crossing Window: choose a point to the right of the object you wish to erase. Create a
window around the object (any object that is enclosed in or touches the window will be
Erase selected)
• Last: type “L” and the last object drawn will be erased
• To remove an object that has been selected: While in the erase command, type R and
select any objects you wish to remove
• To add an object to those selected: While in the erase command, type A and select any
objects you wish to add
• To retrieve an erased object: type “oops” after the erase command has been executed

3-7
 AutoCAD Commands for Lecture #3 (3 of 4)

How to Access in AutoCAD

Command Description
(using pull-down menus)
Allows you to move an object from one point on the
Modify > Move
screen to another
• Select the object you wish to move
• hit <ENTER> or press the right mouse button to accept
Move
• Select a base point to move the object from
• Select a destination point for the object (this may be done using the absolute,
relative, or polar methods of selecting a co-ordinate)
To make one copy:
Allows you to make a copy of an object and place it Modify > Copy
somewhere else on the screen • Select the object
• hit <ENTER> or right mouse button to accept
• Select a base point which will be used as the insertion point
• Select a destination point
Copy To make multiple copies:
Modify > Copy
• Select the object
• Hit <ENTER> or right mouse button to accept
• type “M” for Multiple
• Select a base point
• Select multiple destination points
Allows you to extend a line to intersect an existing line

Modify > Extend

• Choose the line you wish to extend to
Extend
• hit <ENTER> or right mouse button to accept
• Choose the line you wish to extend

Modify > Trim

• Select the edge you wish to trim away from
Trim Allows you to trim an object that crosses an edge
• hit <ENTER> or right mouse button to accept
• Select the object you wish to trim
Modify > Break
Break Allows you to create a break in the object • Select the object at the first point you wish to break it
• Select the second break point on the object

3-8
 AutoCAD Commands for Lecture #3 (4 of 4)
How to Access in AutoCAD
Command Description
(using pull-down menus)
Modify > Rotate
• Select the object
Rotate Allows you to rotate an object about an axis • hit <ENTER> or right mouse button to accept
• Select a point for the axes of rotation
• Choose the angle you wish to rotate the object
Modify > Scale
• Select the object
Scale Allows you to scale an object • hit <ENTER> or right mouse button to accept
• Select a base point to be used for the scaling
• Enter a scale factor
Modify > Stretch
• Use a crossing window to select the object. Make sure the window crosses the
area of the object you wish to stretch
Stretch Allows you to stretch specified areas of an object
• hit <ENTER> or right mouse button to accept
• Select a base point to stretch from
• Stretch the object the desired distance

3-9
During the CAD Instructional Sessions

You will have the option during CAD instruction periods to either…
1. Watch the instructors work, make notes (“The weakest ink is better than
the best memory”), and then try the workshops

Or…

2. Work along in AutoCAD with the instructor. This is likely the more
attractive option and should be much easier this term as you can pause
the videos as needed.

This was more of an issue when classes were live on campus where students
had to:

1. Listen
2. Take notes
3. Watch the instructor screen at
the front
4. Follow along in AutoCAD (and
keep up)

This was too much multi-tasking

for some people.

The wider point, which greatly applies to this (pandemic) term is that it is
important for you to determine what is best suited for your style of learning.

3-10
AutoCAD Workshop 2: Points, Circles and Arcs
AutoCAD command references on page 3-5

Start by selecting: “FILE” -> “NEW”.

Select: Open with no Template-Imperial
Then, turn off Snap, Grid, Ortho, Polar, Otrack, LWT,
leaving the Model button on.

2.1 Points (optional)

• Change the Point Style using Utilities > Point Style

• Change the Point Style to: select your own style

• To draw a Point, use pull-down Draw > Point

• Plot the following four points: 2.6, 2.2 5.3, 1.8
6.5, 0.6 @1, 1

• Now change the point style: select your new

preference

• Plot these points: 3.2, 5.4 6.5, 6.7 @2<35

3-11
2.2 Circles – Do This “Wine Cask Layout” Workshop An application where CAD works well to
solve a geometric problem.

• Start by opening the related AutoCAD file from UW-LEARN to begin your work. Important - use
the lesson learned from the wine cask (read only) assignment.

• To draw circles, use pull down menus Draw > Circle

• Now, using the information below, complete the Wine Cask Layout and find the distance from
grade level to the centre of the top cask.

Four casks
First
No space between the drums
Row
Diameter of these casks is 3ft
Three casks
Second
Stacked on top of the valleys created from the bottom row
Row
Diameter of these casks is 2ft
Two casks
Third
Stacked on top of the second row
Row
Diameter of these casks is 2ft 6 inches
One cask
Fourth
Stacked on top of the third row
Row
Diameter of this cask is 3ft

• My answer (distance from grade level to the centre of the top cask): ______________.

What important lesson is learned from the Wine Cask problem?

Your answer:

Rhyme to Remember: Check your drawings. Reduce other's toil. Don't get dumped in a barrel of oil!

3-12
2.3 Arcs - Optional
• To draw Arcs, use pull-down menus Draw > Arc

• Draw the following lines:

o Absolute: 1, 1 to 1,5
2, 1 to 2, 5.5
3, 1 to 3, 5

• Use the “3-point” arc command to draw an arc across the top of the lines.

• When done, try various arc entry techniques on your own.

Note: There is an optional Workshop (2.4) using lines and arcs.

3-13
 Hints: Use absolute
coordinates. The arcs can be
drawn by determining the
end point locations and
using the ARC – Start, End
Radius command. (Enter the
end points of the arcs in
proper sequence, then the
radius value.)

3-14
The Stretch Command

Two crucial items to remember when using the stretch command:

1. Choose a crossing window
2. Select the border of your crossing window very carefully as to properly select the
intended part of a component to stretch.

Exercise:
On each of the following tensile specimens below, sketch the crossing window that would
perform the desired stretch operation

The stretch command is useful for modifying an object to a desired new shape. The command
is explained on pg. 3-9.

Tensile tests: simple but valuable tests. Tensile specimens (above left) are clamped between
the jaws in a tensile test machine (above centre and right). The jaws move to pull the specimen
until yield and tensile failure occurs. Load and strain are measured during the process. This
gives a designer material ultimate tensile strength, yield strength and the modulus of elasticity.

3-15
WEEK 3 ASSIGNMENTS

Freehand Assignment #3.0 – Rocket Ship

Assignment 3.1 – Extend, Trim and Rotate Practice

Assignment 3.2 – Orthographic Missing Lines

WEEK 3 BONUS ASSIGNMENTS

Assignment 3.3 – Example of Outstanding Graphic Design

3-16
Freehand Assignment #3.0: Rocket Ship
PURPOSE: Develop isometric sketching skills and creativity.

Instructions:
1. Sketch an isometric view of a simple (but original) space vehicle* made entirely of cylindrical
and conical parts. You must include at least one cone, one truncated cone, and two cylinders.
Keep it simple.
2. Once your isometric sketch is complete, sketch the orthographic projections for your space
vehicle. Two views should be sufficient.
3. Add some simple/creative background details to “add spice” in your drawing.
4. Make sure to show your construction lines and centre lines. Draw them very light but keep
them on the drawing.
5. *You are welcome to create something other than a space vehicle, but the rules above still
apply.

Notes:
• PLAN AHEAD! Be sure to provide enough room on your paper for both the isometric and
orthographic sketches.
• Align the views in proper orthographic position (i.e. the Top View above the Front View, etc.).
• A quick, rough sketch on a separate sheet of paper is highly recommended before embarking
on your final freehand.
• This assignment grade is based on how well you followed instructions, your technique, quality,
and creativity.
• Don’t forget to add the Assignment Title, your Name, Date, Block and Signature.
• Again, keep it simple so your time investment doesn’t get out of hand.
o “Do not spiral out of control” – Abdullah Barakat, former WEEF TA.
• The following figure of the simple space vehicle is just for your reference. DO NOT recreate it
to submit as your assignment.

Helpful Henriette’s Tips:

Did you draw an isometric view? Are there enough orthographic views to understand your rocket?
How many cones and cylinders did you use? Did you meet the requirements?
Are you happy with your work? You do not need perfection, but a satisfactory job that meets the requirements.

3-17
Assignment 3.1: Extend, Trim and Rotate Practice

PURPOSE: Developing AutoCAD expertise.

Instructions:
1. Download Assignment 3.1 from LEARN.
2. It is an AutoCAD file. Open and follow the instructions given in the file.
3. Once completed, you must submit an image to Crowdmark, and your AutoCAD file to a
dropbox in LEARN.

Assignment 3.2: Orthographic Missing Lines

Please see the next page.

Bonus… Assignment 3.3: Example of Outstanding Graphic Design

As per Tom Peters: “Home in on (OPEN YOUR EYES TO) the pervasive role that design plays in damn near
everything”

PURPOSE: To encourage observation (i.e. to open your eyes) and appreciation of excellent
graphic design. This will improve future engineering reports and presentations. There will
be many times as a student and in the workplace that you will be required to create a graphic
design such as reports, posters or presentations. This exercise will help you to be more
observant of what good design is.

Instructions:
1. You are requested to find an example of an existing graphic design that you think is
particularly well done and interesting (i.e. posters, technical drawings, advertisement,
company logos, etc.)
2. Include a short sentence explaining why you were drawn to this particular example.
3. Photographs on their own are not acceptable. Your submission should be a graphic that
is used for a purpose such as an advertisement, label, sign, poster, or for some other
commercial use.
4. Submit this to Crowdmark
5. Don’t forget to include the standard required personal information on the sheet. Some
interesting examples may be shown to the class at a later date.

Helpful Henriette’s Tips: Did you identify the design’s highlights?

Have you thoroughly analysed it?
Is it clear to your reader what you are describing, why it is considered good graphic design?

3-18
Assignment 3.2: Orthographic Missing Lines
PURPOSE: Terrific practice for improving 3D visualization using challenging shapes.

Instructions:
1. A line is missing in one of the orthographic views. You need to determine where it is, so the
three views are then consistent with one another.
2. Start by sketching the 3D shapes on a separate sheet to help you visualize them. You must hand
in your 3D sketches with the assignment.
3. Do this assignment on your own; earn the learnings from it!

Notes:
• An object line or a hidden line could be missing from a view.
• A copy of this assignment can be downloaded from UW LEARN, if you wish.
• Do this assignment when you are FRESH, some shapes may be difficult.
• Refer to the following page for supplementary information.

Note: Pay attention to

the two “notches” on
the top and bottom of
the front view; they
are different.

Note: An object line

is missing, not a
hidden line.

Note: The top

view requires
more than one
line to complete
the feature.

Name: __________________________________ Date: ______________ Signature: ___________________ Block: ______________

“This is such an important assignment – no matter how good you are with math, it is vital to be able to visualise
shapes in 3D.” – Matt Hunt, 2x MME 100 TA
3-19
Techniques for Finding Missing Lines in Orthographic Views
There is no one way of doing this, but here are some techniques that we may work on in class, or that
you can try on your own.

For the given example, try to draw the 3D shape from the orthographic views. Start by drawing an
isometric cube, and lightly draw the views on the front, top, and right-side faces. Keep in mind that
these lines:
• Might not actually lie on the face, or
• May be inclined (i.e. they might not be horizontal or vertical)

From the 3D shape, determine in which view the line is missing. In this
case, it is in the right view.

Here are four additional examples that you can try:

Helpful Henriette’s Tips for Missing Lines:

Drawing the shape out in isometric view will
help you confirm your missing lines, or to help
you find them.

Is everything drawn in the right direction? i.e.

are the lines slanted in the right orientation?

Do not to look at others’ answers. Practice

makes perfect.

If you’re REALLY stuck: talk to your TAs!

Don’t spend hours upon hours on this.

3-20
 LECTURE #4
1) Designer of the Week – Elsie MacGill

2) Begin Modify Menu Commands:

- Array (Polar and Rectangular)
- Mirror Command (Using Symmetry to Aid Drawing Creation)
- Chamfer and Fillet Commands
- Offset Commands

3) Workshop Exercise 5: Array, Mirror, Fillet, Chamfer

4) View and Pan Commands: Demonstrate: Zoom (Window, Vmax, Extents, Scale, Aerial, Pan
Commands)

5) Workshop Exercise 5B: Practice with Zoom Command

6) Freehand Video #4: Isometric Projection and Exploded Part Views

7) Drawing Aids:
- Object Snap: End, Mid, Quad, Cen, Tan, Intersection
- Setting Running Object Snap

8) Workshop Exercise 6:
- 6a) Object Snap Practice
- 6b) More Complex Part Drawing

9) Using Text in AutoCAD

- Set Style, Height, Justify, Modify, Control Codes

10) Workshop Exercise 7A:

- 7a) Text Practice
- 7b) “Logo” Creation Using Text, Array and Other Commands

11) Assignments

4-1
 “If people did not sometimes
do silly things, nothing intelligent
would ever get done.”
- Ludwig Wittgenstein

Our esteemed Designer of the Week, Elsie MacGill, replaces

Dieter Rams.

To learn about Dieter, a famous designer that worked for Braun, and to
take lessons from the work that he did, refer to the link in LEARN.

4-2
Designer of the Week: Elsie MacGill written by Prof. (now Dean) Mary Wells et. al., with
permission
Engineer, social advocate, pioneer, war hero and a role model for
people of all abilities, Elizabeth (Elsie) MacGill is a great Canadian hero
we should all know about, admire and emulate.

As a Canadian who made a defining contribution to our country, Elsie

MacGill left an indelible mark on our national story. She paved the way
for a generation of young women and men by showing them that with
passion, hard work and determination, nothing is impossible. She
defines what it means to be Canadian.

Elsie MacGill was born in 1905 and was the first Canadian woman to
receive an electrical engineering degree, the first practicing female
engineer in Canada and the first female aircraft designer in the world.
As the chief aeronautical engineer at Canadian Car and Foundry during
WWII, Elsie made Canada a powerhouse of aircraft construction. She
was in charge of all the engineering and design work related to
Canadian production of the Hawker Hurricane fighter plane and oversaw CanCar expansion from 500
workers to 4500 workers. Elsie became a symbol of the economic changes in Canada and was so popular
internationally that she inspired an American comic strip "Queen of the Hurricanes." She contributed to
the freedoms that we take for granted today.

Her accomplishments in engineering and aircraft design did not come without challenges. On the eve of
her 1929 graduation, 24-year-old MacGill fell ill to awaken the next morning fully paralyzed from the waist
down. She had contracted a form of polio and would spend the next three years battling the disease
confined to a bed and a wheelchair. Despite her physical challenges, she kept her career aspirations alive
by writing articles on aviation in journals and magazines, including Chatelaine and Vogue. She slowly
regained enough strength to use metal walking sticks to get around and get back to her career as an
engineer. For the rest of her life, Elsie relied on a cane to walk. She became a wife and stepmother, had a
career and volunteered on national committees for the rights of women and people with disabilities. As
Canadians we should strive to live as Elsie did, setting our sights resolutely on our highest aspirations.

Elsie defined Canada and Canadian values through her actions and accomplishments. She was a pioneer
for women in engineering and business, a war hero and a role model.

Although Elsie's role as the first practicing female engineer marked a turning point for diversity in the
Canadian engineering profession, and planted the roots for initiatives that encourage women to pursue
engineering, there is still much work to be done. Today, over 90 years later, women continue to be
significantly under-represented in the engineering profession: in Ontario, they account for only 12 per
cent of licensed professional engineers. The significance of this under-representation resonates within
government, science and engineering professional associations, industry and academia alike. We know
that diversity benefits engineering and indeed all professions. Diversity broadens perspectives that
enable more creative solutions to the world's most pressing challenges.

4-3
AutoCAD Commands for Lecture #4 (1 of 2)

How to Access in AutoCAD

Command Description
(using pull-down menus)
Takes an object or group Modify > Array (Array Form will appear)
of objects and copies it a
specified number of times • Click Select Objects then select objects
in mathematically defined, • Fill out Array Form choosing criteria for Rectangular or Polar Array
evenly spaced locations

RECTANGULAR

Array

POLAR

Modify > Mirror

Original object is reflected • Select objects to mirror
across a mirror line at an • Draw the mirror line
Mirror • You will be prompted to:
equal distance and
opposite orientation

Creates chamfered (cut) Modify > Chamfer

corners • Type “d” to set distances OR “a” to set distance, angle (default is zero)
• Select First Line
Chamfer • Select Second Line

*** if chamfer does not appear after selecting lines, ensure that distance or
angle is NOT zero
Creates fillet (rounded) Modify > Fillet
corners • Type “r” to set fillet radius size (default is zero)
• Select First Line
Fillet • Select Second Line

*** if fillet does not appear after selecting lines, ensure that radius is NOT zero
Modify > Offset
• Enter offset distance (numeric or graphic) or Through Point
Used to draw concentric i.e.
circles, arcs, curves,
Offset
polylines, and parallel
lines • Select Object to Offset
• Click In the offsetting direction (inside or outside the object)

4-4
AutoCAD Commands for Lecture #4 (2 of 2)

How to Access in AutoCAD

Command Description
(using pull-down menus)
Allows you to View > Navigate 2D> Extents (Arrow on right)
enlarge or reduce • Select: Realtime, Previous, Window, Dynamic, Extents, Scale
the amount of the • Follow prompts
Zoom drawing displayed *** you can also roll the mouse scroll button to zoom in realtime

Allows you to see View > Orbit

the entire drawing • Brings up the Aerial View Window in which the drawing can be panned or
in a separate zoomed
Aerial
window, locate the
View
detail or feature you
want and move to it
quickly
Allows you to move View > Pan
your viewpoint • Select “realtime” and use hand to move screen view; or
around the drawing • “point” > then select 2 points
without changing
the magnification *** you can also hold down the scroll button on the mouse to pan screen in real-time
Pan factors

Bring up the “Object Snap” Toolbar:

Right Click on Object Snap
Use endpoint, midpoint, centre, quadrant, intersection snaps

Allows you to
instantly locate
exact points relative
Object to an existing object
Snap (e.g. Endpoint,
midpoint of a line,
or centre, quadrant
of a circle)

Running Object Snap:

Tools > Object Snap Settings
• Select object snap settings to have on continuously
• Note: double clicking on “OSNAP” at the bottom of the screen will turn off
this setting
Text Annotation > Text > Single Line Text
(single Allows you to enter • j: justify: align, fit, centre
line) a single line of text • “Style:” (found at bottom of side menu) will allow selection of font
DTEXT
Used to modify text • Type: ddedit
DDEDIT that already exists • make modifications
in your drawings

4-5
 Writing is Learning!
Professor Alan Plumbtree

I find that taking notes in class helps A LOT, especially when doing
assignments. I was really glad that it was recommended to take lots of notes.

- Daniel Matzeg

4-6
Class Exercise: Cross Sections

A socket head cap screw is:

_______________________________________

_______________________________________

_______________________________________

4-7
 Class Exercise: Using Chamfers and Fillets to Improve a Design

“The lessons our group learned last term made a huge difference in our design project this term. The lesson on chamfers
and fillets was especially useful for fabrication. Things would not have gone together so smoothly without that knowledge.”

- Cole Powers, Mechanical Engineering Grad

4-8
 FILLETS & CHAMFERS *FILL IN THE BLANKS*

• Reduce ______________________________________ →Fillet

o Especially important for fatigue

• Remove ____________________________________ →Fillet & Chamfer

o Safety
o Robust

• __________________________ to ease _________________________ →Chamfer

The chamfer on the hollow

cylinder should be gradual
(small angle).

• ______________________________________________

• Ease of __________________________________________

4-9
Object Snap Cursor Menu

Object Snap allows your cursor to immediately find specific points in your drawings such as
line endpoints, midpoints and arc centres. It aids in drawing items quickly and accurately.

To get the Object Snap Setting Options:

Menu: Tools > Drafting Settings

A shortcut to obtain the Drafting

Settings window is to right click
on the OSNAP button and then
select Settings…

4-10
Object Snap Cursor Menu
Point Filters

Point Filter Description Typed Command*

Temporary Track
Creates a temporary point used by Osnaps TT
Point
Locates a point offset from a reference
From FROM
point within a command

Endpoint Snaps to the closest endpoint of an object ENDP

Midpoint Snaps to the midpoint of an object MID
Intersection Snaps to the intersection of two objects INT
Apparent Snaps to the apparent intersection of
APPINT
Intersect two objects
Snaps to the phantom extension of an arc
Extension EXT
or line

Snaps to the centre of an arc, circle, ellipse,

Centre CEN
or elliptical arc
Snaps to a quadrant point of an arc, circle,
Quadrant QUA
ellipse, or elliptical arc
Snaps to the tangent of an arc, circle,
Tangent TAN
ellipse, elliptical arc, or spline

Perpendicular Snaps to a point perpendicular to an object PER

Parallel Snaps parallel to a specified line PAR

Node Snaps to a point object NOD
Snaps to the insertion point of objects such
Insert INS
as text, blocks, or attributes
Nearest Snaps to the nearest point on an object NEA
Suppresses running object snap for the
None NON
current selection

Osnap Sets running object snap modes OSNAP

* Note: To use the typed commands AutoCAD must be in drawing mode.

4-11
WEEK 4 ASSIGNMENTS

Freehand Assignment #4.0 – Rocker Arm (see “watch-outs” below)

Assignment 4.1 – Snowflake Creation

Assignment 4.2 – More Missing Lines

WEEK 4 BONUS ASSIGNMENTS

Assignment 4.3 – Wind Tunnel Grid

Assignment 4.4 – Logo Creation

_______________________________________________________________________

“Watch-Outs” for Freehand Assignment #4.0 – Rocker Arm

Want to get a good grade on this freehand? Here are some things that students often do
wrong or poorly (comments from previous TA’s):

 Not exploding the semicircles off the end of rounded shapes

 Not taking negative space cylinders out as two pieces (ref bottom of page 4-14)
 Exploding parts off in odd directions (they must be aligned properly)
 Poor overall alignment (please use construction lines that actually go between
different parts)
 Missing parts
 Overly sloppy construction of circles and cylinders, poor line quality and proportions

✓ The axonometric exploded view should show the front, right and top faces of the
elementary solids

4-12
Freehand Assignment #4.0: Rocker Arm
PURPOSE: Visualization, practice sketching axonometric exploded views,
develops the ability to discretise an object into its basic components (very
applicable to the creation of SolidWorks solid models, taught later).

Instructions:
1. Draw an exploded view of the provided Rocker Arm using the procedure covered in Freehand
Video #4 during the lecture

Notes:
• Students can find this freehand challenging, so take a few minutes to carefully review all the
instructions, guidelines and tips before beginning. Make sure you understand the assignment.
• Break the object into its basic elementary solids (cylinders, prisms, rectangular solids). The
proportions of spaces between units must be the same or close.
• Arrange/draw the elementary solid shapes in an axonometric “exploded view”. Group the
related shapes along the common centrelines. Use your in-class freehand as a guide.
• Treat one shape as your central part, and then pull the other components off from that part.
The exploded components should only be translated; they should not be rotated or tilted.
• Remember to differentiate between solid parts and features such as holes by using + and –
signs, respectively.
• MTSLE: To save time, the “bounding boxes” used during the freehand instruction are not
strictly required for every circle/curve etc. Use your judgement. That being said, do show care
and sketch the basic shapes properly.
• Remember to include the Assignment Title, your Name, Date, Block and Signature.
• The next page has some hints that can help you with this assignment.

4-13
Freehand Assignment #4.0 Related Example and Hints

This is a quick example to help you with this week’s Freehand Assignment – it shows a shape
that is similar, but DIFFERENT to the one in the assignment.

Instructor Comments:
• Begin by trying to visualize the 3D
shape of the object. Drawing a
pictorial (3D) sketch always helps.

• Create a separate quick & rough

sketch of the exploded view on a
separate sheet of paper. This will
save you time in the long run.

• This is not well-proportioned in

the sketch but the negative space (-)
cylinder on the lower left should be
longer than the positive space (+)
cylinder. Can you determine why?

Helpful Henriette’s Tips:

As recommended, make a quick sketch so you know where each component of the exploded view is to go.
When you start on your good copy, plan where each part will go on the paper. Use the entire sheet!
How were you taught to draw circular objects in class? (Hint: start with a cube)
Draw ALL the lines! (Hint: what goes in the middle of circles?)
Is an ant the same size as an elephant? Draw proportionally!
Is a military march the same as a mob? Draw in line! Space the objects properly.

4-14
Assignment 4.1: Snowflake Creation
PURPOSE: Developing competence with mirroring and polar arrays, fostering
creativity, and gaining experience with laser cutting. We plan to laser cut your
snowflake (and mail the result to the online students).

A snowflake is a collection of small ice crystals. As they fall through the Earth’s atmosphere, they form six “arm”
structures in a variety of sizes and shapes. The shapes can be complex, and individual snowflakes are unique in
structure. Fun fact: researchers say there are 35 snowflake shape categories.

Use skills you’ve learned; you are required to create a feasible yet unique snowflake design which will then be
laser cut by your TA’s. Be creative, this is an assignment where you can let your ingenuity run freely, but keep
in mind there will be some constraints you must meet. Think of something that, when drawn on AutoCAD, will
look like a one-of-a-kind snowflake when you ‘POLAR ARRAY’ it!

Notes:

• You MUST read all of the instructions or your snowflake just won’t work if it was laser cut.
• Before starting, make sure the drawing units/measurements in mm!

• Snowflake must fit within a 90x90 mm boundary.

• Width of material between two laser cuts must be greater than 1.5
mm and cannot be longer than 15 mm in length at this min. width.
• Include a 2 mm-diameter mounting hole on your snowflake so it
can be hung and admired.
• Make sure the line weights are 0.000 for the lines to be cut.
• Do not use splines in your snowflake design.
• You will be marked on:
o Creativity of design
o Understanding how to use the ARRAY functions effectively
o Your ability to effectively design under constraints – “design for manufacturability”
o Functionality of the design – in other words, the design may be amazing on screen, but if would fall
apart during laser cutting - then that is not so amazing.

Instructions:
1. Make a 90 x 90 square. (Unless you are given a template for this.)
2. Inside the square, construct a snowflake of your own design. You should be able to create one half of one
arm and then use mirror, and polar array to complete the snowflake. To restate… start by creating one
half of one arm, and then use the MIRROR command to complete the arm. Use the POLAR ARRAY
command to complete the six-sided shape. Be creative!
Exceptions: if you have a really cool idea (pun intended) that either does not have symmetrical arms or six-
arms, go for it! Note that these deviations must be impressive and not an excuse to do less work.
3. Draw the 2mm-diameter hole; select a spot so you can later hang up the finished design.

4-15
 4. Write the last 3 digits of your student ID and your initials in the bottom right
corner of the 90 mm x 90 mm box. Do this by clicking the big A with ‘text’ written
underneath. Click ‘single line’ then click your starting point > specify the height of
the text to be 3mm > specify angle of rotation of text to 0 degrees.
5. Select everything inside the 90mmx 90mm box (including the box) and make all
lines individual by clicking the ‘explode’ command.

6. Select everything inside the box again, click line weight, and select 0.000
7. Ensure that the arms are not overlapping where they meet, that no lines are overlapping and that
nothing will be cut that was not intended. Laser cutters will do exactly what you tell them to.
8. Once completed, you must submit both a physical image (PDF), with all the standard information on it,
as well as an online soft copy uploaded to LEARN. Your electronic copy will be used to laser cut your
snowflake.

Note: Though your snowflakes may not be getting laser cut, they will still be evaluated based on their
ability to be cut. Make sure you follow all instructions to make it laser-cuttable.
Laser Cutter - General Information

• A laser cutter has the potential to be very dangerous; fire, toxic fumes and blindness from the light are
some of the possible extreme outcomes. Due to this safety hazard, it is very important to follow
procedures when dealing with these powerful machines.
• The Epilog Helix mini laser cutter is located in DWE 3509, the WATiMAKE lab.
• This laser is extremely precise, up to 0.13 mm of error.
• The Epilog Helix mini recognizes line widths of 0.00mm and 0.05mm as cuts, anything above this width
will not cut.
• The Rapid Prototyping Centre E5-2002 also has an available laser. It is a Epilog Laser Fusion M2 that
has an accuracy of +/- 0.25 mm.

When creating a shape for laser cutting be careful of intersecting lines. As an example, the figure on the left is a
very simple snowflake CAD design (you can do much better). We can see that both arms are very similar,
however they left an inner circle with a line width of greater than 0.05 mm and some intersecting lines on the
arm. After cutting the material, the outcome was not very favourable.

Laser cutters have many engineering uses; it is beneficial to have knowledge in

designing components in AutoCAD and using this to laser cut parts.

Helpful Henriette’s Tips: How many arms does your creation have? Too many? Too few?
You only need to make 1/12 of the snowflake. (I.e. half of an arm, mirrored then repeated six times)
Snowflakes are all unique: if yours looks the same as somebody else’s, you’re doing it wrong!

4-16
Assignment #4.2: More Missing Lines
PURPOSE: One more important practice with 3D visualisation, challenging orthographic views.

Instructions:
1. A line (or lines) are missing in one of the orthographic projections. You need to determine
where it is such that all three views are still consistent with one another.
2. Start by sketching the 3D shapes on a separate paper to help you visualize them. You must
hand in the 3D sketches with the assignment.
3. It is required that you do this assignment on your own; earn the learnings from it.

Notes:
• A printable copy of this assignment can be downloaded from UW LEARN.
• Do this assignment when you are FRESH, some of them are more difficult than others.
• There are no curved surfaces, only planes.

7. Hint: there is
an object line
8.
missing in the
Top View

9. 10.

11. The Front View

requires more 12. The Grand Finale. The Right
View requires 4 lines
than one line. (hidden and object) and a
Limit of 3. centre line. Note: lines are
not required at the smooth
transitions between the
curved and flat surfaces.

Name: __________________________________ Date: ______________ Signature: _____________________ Block: __________________

4-17
 Bonus EGAD Assignments might be tempting but only try them if you are caught up with your work on other
courses!

(Bonus) Assignment 4.3: Wind Tunnel Grid

PURPOSE: Challenge students with an engineering problem that can be solved using AutoCAD. This is
based on an actual engineering situation.

Background: One UWaterloo MME graduate student was involved with solar research. He needed
thin 600mm x 600mm plates drilled with an exact hole pattern. Previous holes were manually drilled,
which was very tedious and time-consuming work. The challenge was to program a computer
controlled (CNC) milling machine to drill the many holes required. Proper layout drawings of the
plates/holes were required to achieve this goal.

Side note: The test plates were referred to as plenum plates. They were anodized black, and
“thermocouples” (temperature measurement probes) were affixed. The plenum plates (Fig. 1-①) were
studied in an MME wind tunnel for their solar* properties in various wind conditions. *The wind tunnel
incorporated a solar simulator⑪.

Figure 1: Wind Tunnel Grid Test Apparatus Dwg: JRB

4-18
Instructions:

1. Download “Assignment 4.2 Template File” from LEARN.

2. Given the 600 mm2 plate size, create a hole pattern with as many holes as possible to fill the
entire plate. Create the hole pattern using two rectangular arrays. Call these array A & array B.
3. The hole diameter for all holes is 3.2mm.
4. The "pitch" (distance from the center of one hole to
any other) is 16.89mm for the plate under
consideration.
5. Fill in the missing information under Notes in the
template file.
6. Complete the title block & print your work. The
plotted drawing should well fill "A" size paper.

Hints (Spoiler Alert: if you wish to solve this on your own, skip this section):

• Big Hint: this layout can be achieved by meshing two

rectangular arrays together.
• To determine the row and column
distances, lay out a single polar array
using the pitch indicated.
• Use the "distance" command (snap to centers) to find the
row and column spacing for your two rectangular grids.
• There will be a larger array on the outside - array A - and a
smaller array - array B (with less rows and columns)
nested inside Array A. The two arrays are created in a
manner that the pitch requirement is satisfied. This is done
by selecting the starting points for each array carefully. (Refer to the rectangular mesh
figure above as an example).

Helpful Henriette’s Tips:

Read the assignment sheet! Read it again!
Did you remember to have a border?
Approximate measurements are acceptable. Don’t toil over 0.01 of a millimetre for this assignment.
Your holes should not be touching the border of the grid piece, but you want to be able to fit as many as
practically possible. You’re designing something to be made, so take common sense into consideration!
You live in the 21st century. If you’re still creating those holes in AutoCAD one by one… there’s a problem. Use
array to your advantage!

4-19
(Bonus) Assignment 4.4: Logo Design
PURPOSE: To encourage the creative thought process, more CAD practice.

Instructions:

1. Design your own logo. It should contain an array (rectangular or polar) but does not have to be
similar to the logo shown below. Add your own flair and imagination to it!
2. A formal title block is not required, but make sure to include the Assignment Title, your Name,
Date, Block# and Signature.
3. Plot your work on ‘A’ size paper (fill the page as best as possible).

Notes:
• For text: set styles, use justify, fit and align.
• To change colour: left click on the entity, then right click and select “Properties”. After
changing the colour, click the “x” at the top left of the window, then the ESC key to exit.
• Use the “donut” command for make the ring.

4-20
 LECTURE #5
1) Freehand Video #5: Isometric Proportioning

2) Designer of the Week - Henry Dreyfuss

3) Design Example - Urinals

4) Line types:
- Presentation of Line Type Chart
- Discussion of Application of Different Line Types
- AutoCAD: Loading, Examples, ltscale

5) Workshop Exercise 7B:

- Loading ltype.mnu File So Line Types Can Be Used
- Exercises to Show Application of Different Line Types

6) Setting Unit and Decimal Precision in AutoCAD

7) Dimensioning - Initial Guidelines:

- Explain: Extension Line, Dimension Line, Use of Arrows
- Dimensioning: Baseline, Continuous, Angular, Radius, Diameter
- Do’s and Don’ts of Proper Dimensioning
- Proper Use of Precision When Dimensioning

8) Dimensioning in AutoCAD:
- Setting a Proper Dimensioning Style
- Examples of How to Create Various Dimensions in AutoCAD
- Editing Dimensions: Edit Text, Reposition, Update Dimensions

9) Workshop Exercise 8: Basic Dimensioning Exercises

10) Additional Drawing and Dimensioning Topics:

- Representation and Specification of Some Mechanical Elements
- e.g. Threads (Internal, External), Holes
- Introduction to Tolerancing

11) Assignments

5-1
Designer of the Week: Henry Dreyfuss

Henry Dreyfuss (1904 – 1972) followed the

philosophy that “The object being worked on is going to
be ridden in, sat upon, looked at, talked into, activated,
operated, or in some other way used by people
individually or en masse”. He believed “When the
point of contact between the object and the people
becomes a point of friction, then the designer has
failed. On the other hand, if people are made safer,
more comfortable, more eager to purchase, more
efficient – or just plain happier – by contact with the product, then the designer has
succeeded”. Dreyfuss is credited with pioneering the application of ergonomic principles to
industrial design. He is responsible for the design of the phone (the Bell 300) which lasted
from 1933 into the 1980’s. He also designed military equipment, farm equipment for John
Deere, vacuum cleaners for Hoover, and televisions for RCA.

Endpapers from first edition

of Designing for People
Designer: Henry Dreyfuss
Drawings by Alvin Tilley
1955

The 20th Century Limited Passing Prototype Trimline Telephone

Breakneck Mountain on the Hudson River 1963
1948

5-2
Urinal ‘Splashback’ Shows the Failures of Engineering

Urinals are designed with little attention to the splashback factor. The plumbing
generally works well with urinals, but the human factor is neglected.

***Always consider human factors when you are designing a product***

Engineers often fail to make their technology user-friendly for the people using it. In
addition, those involved with the cleaning, maintenance and repair of products often do not
have kind words to say about the engineer that designed the products they must work on.

A key concept from EGAD that you should retain for your entire career:

It is crucial in the design or redesign of products that humans and machines interact
easily. Consider all aspects of the design and how it affects the well-being and
satisfaction of those who will be using or maintaining your device.

Note: This example and the corresponding class presentation concern a male-use product,
except for the female urinal. What is important is that the example focusses on the lack of a
successful design, that could be rectified by any gender. Keep in mind that as engineers, you will
be involved with designs during your career that will not fit your direct consumer use, gender,
or demographic e.g., designing medical devices for the elderly. If you have an idea for a female-
based product example for future EGAD classes – let us know!

5-3
Linetypes and Lineweights
Thin/Light Line Weight __________ mm
Medium Line Weight __________ mm
Thick/Heavy Line Weight __________ mm

Line Standards
Type Example Description Application
Visible Lines Visible lines are heavy, dense,
also called black lines. Width is approx. Visible edges of objects
_______________ 0.6 mm but can vary.

Hidden Lines Medium width lines

Hidden features of an
consisting of approx. 4.0 mm
object
Width: ________ evenly spaced dashes.

Centerlines
Narrow lines of alternating axes, symmetry and
long and short dashes. denoting feature alignment
Width: ________

Dimension,
Narrow lines of Dimensions, indicating the
Extension,
approximately the same distance measured, leaders
Leader and
width as centerlines. for notes, and work lines
Work Lines

Cutting – There are a few linetypes

Indicates where a section
Plane Lines commonly used (ref pg. 5-7);
is taken
width is heavier than visible
Width: ________ lines.
Cross-Section Narrow parallel lines
(Hatch) lines generally drawn at 45°. Surfaces exposed by
Equally spaced proportionate cutting a section
Width: ________ to the size of the section

Break Lines
Wide freehand lines for short
Eliminates repeated detail
breaks.
Width: ________ when overall reference
Straight narrow lines and
dimensions are shown
zigzag for long breaks
Width: ________

Phantom Lines Shows adjacent parts or fit

Narrow lines consisting of
into an assembly, alternate
one long and two short
positions, and paths of
dashes
Width: ________ motion.

Arrowheads sharply pointed,

Indicates points from
and of uniform size. Width
Arrow Heads which dimensions are
should be approx. one third
taken
the length

5-4
Test Yourself: Examples Uses of Linetypes

List the line types and their relative line weights

1 ___________________________ 5 ___________________________
2 ___________________________ 6 ___________________________
3 ___________________________ 7 ___________________________
4 ___________________________ 8 ___________________________

Drawing by: M. Grisebach

5-5
Cutting Plane (Section) Lines

Cutting Plane Line Styles (note

that they are the widest lines on
a drawing.)

Using Break Lines

5-6
AutoCAD Standard Line Weights

Elements of Dimensions

5-7
AutoCAD Commands for Lecture #5 (1 of 2)
How to Access in AutoCAD
Command Description
(using pull-down menus)
For First Use:
Allows you to choose the type of line you wish to draw Properties > Linetype > Load
or change the line type of an existing line (e.g. Hidden, • Select the desired linetypes (use Shift & Ctrl key to select multiple linetypes at
solid, centre lines) once)

To Apply Before Object is Created:

Properties > Linetype > select Linetype > Current
Linetype
To Change a Line Type:
Right click on object > Properties
• A Properties Toolbox will appear
• Select the object/line you want to change
• Use the pull-down menu for Linetypes and select the desired type

• Sets the length of dashes and spaces in linetypes • Type: “LTSCALE”

• The default linetype scale factor is 1.0. A value less • You will be prompted:
than one makes the dashes and spaces smaller,
•
while a value greater than one makes the dashes • All lines will update accordingly
Linetype Scale and spaces larger
*** this command can also be done through the Properties toolbox

Application Menu >Drawing Utilities > Units

1) In the Units Control dialog box under Units, select a unit type and precision.
2) Under Angles, select an angle type and precision.
Setting Units Changes units between decimal (15.50), architectural 3) To specify an angle direction, toggle clockwise on/off
(1’-3 ½”), etc. The angle direction controls the point from which AutoCAD measures angles and the
direction in which they're measured. The default is 0 degrees on the right side of the
figure and measured counter-clockwise.

5-8
AutoCAD Commands for Lecture #5 (2 of 2)
How to Access in AutoCAD
Command Description
(using pull-down menus)
Dimension Menu
Annotate > Dimensions
→ Linear
• horizontal or vertical (type “dimlinear” or “DLI”)
→ Aligned (or type “dimaligned” or “DAL”)
→ Baseline (or type “dimbaseline” or “DBA”)
Dimensioning Dimensions given to describe the size, shape, and → Continue (or type “dimcontinue”)
location of features of an object or structure. → Diameter (or type “dimdiameter” or ‘”DDI”)
→ Radius (or type “dimradius” or “DRA”)
→ Center mark (or type “dimcenter” or “dimcen”)
→ Angular (or type “dimangular” or “DAN”)
→ Leader (or type “leader” or “LE”)

Type: “DIMEDIT”

• Choose
• Home
• New
DIMEDIT Allow you to edit dimensions on your drawings (e.g. • Rotate: rotates the text
Move text, change text, etc...)
• Oblique: changes the dimension line angle

*** if you move the dimension by typing the command move, the entire dimension will
be moved away from the part

5-9
Line Type Scale
It is very important to use the proper scale for linetypes, so they display information clearly.
Objects can be very big or very small, so linetype scales must be set accordingly.

Three ways to set:

1. Use individual LT Scale [ Modify => Properties]
2. Use GLOBAL LT Scale [ Format => Linetype] or [command LTSCALE]
3. Select the line => Right click the line => Properties

Examples of Different Line Type Scale

5-10
 Note: you must understand all the rules that follow. The rules that students most commonly
break are bolded, and have this symbol: .

Dimensioning Rules and Best Practice

Understanding the rules for dimensioning is vital. It is fundamental to the “proper
grammar” of engineering communication and is an important industrial requirement. Poor
dimensioning is readily apparent, and it immediately casts doubt on the quality of your work.
You must become dimensioning “literate”.

In the past, dimensioning was poorly done well by 1A students. It was apparent that they did not
sufficiently review and understand these rules. This can be a significant detriment and
embarrassment during a job interview or work situation.

“What bothers me is that first year students do not understand the importance of proper
dimensioning. If you are a 1A student, you should be worried”. - R. Chatterjee, MME Grad, former EGAD TA.

These rules must be applied to the remainder of your engineering graphics work.

1. Each dimension should be:

a. Given clearly so that it can be
interpreted in only one way.
b. Kept off the part wherever possible.
c. All dimensions for a specific feature
should be denoted in one view only (if
possible). E.g.: , diameter and depth of
a drilled hole. (see  )

2. A dimension line should never be joined end to end with any line of the drawing.

3. Dimension lines should be spaced uniformly throughout the drawing. They should be at least 10
mm (.38") from the object outline and 6 mm (.25") apart (see below).

5-11
4. The longer dimensions should be
placed outside all intermediate
dimensions so that dimension lines will
not cross extension lines.

5. Wherever possible, do not use object lines as an

extension line.

6. Dimensions applying to two adjacent views should be placed between views, unless clarity is
promoted by placing some of them outside. However, a dimension should be attached to only
one view, not to extension lines connecting two views.

Can you spot the difference between good and poor?

Dimensioning to hidden lines should be avoided. This is a common error.

Rhyme to remember: “If you want your drawing to look real fine, never dimension to a hidden line”

5-12
7. Dimensions should be attached to the view where the shape is best shown.

8. Dimensions should be placed in the views where the dimensioned

features are shown in true shape.

9. Dimensions should not be duplicated, nor the same information

given twice. No dimensions should be given except those needed
to produce or inspect the part.

10. It is okay to cross extension lines, but dimension lines should NEVER cross. See below.

11. When extension lines cross extension lines or cross visible lines, no break in either line should
be made.

The dimensioning is
much better on the
right than on the
left. However, there
is one dimension on
the right that could
be improved.
Can you find it?
(Hint see rule 1b)

5-13
12. Continuous dimensions should line up in chain fashion.

13. A complete chain of detail dimensions should be

avoided; it is better to omit one. Otherwise, reference
should be added to one detail dimension or to the
overall dimension by enclosing it within parentheses
(showing a redundant dimension).

14. In a stack of dimensions, dimension figures

should be staggered and approximately
centred between arrowheads.

15. The plotted size for dimension figures

should be approximately 3 mm (.13")
high for decimal numbers and 6 mm (.25")
high for fractions.

16. Dimension figures should never be crowded or in any way made difficult to read.

17. A centre line may be extended and used as an extension line, in which case it is still drawn like
a centre line (ref “Good” drawing below).

18. Centre lines should not extend from view to view.

5-14
 19. A radius dimension should always be preceded
by the letter R. The radial dimension line should
have only one arrowhead, and it should pass
through or point through the arc centre and
touch the arc.

20. A diameter dimension value should always be

preceded by the symbol Ø.

21. a) A hole, cylinder or other circular feature is dimensioned by its diameter and a fillet or curved
feature by its radius.

b) A circular feature is located by dimensioning to its centre mark in a front view.

YES
NO

22. The diameter and length of a cylinder are preferably shown in

the rectangular view. (This does not apply to holes.) A diagonal
diameter in the circular view may be used in cases where it
increases clarity.

23. Diagonal diameters are used for very large holes centres and
may be used on positive cylinders when clarity is gained.

24. When there are several rough, non-critical features obviously the same size (fillets, rounds,
ribs, etc.), it is allowable to use typical (abbreviation TYP) dimensions or to use a note. Use
sparingly and do not get carried away with “TYP”.

25. Machinists should not be

expected to assume that a
feature (e.g. a hole) is centred.
Location dimensions should be
given. (See Rules 27 and 28)

26. Cylinders, holes etc., should be

located by their centre lines or
centre marks.

27. Cylinders should be located in the circular view, if possible.

5-15
28. Dimension figures for angles should generally be lettered
horizontally. This is the same for x-y dimensions as well.

29. Holes to be bored, drilled, reamed, etc. are size-

dimensioned by notes in which leaders preferably point
toward the centre of the circular views of the holes.

30. Drill sizes are preferably expressed in decimals. For drills designated by a number or letter, the
decimal size must also be given.

31. Leaders for notes should be straight, not curved, and point to the centre of circular views of
holes wherever possible.

32. Leaders should slope at 45, 30, or 60 degrees with the horizontal, but may be made at any
convenient angle except vertical or horizontal.

33. Leaders should extend from the beginning or the end of a note, with the horizontal “shoulder”
extending from the mid-height of the lettering.

34. Notes on a drawing should always be lettered horizontally on the sheet.

35. Notes should be brief and clear, and the wording should be standard in form.

36. a) Dimensions should be given in a manner that reduces the need for the machinist to
calculate, scale, or assume any dimension. However, in an array as shown below, do not
individually dimension every hole. Use the convention shown below:

5-16
37. c) A hole callout should also give the hole depth. The depthsymbol is often used. If a hole
depth is not given, the holes are assumed to be thru holes.

38. Dimension figures should not be lettered over lines or sectioned areas unless
necessary, in which case a clear space should be reserved for the dimension figures.

Depth Symbol

39. When a dimension is not to scale, it should be underscored with a

straight line e.g. 180 or marked NTS or NOT TO SCALE.

40. Fraction bars should never be inclined except in confined areas,

such as in tables.

41. On a machine drawing, individual unit designations should be omitted, except when necessary
for clarity. For example, 1” VALVE or 1 mm DRILL. However, there must be a global indication
of the unit value specified on every drawing.

42. All tapers (non 45°) chamfers on a drawing

should be dimensioned with an angle, start and
end dimensions.

5-17
43. Centrelines are added to delineate features of identical x or y position.
Rhyme to remember: “When the same coordinate is shared by features
Put a centreline between those creatures.”

Important: Don’t forget to add these center lines to your drawing. This is commonly missed.

44. a) For a relatively simple object, a note stating that the dimensions are referenced to the centre
of the plate is usually sufficient.

5-18
44. b) When dimensioning with a datum at the centre of a part, this approach removes ambiguity.

44. c) Do NOT use the approach below. You cannot assume that all features are symmetrical
so include the rest of the dimensions.

Note that the previous drawings still require hole size dimensions and thread specifications.

5-19
Rhyme to Remember:
Want better grades at school?
Learn each dimensioning rule!
… it will also improve your performance on work-terms!

Ordinate Dimensioning
In ordinate dimensioning, all dimensions are
made relative to Datums, which can be
taken from any feature on a part. In the
given example, the left and bottom edges of
the part are set as datums. The datums are
now the origins of an x-y coordinate system.
All dimensions will be made by showing the
perpendicular distance of a feature from the
datums. The centre of hole (1) is located
5.0" above the bottom edge datum, and 1.5"
to the right of the left edge datum, as shown
by the ordinate dimensions given. In other
words, it is located at the coordinate (1.5,
5.0) relative to the (0,0) datum.

Note: Parallel features only need to be located with one dimension if the associated features are
connected with centrelines.

See Appendix 5 for a guideline on using ordinate dimensioning in AutoCAD

REGARDING DRAWING SCALE:

If you designate a scale on a drawing (eg. 1:2) it then must mean that a ruler can be placed on a drawing
and correctly measure any distance. If the drawing was plotted exactly to scale this would apply.
In practice, machine drawings are often plotted to “fit to page”. No exact scale applies once the drawing
is plotted or reproduced. My practice is to mark the overall scale NTS, or provide a visual scale:

Detail drawings require all the dimensions needed for part fabrication; a machinist would rarely
measure from a drawing (they fabricate to the designated dimensions). However, Architectural
drawings (floor plans etc.) are so extensive that it is impossible to list every dimension. It is necessary to
designate a scale (1/4”=1’ is common) and to carefully plot the drawings to scale.

On a work term or new job, consult your employer regarding their set practices with drawing plots.

5-20
Implied Dimensional Tolerances
Dimensions show two key items:
1. The size value of the measurement
2. The limits (tolerance) of that value

Important concept: if a tolerance is not directly specified, then the tolerance is

implied by the number of decimal places associated with a dimension.

Imperial Dimension Tolerances (dimensions in inch)

Dimension Example Tolerance *The implied fractional tolerance can vary
Fractional* 3-1/8 ±.015 (~1/64”) between practitioners
One decimal place 3.1 ±.02”
Two decimal places 3.12 ±.01
Three decimal places 3.125 ±.005
Four decimal places 3.1250 ±.0005

Metric Dimension Tolerances (dimensions in mm):

Decimals: Example Tolerance Tolerance Range
.X 30.5 ±0.5 30.0 to 31.0
.XX 30.50 ±0.25 30.25 to 30.75
.XXX 30.500 ±0.13 30.37 to 30.63

• “Implied” tolerances are commonly shown (table format) on a drawing title block.
• Fractional imperial values are sometimes used on drawings e.g., 1/32” and 1/16”
(about 0.030 and 0.060 respectively) depending on the desired level of accuracy.
• The thickness of a standard sheet of paper is approximately 0.004”, or 0.09 mm.

NOTE:
Dimensioning to 4
decimal places, in
imperial (with few
exceptions) and
especially in metric
must be avoided!
mm
5-21
IMPORTANT: Using Appropriate Decimal Precision for Dimensions
Machinists will fabricate the part you designed according to the tolerance implied by the
number of decimal places of your dimensions on the drawing (page 5-22). The more
decimal places shown, the more care and time (exponentially) they will spend to achieve the
precision set by the dimension.

Higher precision can be necessary (e.g. to locate hole centre positions, reaming for bearing
seats, precision grinding), but often junior designers specify dimensions with too many
decimal places. This is “overkill” on a drawing. Unfortunately, CAD software often defaults to
four decimal places for all dimensions. This is almost always far too much precision with
imperial units, and is especially ridiculous when the units are mm.

Extremely important: It is necessary for you to think about every dimension that you
enter and set the appropriate amount of precision for it. Do NOT just use the default
number of decimal places set by the software.

Example:
This metal cover plate is to be affixed to another part with four fasteners.

Dimensions 1 & 2 are the exterior plate dimensions. Nominal plate size 5 ¼ x 3 ½”.

Dimensions 3 & 4 “c-c” are the centre-to-centre distances of the fastener through-holes.
Nominal c-c distances are 4 ½ by 2 ¾”.

Question to Consider: What are the appropriate levels of precision for these dimensions?
Answer: “It depends” … It depends on how the plate is affixed to the mating component.

5-22
Ex 1: Simple Cover Plate: low precision required for the outer plate dimensions.

Ex 2: Recessed Cover Plate: higher precision required because the plate must fit into the
recessed area

5-23
Two Items in Engineering Graphics to NEVER
DO (for the rest of your career)!
1. Drawing orthographic views in the wrong relative
orientation

Wrong! Correct!
2. Dimensioning to four decimal places (i.e. using too much
precision)

REMEMBER
YOUR OATH!

Rhyme to remember: To keep costs down and tempers too

Use the correct precision through and through
Remember the shame on their faces
Those that dimension to 4 decimal places.

5-24
Also…important to remember and apply when designing:

1. When it comes to Dimensioning a Drawing…

“God is in the Details”

Check (and double check) the dimensions on your drawing – it is far
easier to change a mistake on a drawing than to fix it once it is
fabricated!

2. Select convenient dimensions when you are designing a

component (e.g., set a dimension to 80 mm instead of 79.3mm).

3. Once again… when you finish a detail drawing, review it step by

step as if you are fabricating it. Is there any information missing?
On a complicated drawing the chance of catching something during your
review is high.

YOU CAN USE AN ERASER ON THE DRAFTING TABLE OR A

SLEDGE HAMMER ON THE JOB SITE
FRANKLIN LLOYD WRIGHT

5-25
Technique for Dividing a Cube into Thirds (Freehand Video #5)

Note: this same technique works for axonometric cubes as well.

5-26
WEEK 5 ASSIGNMENTS

Freehand Assignment #5.0 – Viewpoint Visualization

Assignment 5.1 – Shaft Guide Revisited

Assignment 5.2a – Hydraulic Press Top Platen

WEEK 5 BONUS ASSIGNMENTS

These are only if you have time – most of you will not. Assignment 5.3 is shorter.

Assignment 5.2b – Milled Component

Assignment 5.3 – Examples of Good and Poor Design

OTHER ITEMS

Engine Dissection Gasket – Optional Home Exercise

____________________________________________________________________________________________________________________

Helpful Henriette’s Tips for Week 5 Assignments:

Freehand Assignment #5
Does your drawing make sense with respect to the viewpoints indicated? i.e. if you had the actual solid shape in
your hand, and rotated it into position… would those be the axonometric views of it?
Based on the measurements… are the components you drew proportional to one another?

Assignment 5.1
It should look better than what you did in week one… do not make the same mistakes.
Can you clearly tell what lines make up the object? Is that a centreline? Are the line weights and line types correct?

Assignment 5.2a
Have you read all the instruction carefully? Do you understand them? If not… ask!
Pick a line on your AutoCAD drawing. Is it the correct type? Is the line thick enough? Pick another line. Rinse and
repeat!
Do your dimensions look strange? Are they the proper size? Are they nicely aligned – or all over the place?
How are you supposed to use this drawing in a machine shop, in the middle of machining the object itself?!
i.e., Think of how you might machine this. Do you have all the dimensions for the milling machine?

5-27
Freehand Assignment #5.0: Viewpoint Visualization
PURPOSE: Challenging exercise to improve visualization from 3D
viewpoints, creating sketches with good proportions.

Instructions:
1. Sketch the object shown below from the two viewpoints (A and B). Please note that the sketch
is not to scale.
2. Try to make your sketch to correct relative proportions.
3. Try to make both views approximately the same size.
4. Take reasonable care with your sketches, but do not go overboard with time. We are mostly
interested in your ability to visualize these positions in 3D space.
Notes:
• It is highly recommended that you make quick rough sketches on a separate sheet of paper
before embarking on your final freehand sketch.
• This shape has been simplified to have 1/4 units instead of 1/3 units to make drawing this
easier.
• Instructor Note: Consider doing these sketches as a break between other assignments.

Left Paper Right Paper

Taped (if you are
not using
newsprint

5-28
Additional Help with Freehand 5.0 Baleshta, 2020

Following the steps in this document should make the assignment go easier for you.
1. Start by reviewing the part dimensions. For example, what are the locational
dimensions to the centre of the bracket curve?
2. Note that this part is only comprised of three basic shapes.
3. Start with the A-A viewpoint, it is simpler.
4. Note that the A-A arrows are 45° above a horizontal plane, and 45° clockwise from
an x axis (looking from above). This understanding determines the
viewpoint, and aids creating your construction box(es).
It may be helpful to twist your course notes to look at the drawing as such:

5. To speed up, you have to slow down. Start by creating a rough sketch (on a separate
piece of paper) of the shape at its requested viewpoint. This rough sketch should take
no more than a few minutes. Then progress to your newsprint for the final drawing.
6. You may wish to start by using an F pencil, to help keep your construction lines
light, then darken with your 2B at the end
7. Start by drawing the base. What is its fundamental size? Try to draw to proportion.
8. Start the curved component by drawing a bounding box. What would the size of the
bounding box be? Again, try to draw lightly and to correct proportion - refer to the part
dimensions.
9. It may help to erase lines that were once useful but are now only confusing, and to
“slightly” darken some lines (using your F pencil) to better see the final shape.
10. When you are done, fully darken the object lines with your 2B. Choose a sequence
that will not smudge your drawing.
11. Decide where the light is coming from and do a bit of shading (do not over-shade).
12. Small congratulations, you have completed one of the viewpoint sketches.

5-29
Drawing the B-B viewpoint sketch:
1. This is more challenging due to the unusual viewpoint. It may help to start
by rotating the drawing to look at it as such:

Tthis view (at this starting stage) is again

shown from the top plane i.e., from
above. However, the viewpoint needed
is from below the top plane. So, try to
now imagine seeing this shape in this
position but from below. And now more
precisely, try to visualize it from 45°
below the top plane.

2. Again, draw a rough sketch on a separate piece of paper.

3. Use the same techniques as listed above. Start with the base. Be careful not to draw
it too high up on your page, or you will run out of room. Keep referring to the
dimensions so your drawing is to correct proportion.
4. Then, draw a bounding box for the curved piece.
5. This is a more complicated viewpoint so take your time, keep looking at the overall
picture. Erase unneeded construction lines and slightly darken the object lines
to see parts of the final image more clearly.
6. You will not see much of the stiffening bracket at this viewpoint.
7. Finish by carefully darkening in the object lines with your 2B as to not smudge your
drawing.
8. Again, decide where the light is coming from and do a bit of shading.

Now…Big congratulations, you are done! Admire your drawing.

5-30
Assignment 5.1: Shaft Guide Revisited
PURPOSE: Developing further AutoCAD and dimensioning expertise, and a feeling of progression.
This component was the instrument drawing during Week 1 and you now having the skills to create
a CAD drawing to best practices!

Instructions:

1. Recreate the Assignment 1.2 (Instrument Drawing) using AutoCAD. You have the expertise!
2. READ AND APPLY THE DIMENSIONING RULES LEARNED IN THIS CHAPTER!
3. Use baseline dimensioning, lower left corner datum.
4. Use the correct dimensioning techniques, line weights and line types.
5. Always draw at a one-to-one scale in AutoCAD.
6. Create a new dimension style. Set text height to .125 and text style to Romans.
7. Increase dimension feature scaling value to 2 (refer to page 5-34).
8. Draw a border around your drawing (proportional to ‘A’ size dims) and add a title block. See
the hint on border size below.
9. Follow the instructions on page 5-35 for printing instructions. Your print should well fill the
sheet. This will happen if you follow the border hint below.

Notes:
• The above sketch breaks dimension rules! Refer to it for distances only.
• If you specify the chamfer using a leader that denotes the distance, you do not have to add
further dimensions to the chamfer.
• Hint: start with a border size of 22 x 17, which is twice the size of an ‘A’ size paper. This should
give you sufficient room for your drawing and dimensions and sets good proportions for
printing.
• You have drawn this shape before, don’t make the same mistakes that you made in the
instrument drawing!

5-31
Assignment 5.2a: Hydraulic Press Top Platen, Detail Dimensions based
on a Centre Datum
This replaces of what is now called 5.2b, to reduce the time required for centre-datum
dimensioning practice.
PURPOSE: Application of correct dimensioning, experience dimensioning using a centre datum.
Instructions:
1. Complete the AutoCAD detail drawing.
2. READ AND APPLY THE DIMENSIONING RULES LEARNED IN CHAPTER 5!
3. You must use the centre of the object as the datum for baseline dimensioning (ref dim rules
44a and b).
4. The result should be a professional quality drawing. Include proper line weight and line type,
centre lines, etc. Set the unit precision to one decimal place. Complete the title block.
5. The scale for dimension features was increased to 35. This increase was selected from an
estimation of the scale reduction that AutoCAD would (automatically) do when you fit this to
A size paper during plotting.
You can plot this file directly to a Letter size PDF*. When setting up the plot, select “Window” for
“What to Plot”. Submit the PDF to Crowdmark and the AutoCAD file to the Dropbox in LEARN.
*If you plot directly to a PDF, you can cut and paste your signature onto the PDF rather than
printing and signing it. The signature can be on any blank spot on the drawing.
Notes:
o Read and follow all instructions. If you don't understand something, ask!
o Only one view (the view shown) is required for this, as it is a flat plate
o The units are in mm, the platen thickness is 50mm, Quantity: Two, Material: Steel
o Plan the positioning of your dimensions (including leaders) so it fits well on the page. If
you find you must shift the drawing, that is fine.
o The polar array of threaded holes, and the threaded hole depth dimension has been
done for you. You still however must specify the diameter of the circle that situates the
threaded holes on the drawing.
o All the other holes are thru-holes so their depths do not have to be specified.

5-32
Bonus Assignment 5.2b: Milled Component

PURPOSE: This was the origninal centre datum assignment, now a bonus.

Instructions:

1. Create an AutoCAD drawing of the Milled Component.

2. Start a new drawing with “Open > no template imperial”, even though the drawing is metric.
3. Add a border proportional to ‘A’ size paper (try 460x355).
4. READ AND APPLY THE DIMENSIONING RULES LEARNED IN THIS CHAPTER!
5. Use the centre of the object as the datum for baseline dimensioning on the Top View (ref dim rule 45b).
6. Use a lower left datum for dimensions on the Front View.
7. Put the locational, hole and component size dimensions on the Top View
8. Only three (vertical) height dimensions are needed on the Front View.
9. The drill tip angle is 118°. You need this for your drawing, but you do not
dimension this angle. The hole depth (15 mm) is not to the drill tip but to the full
diameter of the hole.
10. Include proper line weight and line type. A title block is also required.
11. Create a new dimension style. Set text height to .125 and text style to Romans.
12. The scale for dimension features needs increasing (hint: try 40), ref page 5-34.
13. Follow the instructions on page 5-35 for printing your drawing

Note: The drawing above is poorly dimensioned, but has the shape and distances required for this assignment.

5-33
Selecting an “Overall” Scale for Dimension Features (in Dimension Style).

The overall scale value (circled in the figure below) depends on the paper size and the size
of the component being dimensioned. Assignment 5.1 will be a small value (e.g. approx. 2)

5-34
Information on Printing/Creating a PDF of AutoCAD Files
*There are additional resources to help with AutoCAD plotting on LEARN

1. Select Microsoft Print to PDF, or a printer

2. Select the size of paper in the printer (A4, or Letter)
3. Use this tool to select what part of your drawing you want to print
• When you select Window, the print setup window will disappear
to reveal your drawing. Click and drag your mouse to create a box
around the area of your drawing you want to print; then the print
setup window will reappear.
4. Centre the drawing on the paper
5. Shows or hides details on the right side of the print setup window
6. Sets the page orientation to landscape
7. Plot scale; for Assignments 5.1 and 5.2 use “fit to page” as opposed to a specific plot
scale. (A general reference regarding scale plots is found on the next page; this is not
needed for this week’s assignments.)
8. Shows what your drawing will look like when you print it; use before printing/saving
the PDF.

5-35
Supplemental: Plotting to Scale in AutoCAD
Mechanical detail drawings must have sufficient dimensions to allow part fabrication
without ambiguity. These drawings are drawn accurately but usually do not need to be
plotted to a standard scale.

However, at the “plant/process/floor plan level”, drawings are too complicated to have every
possible dimension denoted. Some distances are then scaled from the plot of the drawing. It
is hence necessary to plot these drawings to a specific scale (e.g. ¼” = 1 ft. is a common
architectural scale).

Ex: 1:2, means that every 1 unit on paper represents 2 units in real life
Note: the dimensions are not affected by the scale (notice the side length is always 4)

5-36
(Bonus) ASSIGNMENT 5.3: Examples of Good and Bad Design
PURPOSE: to incubate the important habit of examining existing designs (including your own)
and reflecting on what works well, and what does not. The thoughts, learning’s and pitfalls to
avoid can then be applied to your future designs.

Instructions:

Following the design philosophy of Henry Dreyfuss (page 5-2), describe the following on a
sheet of ‘A’ size paper:
• An example of a bad design that you have encountered. What makes it poor?

• An example of a great design. What makes it good?

You are encouraged to use sketches to enhance the points that you are trying to make. (This
is EGAD!) J

5-37
Engine Dissection Gasket – Optional Home Exercise
(For advanced students with available time)

Background: A gasket is a mechanical seal between two mating surfaces, to prevent leakage
from the joined objects. This specific gasket was part of the engine you disassembeled in
your engine lab.

Instructions:
1. Measure the drawing and re-create it, with dimensions, in AutoCAD.
2. Measure to the nearest 0.5mm.
3. You will have to use your judgment on some measurements.
4. Refer to Chapter 11 Assignment 7.3 to see how a (somewhat) similar style part was
dimensioned.

Thanks to Chris Bisson for “simplifying” this gasket.

5-38
 LECTURE #6
1) Design Example – Volkswagen

2) Designer of the Week: Porsche (former, for general reference), Lynn Conway

3) Using Layers in AutoCAD

- Address the Concept of Using Layers
- Setting Layers in AutoCAD
- Using Layer Features: Current, Freezing, Colour, Line Type

4) Using Blocks in AutoCAD

- Explanation: Grouping Entities into “Blocks”
- Creating & working with blocks, scaling & rotating
- managing blocks in a drawing
- using the WBLOCK command to write separate files

5) Workshop Exercise 9A: Layers and Blocks

6) Freehand Video #6: Helices

7) Section Views and Hatching:

- Explanation of Full, Half, Offset, Revolved, Broken Sections
- Exploded Views

8) Using AutoCAD for Hatching

- Drawing a Section Line in AutoCAD
- Using the Hatching Features of AutoCAD
- Tips for Object Selection for AutoCAD Hatching

9) Workshop Exercise: Developing sectional views

10) Tolerance, Fits, Standard Drawing Conventions

11) Isometric Drawing in AutoCAD - supplemental

- Display Advanced Isometric and Oblique Drawing Examples
- Using the AutoCAD Isometric Drawing Grid Feature

12) Assignments

6-1
Volkswagen
During the design phase of the Volkswagen, this sketch gave the Volkswagen its beetle-like
shape we are so familiar with today. Can you guess who drew this sketch?

“Designs are shaped by society, by the time and place in

which they are made...”
19th Century German Architect Gottfried Semper

6-2
“It should look like a beetle, you only have to look at nature to find out what streamlining is.”

It was the appalling dictator (Germany 1933 to 1945) who initiated the idea of the
Volkswagen, meaning the “People’s car”. They sought the mass production of an inexpensive
small car, inspired by Ford’s Model-T. Production of this car would provide jobs for the
German population. By 1939, a working model of the Volkswagen was engineered (by
Porsche) and was ready for the production floor, but those plans were thrown off course by
the dictator’s decision to invade Poland. Production of the Volkswagen did not begin till after
the war. It was the British who then owned the Volkswagen production plant. In a report
written by the British Humber company, a paragraph read, “We do not consider that the
design (of the Volkswagen) represents any special brilliance, apart from certain detail points,
and it is suggested that it is not to be regarded as an example of a first class modern design
to be copied by the British industry.” As history would have it, the Humber Company has
ceased to exist while Volkswagen grew to become one of Europe’s largest car manufacturers.
The Beetle became the most popular car model in automotive history.

6-3
(Former) Designer of The Week: Porsche
Three generations of Porsche, Ferdinand, son Ferry, and grandson Butzi, made the name
Porsche one of the leading brand names in sports car design.

Professor Dr. Ferdinand Porsche (1875-1951) was a brilliant and

innovative engineer who worked for Austro-Daimler, Daimler-
Benz and Steyr before founding his own Porsche automotive
design company in 1931.

Ferdinand (Ferry) Porsche (1909-1998) led the company after

the Second World War and made the Porsche name synonymous
with high –performance road cars.

Ferdinand (Butzi) Porsche became the company’s chief

stylist and was responsible for the classic 911.

The collaboration of Ferdinand and son Ferry Porsche created two design landmarks of the time: the
Auto-Union P-Wagen, and next the well-known Volkswagen. The Auto-Union advanced racing-car
design and the Volkswagen was world renowned for its unique design.

6-4
Designer of the Week: Lynn Conway

Lynn Conway is an American electrical engineer who

revolutionized microchip design in the 1980s. Conway graduated
with a master’s degree in electrical engineering from Columbia
University before starting work at IBM. There, she worked on the
Advanced Computing Systems (ACS) project which led to the
development of more powerful computers, including one of the
first supercomputers. In 1968, Conway was fired from IBM for
beginning her gender transition. Once she transitioned both
socially and medically in 1969, she began working again under a
new identity, hiding her past for fear of losing her job again. She
restarted her career at Memorex, where she worked as a digital
systems designer. From there, she got a job at the newly
established XEROX PARC. This is where she began writing her now famous textbook
“Introduction to VLSI Systems” with engineer Carver Mead. Very Large Scale Integration
(VLSI) is the process of joining Metal-Oxide Semiconductor (MOS) transistors together to
form a single integrated circuit. An example of a VLSI device is a microprocessor which
controls all the functions of the Central Processing Unit (CPU) of a computer.

Conway completely transformed the integrated circuit

industry by developing design methods that really broke
down the VLSI concept and made it accessible and
reproducible. Before her textbook, VLSI was something
only a team of engineers at top technology companies
could create. After her book, university students were
able to learn about these integrated circuits and even
create their own. Conway went on to teach students her
design methods at M.I.T., the first VLSI Systems design
course offered at a university level, where she led a
group of seniors in prototyping their own integrated
circuit designs.

Lynn Conway had a huge impact on both the engineering and trans community. Her VLSI
work allowed for the advancement in many electrical systems such as computers, digital
cameras, cell phones, and cars. It is because of her that VSLI microchip design was not only
advanced in industry, but introduced and made accessible in academic environments. After
publicly coming out in 2000, Conway became an advocate for trans rights and fair treatment
in the workplace. She successfully proposed an amendment to the IEEE code of ethics to
include gender identity, gender expression, and sexual orientation in their non-
discrimination clause. She also started a website where people around the world could share
their transition journeys and develop a sense of community. She continues to promote trans
rights through her work as an activist, even well into her professional retirement.

6-5
Sectional Views on Engineering Drawings
Please learn this next topic well, as it is often not well-applied by novice engineers. There are
many sectional-view related topics in the following pages…

Sectional views, “cross sections” are commonly used to provide interior details by taking a
sliced section of an object.

Why do we use sectional views?

1. To reveal _________________________________________, not visible from the exterior.

2. To show the _____________________ composition.
3. Sectional Views can communicate graphical detail clearly.
4. And avoid a mess of ___________________ ______________!

Note that sectioned

views (a front view in
this example) are
typically drawn in
proper orthographic
position

6-6
Sectional Views: The Cutting Plane Line

Three Components of a Cutting Plane Line:

1. The slicing plane line: this line is actually the (end view) edge of the cutting plane
2. The direction of viewing arrows. This is the direction we view the sliced plane of the
object. The direction of the arrow determines what portion is removed, what portion
is drawn, and the side of the object that we draw the sectional view on.
3. The section name e.g. A-A

Cutting Plane Lines can have continuous or dashed line types (see figure below).

Cutting Planes are the thickest lines on a drawing: 0.8mm

6-7
 Describing Sections

Theory and Construction of a Sectional View

Hatch what is touching

the glass in fig (b), i.e.,
the regions that were
sliced. If material is not
touching the glass (and
therefore was not cut)
– don’t hatch it!

Note the existence of

this centre line in the
section shape

Important: Sectional views are aligned in proper orthographic position with the view that
contains the section line. Draw your sectioned views in proper orthographic position!

The figures on this page and the following five pages are from W. Luzadder Fundamentals of Engineering
Drawing, 1965

6-8
Types of Sectional Views: Full Section, Half Section, Broken Section

Offset Cutting Plane – Learn well!

Used to obtain the most informative slice through an object. The cutting plane is offset (bent)
to show parts or features that would not be revealed with a singular straight cutting plane.

EGAD Grammar: Note that the lines created by the offset corners are not drawn in the offset sectional view
(see above fig).

6-9
Example of an Offset Cutting Plane

Aligned Cutting Planes – also learn this well.

This is another important
sectioning concept. The cutting
plane is angled to pick up significant
details. The resulting sectional view
is drawn by revolving the non-
orthogonal cutting plane to align
with the orthogonal (horizontal or
vertical) cutting plane.

Using an aligned section view can greatly

clarify component features:

Sectioning Tip: Offset and Aligned Sections

are often combined, which allows much
versatility in setting cutting planes to pick up
important features.

6-10
Ribs in Sections

When a cutting plane line passes through a rib, the convention is to not hatch the rib.
Consider the view as if the cutting plane passed just in front of the rib and omit section
(hatch) lines from the rib.

Revolved Sections (do not confuse with aligned sections)

Used to reveal small feature details by turning the section 90~ to the object. Connecting rod
example shown below:

6-11
 HATCHING A MULTI-PART ASSEMBLY THIN SECTIONS

PHANTOM SECTIONING

COMMON FAULTS
WHEN CROSS
HATCHING A
SECTION VIEW

HATCHING ADJACENT
PARTS

(a) (b)

Why? _____________________________________________________________________________________________

6-12
This is a great example of clever sectioning (that combines aligned & offset sections, and also
incorporates an auxiliary view). Please study this closely to see/understand everything that
was drawn.

Sectioning Review:

1. A cutting plane may be o_______________ and/or r_______________ to show details that would
have been missed if the plane was continuous.
2. All object lines beyond (behind) the cutting place line are _________________________.
3. Hidden lines beyond the cutting plane are (usually) ______________ shown, unless they are
required for clarity.
4. In a Half Section, hidden lines are _________________ in the un-sectioned half. A _____________
line or a _____________ line is used to separate the two halves of the view.
5. On an assembly view, the section lines on adjacent pieces are drawn in __________________
directions, if possible at an angle of ________ degrees.

In Summary: Sectional views are useful for:

1. Round objects such as pulleys & wheels

2. Parts with _______________ and fillets
3. Parts that have _______________ in them
4. Enclosed spaces where material has been ____________________
5. Equipment layouts (in a factory)
6. Wall sections and other construction details
7. Component assembly views

6-13
Class Exercise: Cross Sectioning

1. Sketch the cutting plane line

2. Sketch and hatch the sectional view
Hints:
• The sectional view will be in the Front View
position.
• The section is best shown with a combination of
revolved and offset cutting plane lines.

6-14
Section Line Designation - Through Buildings or Larger Assemblies

Due to space limitations on a drawing set, sectional views through large objects such as
buildings will usually be found on a separate sheet from the section line. The cutting plane
convention shown below indicates where the plane is taken, and also noted is the page
number of the drawing sheet where the section view can be found.

The above figures are from D. McAdam, R. Winn; Engineering Graphics, A Problem Solving Approach, 2000.

6-15
Symbols for Section Lining (Hatching)
(Used to indicate materials of construction)

Final, Key Reminders on Sectioning:

• Don’t forget to put your sectional views in proper orthographic position; the section
view replaces the standard orthographic view.
• Only hatch material that has been cut.
• Take advantage of section views for dimensioning. They show internal detail clearly
and avoids dimensioning to hidden lines.
• Remember, you can use:
o Offset cutting plane lines
o Aligned cutting plane line
o A combination of the two.
o More than one cutting plane on a view
o For aligned sections, remember to rotate the non-orthogonal portion to be at the
same plane as the orthographic section when drawing the sectional view.

Instructor Note: please review the sectioning information with care and make sure you understand the concepts.

6-16
Introduction to Component Tolerancing

Individual
Tolerance

General Tolerance:
“UNLESS
OTHERWISE
STATED, ALL
DIMENSIONS ARE
TOLERANCED AT
+/- 0.5”

ALL DIMENSIONS IN MM

Parts cannot be machined to perfect

dimensions. There will always be some
variance, especially during mass production.

Tolerances are necessary, important,

and unavoidable.

Tolerances indicate a range of allowable size

during fabrication; when specified properly
they can ensure that mating parts assemble
correctly.

As mentioned, every dimension communicates

a magnitude but also the allowable range* of
that magnitude.

*i.e. if a tolerance is not directly specified, the

implied tolerance (based on the number of trailing
decimals in the dimension text) is used.

6-17
Class Exercise: Setting Tolerances and Consideration of Maximum and
Minimum Clearances

An important factor to consider is the maximum and minimum clearances created by the specified
tolerances. Are they appropriate*? Are they too loose or too tight? Do they interfere and prohibit
assembly? *This can be difficult to ascertain, especially for a novice engineer. Tip: many tolerance
tables exist, but consulting directly with an experienced machinist can be very helpful.

In this example:

The minimum clearance would be _________________.

The maximum clearance would be _________________.

If 500 Vessels and Closing Lids were to be fabricated to meet these tolerances, would there be
any as-specified tolerancing concerns? Yes No Why? ____________________________________

6-18
Standard Fits – Holes & Shafts
Tolerance consideration between mating
holes and shafts is so prevalent in design that
standards were developed.

Three fits between shafts & holes:

1. Clearance
2. Transitional
3. Interference

CLEARANCE FIT:
The maximum shaft diameter (set by tolerance) is always ___________than the min hole diameter.
Clearance Fits include:

• Loose Running Fit

• Free Running Fit
• Close Running Fit
• Sliding Fit

INTERFERENCE FIT:
The minimum shaft diameter is always ____________ than the maximum allowed hole diameter. An
interference fit is primarily used to _________________ objects in an assembly. They eliminate the need
for threads, welds or other means of joining. Interference Fits are often assembled using a
h____________ ___________, aided by _____________________ and/or _______________. Interference Fits include:

• Locational Transition Fit

• Medium Drive Fit
• Force Fit

TRANSITION FIT:
Primarily for securely locating parts in an assembly, while allowing disassembly. Can either be a
clearance or interference fit. Transitional Fits include:

• Locational Clearance Fit

• Locational Transition Fit

Note that there are engineering handbooks with these tables, as well as fits and tolerances calculators online. e.g.
http://www.amesweb.info/FitTolerance/FitToleranceImperial.aspx#.U-4LQvldXh4

6-19
Exploded Pictorial Views

Exploded views are used with assemblies for clearer visualization and communication. For
instance you will commonly find these in service manuals. Exploded views were typically
created manually but SolidWorks has a feature to explode an assembly (this will be taught).

The above figures are from G. Bertoline, Introduction to Graphics Communication for Engineers, 2006

6-20
Drawing Conventions: Drawing Intersecting Surfaces
The intersection of surfaces which are rounded or filleted at the point of theoretical intersection and therefore,
cannot be viewed as a line, may be indicated conventionally by a line coinciding with the theoretical point of
intersection (see Figures 1 and 2).

Figure 1: Rounded
corners and fillets

Figure 2: Runouts
and filleted
intersections

6-21
Conventional representation of common features.

Canadian Standards Association, B78.1, Mechanical Engineering Drawing Standards, 1954

Drafting Screw Threads

Thread Lineweight:
Object line thickness for the
smaller hole;
Medium weight for the outer hole

6-22
Isometric Drawing in AutoCAD – Supplementary Information
(This is no longer taught in class but is useful for making quick isometric drawings. Plus, it’s fun!)

When a three dimensional “wireframe” representation is desired, a convenient and quick

alternative to creating a full 3D drawing is to use the isometric drawing axes in AutoCAD.

Select the isometric drafting icon to begin using the isoplane axes. F5 will quickly toggle you
between drawing planes. F8 will draw lines Ortho to the current isoplane.

Using the “drag and enter the length” line action feature in AutoCAD speeds up the drawing
process.

To draw an isometric ellipse:

• Type “el” (for ellipse) or use drawing toolbar
icon
• Enter “i” (for isocircle) – ellipse will be drawn in
the current isoplane

Examples of Isometric Axis Drawing in AutoCAD

Drawing by R. Baldur, with permission

Design and drawing by J. Baleshta

6-23
AutoCAD Commands for Lecture #6 (1 of 3)
How to Access in AutoCAD
Command Description
(using pull-down menus)
To access the Layers window:
• Format > Layer…
• or
• Load “Layers” Toolbar & Select the Layers Icon
Layers Icon

To create New Layer:

• Format > Layer
• Press
• creates new layer when you type in your layer name

To Change the Current Layer:

• Format > Layer

• Press
Layers are perfectly aligned overlapping transparent • makes selected layer current (you can also use drop down box on toolbar to select
Layers current layer)
sheets that allow you to treat specialized groups of
entities in your drawing separate from other groups.
To set Layer colour:
• Format > Layer
• Click on the box under the Colour heading for the appropriate layer
Colour Box

• A Colour menu will appear, choose the new layer colour

To freeze/thaw a layer:
• Select in toolbar or layer window to toggle between freeze and thaw
• Freeze: Thaw:

To change linetype:
• Select Linetype in Layer window and choose new linetype

6-24
 AutoCAD Commands for Lecture #6 (2 of 3)
How to Access in AutoCAD
Command Description
(using pull-down menus)

To create a block:
• Draw > Block > Make…

• Press
• Select Objects, hit <ENTER> to accept
• In Base Point menu, press Pick Point button
• Select Base Insertion Point
• Enter Block Name
Blocks
A block is a group of objects stored in the drawing file.
To list block names in drawing:
• Draw > Block > Make…
• Use Pull-down arrow by Name textbox to list names

To insert a block :
• Insert > Block
• Choose block, select OK
• Answer queries regarding base point, scale, and rotation

To create a WBLOCK:
• Select objects to be saved as WBLOCK
• Type WBLOCK
• Enter filename
A WBLOCK is a block stored as a separate file. When
WBLOCK To insert WBLOCK:
creating a WBLOCK, the selected objects are
immediately deleted from the current ACAD file. • Insert > Block
• Enter filename or press
• Choose file, Select Open, Select OK
• Answer queries regarding base point, scale, and rotation

6-25
 AutoCAD Commands for Lecture #6 (3 of 3)

How to Access in AutoCAD

Command Description
(using pull-down menus)

To enter the Boundary Hatch Window:

Hatching allows you to draw section lines or other Draw > Hatch
patterns on your drawing. Use menu to adjust Hatch settings:
• Pattern – allows selection of hatch pattern
Section lines are placed in the section view to show • Scale – applies global scale (hatch density)
where material has been cut away and may be drawn • Angle – applies rotation to the hatch patern
Hatching using different patterns to represent the specific type of
material. In boundary selection region of window:
To define the hatch boundary:
• Pick Points – allows selection of internal point
• Select Objects – allows selection on entites
• Inherit Properties – allows “copying” of hatch properties from an existing
hatched region

To turn the isometric grid on:

Isometric Drawings provide a single view showing

three sides of an object that can be measured using the Note:
Isometric
same scale. • F5 will toggle the isoplane
Drawing
• F8 will draw lines Ortho to the current isoplane
Isometric Axes are drawn at 30° to the horizontal
To draw an isometric ellipse:
• Type “el” (for ellipse) or use drawing toolbar icon
• Enter “i” (for isocircle) – ellipse will be drawn in the current isoplane

6-26
WEEK 6 ASSIGNMENTS

Freehand Assignment #6.0 – Double Helix

Assignment 6.1 – Hoist Design

Assignment 6.2 – Vernier Caliper Measurement Drawing

OTHER ITEMS

Isometric View of a Cap Screw – Home Exercise

Warning Regarding This Week’s Freehand:

The assignment load has been reduced this week, to allow you
to concentrate on your midterms. However, the TA’s from
previous years have noticed that surprisingly the freehand
sketches seem to be better done and that generally there is
more time spent on them than during the previous weeks. We
suspect that some students use this freehand assignment to
“escape” from the pressures of midterm exams. Please be
aware, and do not fall into this time trap!

6-27
Freehand Assignment #6.0: Double Helix
PURPOSE: this freehand will give you a sense of accomplishment (and
often surprise) on how impressive your sketch looks. It shows your
progression with freehand sketching.

Instructions:

1. Create an interesting, creative solid object (i.e. not a ribbon) using the techniques shown for
drawing helices.
2. There should be at least one double helix with the two spirals 180° out of phase with each
other.
3. Your object must be physically possible.
4. Make sure that the ends of the double helix are properly terminated.
5. Below is a simple example of what you are expected to do.

Note:

• Remember to draw a double helix (not only a single helix).

• Be creative and have fun with this, but watch your time.

Helpful Henriette’s Tips:

As you trace each line of your helix, can you imagine it forming the helix in real life, or is it not possible? How
many degrees out of phase are your two helices?

6-28
Assignment 6.1: Hoist Design
Purpose: to show how useful AutoCAD is for solving mechanical problems with graphics. This
assignment challenges you to devise a solution for an industrial mechanical problem. It also
builds your expertise using layers and blocks, and provides a glimpse of an industrial setup.

Instructions:
1. Download Assignment 6.1 from LEARN.
2. It is an AutoCAD file. Open and follow the instructions given in the file.
3. Once completed, you must submit both a Crowdmark submission, as well as an online copy
uploaded to LEARN.

Assignment 6.2: Vernier Caliper Measurement Drawing

Purpose: During future industrial co-op terms you may well be assigned the task of measuring a
component and making a detailed drawing from your measurement sketch. This component could be
handed to you, or an operational piece of equipment on the factory floor. You will learn how to
“measure-up” a part using Vernier calipers, apply proper sectioning, dimensioning, and precision,
while increasing your CAD expertise. This important assignment is worth more marks than others.

Covid-19 Revisions, F21: (what follow is “planned”, plans could change…)

We plan to locate two measurement parts in the Student Design Centre. On-campus students will
choose one of them to fully measure with their calipers and then create a drawing from their
measurements. The online students will not be able to directly access these parts.

Part A: On campus students: choose which part you wish to measure for your fully dimensioned
CAD drawing.
Online students will be provided with rough sketches (as if you took the measurements) for your
drawing.

Part B – for Online Students Only: Since you are not able to access the parts to measure, you will
have an alternate means to obtain direct experience with Vernier Calipers. You will measure-up a
household item and create your own hand drawn sketch of this, that includes dimensions. To keep
the work required for Part B relatively consistent, a list of possible items to measure will be
provided on LEARN. Only a sketch is required for Part B (as you do a detail drawing for Part A).

Part A Instructions for On-campus students:

1. Using a set of Vernier calipers, you are required to measure one of the components shown
below in their entirety and use your measurements to draw the component in AutoCAD.
2. The components will be located in the E5 Student Design Centre (on table along west wall).
3. Create a rough freehand sketch of the component to record your measurements. Use metric
measurements.
4. DO NOT “work together” on this; do this on your own, do not share measurements
5. Include your rough sketch with your drawing submission. Your sketch should include all the
usual required personal information, but does not need a formal title block.

6-29
Part A Instructions for Online students:

1. Select either the cylindrical or rectangular component (see following photo).

2. A rough sketch of your selected component will be provided. This is to simulate you taking
these measurements. Use these (metric) measurements to create a proper AutoCAD
drawing, which includes a sectional view.
3. It is expected that you are able to tackle this drawing on your own, do not compare your work
with classmates.

Part A Instructions continued, for BOTH On-Campus and Online students:

1. Include the layout, text, line type, line weight, dimensioning, and sectioning techniques that
you recently have learned. This must be a complete and professional technical drawing with
proper orthographic views.
2. Appropriate precision (i.e. using the correct number of significant digits) is required. Refer to
the “Proper Precision” section on the next page.
3. The number of views created to completely describe the object is up to you. However, you
must include at least one sectional view. Carefully review the notes on sectioning in this
chapter and use the sectional view for the interior part dimensions.
4. Refer to the information that follows to help you with this assignment.

Proper Precision on Your Drawing (Please Read Carefully)

Cylindrical Component: All dimensions in millimetres. Use two decimal places (x.xx) for all
ID measurements and for the OD of shoulder at the bottom of the part. Use (round off to)
one decimal place (x.x) for the other OD measurements, and for all measurements in the
axial direction.

Rectangular Component: All dimensions in millimetres. Use two decimal places (x.xx) for
hole size and hole location dimensions. Use (round off to) the nearest mm for dimensioning
the exterior of the part, including the fillets. Use one decimal place (x.x) for all other
dimensions.

6-30
Part B, for Online students only:

To keep the challenge of this work consistent, all students are expected to use the Vernier
calipers (not digital ones). This experience will also help you use other non-digital
measurement tools such as Vernier micrometres.

1. Select a household item from the provided list.

2. Use your Vernier calipers to measure your selected item as completely as possible. Use
either metric or imperial measurements (metric are easier with a Vernier).
3. To keep the time for Part B reasonable, you are only required to create a rough but decent
freehand sketch (on a single sheet of A size letter paper) to record your measurements.
Although a CAD drawing is not required, your sketch should have all the necessary
dimensions to create a detailed drawing.
4. Your sketch should include required personal information but does not need a title block.

Using Your (Non-Digital) Vernier Calipers :

When taking measurements for your rough sketch – record the measurements taken from
the Vernier to the nearest 0.05 mm. Show these numbers on your sketch.

Helpful Website Links that Explain the Use of Vernier Calipers

http://www.upscale.utoronto.ca/PVB/Harrison/Vernier/Vernier.html
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=52

Due Date

Not confirmed, but you may have one extra week to do this assignment. But do this as
early as possible, avoid the last-minute club line-ups; it is very strongly recommended
that you do not put it off until the last moment!

Helpful Henriette’s Tips:

Part A Detail drawing: review the course notes on sectional views. Sectional views are often done poorly (but
not by you!) Make sure your sectional view is in the proper orthographic position
.
How do you indicate where you cut the section? Have you selected the best possible section(s)? are the cutting
plane arrows in the right direction?

Part B Measurement sketch: Do a careful and complete measuring job.

For both Part A and B:

Think of how you would fabricate the object: what size is this hole? How deep is it? Where is it located?
The thickness of the part? Assume nothing and be thorough!

Imagine you are working on a student design team, and are sending this to a manufacturer. Can they replicate
the object in every aspect, from every view, in and out of every hole, around every curve?

6-31
Clarifications on Assignment 6.2 A & B (Based on Frequently Asked Questions)

1. Your rough sketch should have all the necessary dimensions but does not have to be a
thing of beauty. It should be clean enough that it could be used to create a proper
detailed drawing, but it does not have to be perfect, so do not waste extra time on it.

2. You should select a datum for your AutoCAD drawing dimensions.

3. Measuring Radii:
a. When dimensioning a part – it is difficult to get an accurate caliper measurement of
the corner radii. Do the best possible, to the nearest mm.

Tip: Measuring from the horizontal surface to the end of the

curve gives you the approximate radius of the fillet, which is
good enough for this application.

b. The rectangular part has some very small chamfers (countersinks) on the holes. You
do not have to dimension nor reference these.
c. The cutting plane selection to show the best part detail can be challenging. Consider
an offset cutting plane and/or an aligned cutting plane.
4. Conical Part Notes:
a. This part is made by turning on a lathe. A datum is
required only for the axial (along the axis of the part)
measurements. Radial measurements (perpendicular
to the centre axis) are almost always symmetrical
about the axis. It is permissible to dimension radial
measurements with a single dimension about (not
from) the centre axis. See the example on right.
b. Dimensions of the conical section are difficult to
measure accurately. Just do your best.

5. Important: Your sectioned views should be in proper

orthographic location; for example, a sectional front
view can replace an (un-sectioned) front view.

6. Household Sketch Note: commercial products can have

some very detailed and hard to exactly measure features. Do your best to obtain all the
fundamental dimensions but it is understandable that some minor details may be
difficult or impossible to measure with the calipers. Exclude these minor details.

7. Do yourself a favour and do not leave this assignment until the last possible
moment, do it soon!

6-32
Isometric View of a Cap Screw – (Very) Optional Home Exercise

Instructions:

1. Use AutoCAD’s isometric drafting to create an isometric view drawing of a cap screw.
2. Refer to page 6-22 for instructions on using the isometric drafting icon.

6-33
 LECTURE #7
1) Designers of the Week – Jiro Horikoshi, formerly The Wright Brothers

2) Introduction to Three-Dimensional Drawing - Solids Modelling with SolidWorks

- Reasons for Using 3D Drawing
- Other Solid Modelling Packages: NX, CATIA, and Pro Eng

3) Introduction to SolidWorks

4) Creation of FSAE Race Car’s Brake Balance Bar Using SolidWorks

5) Assignments

7-1
(Former) Designers of The Week: The Wright Brothers

– The Wright brothers began working on flight mechanics in 1899, Wilbur was 32 and
Orville was 28.
– They were precision machinists. They manufactured bicycles, which were lightweight
and required exacting manufacturing and assembly techniques. Low friction and high
efficiency propulsion were mandatory.
– Wilbur and Orville approached powerful flight systematically! They obtained all
relevant kite and air foil publications of the Smithsonian Institute. They reviewed the
literature carefully and critically, and corresponded on an ongoing basis with other
experts such as Canute.
– Each failure caused by kite instabilities (some were fatal) was reviewed intensively.
They recognized that longitudinal and lateral control were required (likely from
observing the tail and wing motion of soaring birds.
– They designed, built and continually improved many unmanned kites and and began
trials at Kitty Hawk in 1900. The kites (gliders) of 1901 and 1902 were then manned.
They displayed progressively better lift, glide and stability characteristics.
– Roll stability was required; the brothers achieved this by wing warping and rudder
motion. We now use rigid wings with moveable flaps for roll control, but their ideas
were sound.
– Pitch or diving control was achieved with a forward elevator surface called a canard
wing. Turning was partially controlled by wing warp and a vertically rear mounted
rudder.
– A wind tunnel was built to provide more accurate air foil data. They improved propeller
theory, which in practice produced a propeller with a very respectable efficiency of
70%!
– For their 1903 Flyer, they designed and constructed a lightweight motor, producing 12
horsepower and weighing 180 lbs. (Sixty years later the SR71 jet flying at Mach 3
produced more than 175,000 hp and 30,000 lb thrust.)
– The propellers were mounted at the rear. These were made counter-rotating (by
reversing the chain drive to one propeller).

7-2
 – The Wrights used wooden struts, wire bracing, and canvas wing coverings on all their
kites as well as for the 1903 Flyer. They experienced many failures, frustrations, and
interruptions; they needed to run their bicycle business and often had poor weather
conditions during testing. The Kitty Hawk site was selected due to its isolation, good
winds (sometimes) and a downhill slope. Everything had to be transported from their
mid-west factory to thid east coast site and assembled. They were very clever,
hardworking and determined!
– The 1903 Flyer flew four times with the assistance of a catapult to get it moving. Later
Flyers showed steady improvement and they remained aviation leaders until 1908,
when tail mounted elevators of other designers were proven to be more efficient.
– A great deal of time was spent patenting their designs and in trying to protect their
invention. In so doing they lost their creative edge and their leadership.

The first manned flight in history: December 17, 1903. At 10:35 a.m.
Orville Wright takes off into a 27 mph wind. The distance covered was 120 feet
time aloft was 12 seconds. Wilbur is seen at right.
Picture was taken with Orville's camera by John T. Daniels.

What can we learn from the Wright Brothers?

A lot. It is most impressive how intelligently, methodically and scientifically they worked on
this challenge until they were successful. Their design approach is still very applicable to
today’s challenges.

7-3
Designer of The Week: Jiro Horikoshi

Jiro Horikoshi was born in Fujioka Japan.

As a child, Horikoshi was fascinated with aircraft and wanted to
design airplanes. Horikoshi spent his life pursuing this dream,
graduating from the Aviation Laboratory, University of
Tokyo, then working for Mitsubishi Nagoya Aircraft. Even as a
junior, he was known for the speed at which he produced
designs, and the incredible efficiency of those designs. After the
war, Horikoshi taught at various educational and research
institutions.

Jiro simply wanted to design aircraft to fly and carry passengers, not war machines that
fought and killed. As we have seen, design is often dictated by politics: Horikoshi was
opposed to Japan's participation in WW2: “Japan is being destroyed. I blame the military
hierarchy and the blind politicians for dragging Japan into this hellish cauldron.”

He was dragged into the plans for a long-range fighter plane, the Mitsubishi Zero. When
the Navy released their requirements for the Zero in 1938, a competing company, dropped
out immediately citing it was impossible to design a plane of that caliber. Horikoshi however,
took on the challenge. He used every possible weight-saving measure and pushed the plane’s
structural strength to the limits. The result was a revolutionary aircraft that could reach max
speeds of 533 km/h and a 1900 km range. It was the world’s most capable carrier-based
fighter at the time.

Horikoshi’s achievement developing this plane became one of his biggest regrets. The Zero
was feared and considered the deadliest plane of WW2. Zeros were used in the attack on
Pearl Harbor, and were also adapted for kamikaze attacks during the last few years of the
war.

Horikoshi, when faced with praise for the Zero, was distraught. He found it emotionally
difficult to look at photographs of smiling pilots boarding Zero’s, knowing they were doomed.
For the rest of his life, he faced the consequences of his work. In his book, he cites spending
hours at night sobbing and writing letters to the families who had lost their loved ones.

Two important take-aways from Jiro Horikoshi are:

As engineers, we need to be aware of how our work impacts society
Be aware of the potential for grave conflicts of interest between our passions and our actual
work as engineers.

Jiro Horikoshi: "All I wanted to do was to make something beautiful."

There is an amazing animated biopic called The Wind Rises by Studio Ghibli that captures the
life of this week’s designer. If you want to learn more about him, go and watch it!

7-4
Two-Dimensional Drawings, Will They Become Obsolete?
As we now transition to 3D modelling it is useful to reflect on 2D CAD. In one Canadian
industrial plant alone (Cambridge, ON), it is estimated that there are 5000 drawings, the vast
majority of which remain in two dimensions. Although several fields of engineering utilize
3D solid modelling, AutoCAD drawings in two dimensions are still quite prevalent, and the
standard for factory floor plans. Surveys of our ME/MTE students reveal that many use
AutoCAD during work terms and they recommend that it is still taught in ME/MTE100.
AutoCAD has also found a new application: laser cutting components.

Reasons for Using 3D Drawing

• Visualisation, 3D models are wonderful for this
• Checking assembly, fit and interference on complex assemblies
• Assessment of properties: inertia, volume, centre of gravity
• Stress analysis: finite element methods
• Insertion into computer aided manufacturing programs for machining

7-5
Introduction to SolidWorks in ME/MTE 100

Goals:

• Students will gain a “toe hold” to the I’m now

program, while sparking an interest in

developing
my SW
SolidWorks. skills!

• Students can continue to develop their

SW skills following this course.
• Students having SW experience can then
apply it to:
– UW Courses
– Work Terms
– Student Teams

Teaching Approach

• Course work will be based upon braking components for the Formula SAE
Race Car.

• As a class we will create components and then use them for drawings and
assemblies.

• Existing components will also be used during assembly creation.

• Students will receive instruction and then you will try to perform these
procedures, aided by exercise guidelines.

7-6
Session Recommendations (Take Notes!)
• You will learn a procedure, and then you will be able to try it.

• IT IS STRONGLY recommended that you take the best notes possible. These will serve
you well as a valuable guide in the future.

• Do NOT rely on your memory, regardless of how straightforward a concept might seem
at this time.

Comments from Students:

• “SolidWorks is a great program and the course layout worked well with students
new to 3D and for the more advanced students”

• “I find that taking notes in class helps A LOT since I put off doing the final
assignment until very late”

• “I was really glad that it was recommended to take lots of notes.”

Our Subject: UWaterloo Formula SAE Race Car (Student Team vehicle)

We will be creating solid models of braking system

components from this vehicle.

For instance, the Balance Bar Clevis will be created

during this week’s EGAD session.

7-7
Topics Covered by this Approach

• “Sketching” – SolidWorks’ terminology for starting a shape

• Solids creation – Design Feature Operations: extrude, revolve, groove, holes, threading
• Constraints
• Design Intent
• Using Expressions
• Creating and using planes & axes
• Positioning & Mating Components
• Creating Assemblies
• Creating Detail Drawings

Solid Modelling

• Complex solid objects are created in 3D by SolidWorks (or other CAD programs) by
several means.
• We will investigate some of these techniques.
• In general, the technique to create solid models begins with simple operations that are
then combined to create increasingly complex shapes.
• The basic procedures learned in SolidWorks today will also carry over to other CAD
packages like NX.

Techniques for Solid Model Creation

These basic techniques hold for many solid modelling programs and are either done
explicitly (by you) or implicitly by the program.

1. Extruding or Revolving a 2D Shape into a 3D Object

7-8
 2. Revolving a 2D Shape into a 3D Object

3. Using Primitives

Merging Simple Objects Together

Many solid modelling programs allow you to quickly select basic shapes that are then
operated on to create more complex shapes. Once a basic solid model shape is created
additional shapes can be added or subtracted to/from the model (these are commonly called
“Boolean Operations”).

A. Merge Operation: Union

B. Merge Operation: Subtract

7-9
IMPORTANT TO REMEMBER

A. When creating objects from sub-component shapes, do not forget to join them (this will
be taught).

B. Solid model objects occupying the same physical space is a NO-NO. [Bad CAD!]

UWaterloo Formula SAE Race Car Part Creation

The first solid model to be created: Balance Bar Clevis

A clevis is a U-shaped piece of metal with holes in the ends through which a pin or shaft is
run.

7-10
SolidWorks Part One: Balance Bar Clevis

7-11
General Notes Regarding the Instructional Approach

• As with any CAD program there are alternative means of doing things
• The instructional methods to be shown were chosen for several reasons:
– For clarity (especially during the early stages)
– To learn a specific method
– To avoid information overload
• You will be asked to follow guideline instructions
• Please do NO MORE and no less than the steps currently instructed
• Otherwise, you may get hung up and lose time as a trying to correct problems created
by messing around with your part
– “Messing around” with a solid model is encouraged… but please use a totally separate
part for this.

Regarding Exercise Completion:

• Some students finish very quickly

• and others take much longer.
• Don’t be afraid to pause the lecture in order to take notes or figure out
a command

To help you out:

If you struggle during an exercise, and just can’t get it to work, you have the option of opening
a completed file of the previous exercise. This will allow you to begin working on the new
exercise immediately, without spending undue time to first finish what you did not get through
in the previous exercise. These files will be found on LEARN. If you do have to use these due to
problems, you can contact a TA in order to figure out where you were going wrong.

7-12
Getting Set for Model Creation: Items to Know

Coordinate Systems
• Absolute Coordinate System:
– Not mobile
– Defines a fixed location in model space; the same coordinate (e.g. 2,2,2) would be
the same for all parts
• Work Coordinate System (XC, YC, ZC):
– Used for geometry construction in different orientations
– The WCS can be located and oriented manually
– Most modelling applications in SW do not require manual orientation of the WCS

Constraints
Constraints are common in the model creation process. Setting Geometric
constraints allows you to:
• Specify conditions that a sketch object must adhere to
• Set a relationship between sketch objects that must be maintained

Adding Constraints to Geometry

Adding constraints forces a sketch to obey certain restrictions e.g.:
• A selected line can be constrained to be: horizontal, or vertical
• Selected lines can be constrained to be co-linear, or equal length to
each other (if you change one line the other(s) also change to match.

A list of SolidWorks Sketch relations is on page 7-18.

“Fully Constrained” means that NEW CONSTRAINTS cannot be applied to a sketch without
conflicting with those already existing (i.e. there are zero degrees of freedom on the
component).

7-13
Example: Setting a Collinear Relation

7-14
Fully Defining a Sketch

The sketch is now fully defined; no further dimensions or constraints can be added without
conflicting with these existing ones.

In informal terms:
Constraints (Relationships) are used so that the created geometry, and the solid model
derived from this geometry, stays controlled and does not get all messed up & out of whack,
especially when changes are made to the model.

To quote the strong opinion of a former student, now working for a manufacturing company:
“Co-workers who don’t fully constrain their models should be” (the next part is unmentionable).
What the former student was getting at is that unconstrained models become part of a larger
assembly and (due to their instability) can cause a lot of grief.

Important Note: A SolidWorks Primer is in the appendices! Additional

support material follows in this chapter.

7-15
SolidWorks Basic Layout
The following shows the basic layout of the modelling screen in SolidWorks.

SW Command List

7-16
7-17
SolidWorks Sketch Commands

Command Icon Description

Sketch Creates the 2D shape of your part

Smart Dimension Determines the dimensions of your part

Line Creates a line

Circle Creates a circle

Spline Creates a curve that connects two or more points

Rectangle Creates a rectangle

Create an arc by first selecting the centerpoint and

Centerpoint Arc
then determining the end points of the arc

Ellipse Creates an ellipse

Point Creates a point

Relations Creates relations between points, lines or arcs

Trim Entities Trims additional or stray lines

Creates an exact copy of a sketched feature across

Mirror Entities
an axis
Linear Sketch Creates a pattern of a sketched feature along the
Pattern determined direction

7-18
SolidWorks Sketch Relations

Relation Description Entities to Select

The entity’s size and location are fixed Any entity

The lines become horizontal to each other, points are One or more lines OR
aligned horizontally two or more points

The lines become vertical to each other, points are One or more lines OR
aligned vertically two or more points

The point remains at the intersection of the lines Two lines and one point

Two sketch points or

The two points are merged into a single point
endpoints
A centerline and two
The items remain equidistant from the centerline, on a
points, lines, arcs, or
line perpendicular to the centerline
ellipses
The items are parallel to each other, or the line is parallel Two or more lines OR a
to the selected plane line and a plane

The two items are perpendicular to each other Two lines

Two or more lines OR

The line lengths or radii remain equal
two or more arcs

Two or more arcs, OR a

The arcs share the same centerpoint
point and an arc

A point and a line, arc, or

The point lies on the line, arc, or ellipse
ellipse

Two or more arcs or

The items share the same centerpoint and radius
circles

The items lie on the same infinite line Two or more lines

An arc, ellipse, or spline,

The two items remain tangent
and a line or arc

7-19
SolidWorks Feature Commands

Command Description Required Entities

Creates a 3D shape on your part by taking a 2D
sketch and adding a constant and linear The created sketch
thickness to it

Creates a 3D shape on your part by taking a 2D The created sketch

sketch and rotating it along a chosen axis and an axis

Creates a 3D shape on your part by taking a 2D The created sketch

sketch and forming it along a specified path and the direction line
Adds material between two or more profiles to
The required profiles
create a solid feature
The required profiles,
Adds material between profiles in two the directions and
directions to create a solid feature the shape of the new
feature
Removes a 3D shape from your part by taking a
2D sketch and cutting it out with a constant The created sketch
and linear thickness to it

The face where the

Creates holes using pre-specified settings
holes will be created

Removes a 3D shape from your part by taking a The created sketch

2D sketch and rotating it along a chosen axis and an axis

Removes a 3D shape from your part by taking a The created sketch

2D sketch and cutting it along a specified path and the direction line
Removes material between two or more
The required profiles
profiles
The required profiles,
the directions and
Removes material between profiles in two
the shape of the
directions
feature being
removed

Rounds out the corners of your part The required corners

7-20
Cuts off the sharp edges of your part The required corners

The required feature,

Creates a linear pattern of a specified feature the directions and
along your part using pre-specified settings the number of
features to be created

The required feature,

Creates a circular pattern of a specified feature the direction and the
along your part using pre-specified settings number of features to
be created

The required
Creates a piece of support material between surfaces and the
two perpendicular surfaces sketch indicating the
direction of the rib
The required faces of
Tapers model faces by a specific angle, using a
the feature and a
neutral plane or a parting line
specified angle
The required “open”
Removes material from a solid body to create a end of the feature
thin-walled feature and the wall
thickness
Creates an exact copy of a feature across an The required feature
axis/plane and an axis/plane

Reference points that

Creates a plane that can be used to form
allow you to specify
features not easily created using the standard
the location of the
planes
new plane

7-21
SolidWorks Transparent Toolbar

• Zoom to fit – Zooms in or out so full object is visible

• Zoom to area – Zooms in to a selected area
• Previous view – Goes to the previous view
• Section View – You can customize a section view of the object
• View Orientation – Drop down options of various views and windows
• Display Style – Different viewing styles like wireframe, hidden lines and shaded
• Hide/Show Items – Turn visibility of several components on and off
• Edit Appearance – Change the texture and colour of faces, features, or bodies
• Apply Scene – Modify the backdrop
• View Settings – Changes viewing ex. Shows part in perspective

Useful Mouse & Keys When Using SolidWorks

It is beyond the scope of these notes to include a SolidWorks user’s manual (see appendices for a
condensed primer). There are also many resources within the program and on-line, and here are a
few useful items:

Function: Keys:
Zoom In Shift+Z
Zoom Out Z
Zoom to Fit F
View Orientation Menu Spacebar
View Selector Ctrl+Spacebar
Repeat Last Command Enter
Rebuild the Model Ctrl+B
Redraw the Screen Ctrl+R
Undo Ctrl+Z
Shortcut Bar S

Command Procedure
Rotate View To rotate the model view:
(parts and assemblies only) Drag with the middle mouse button.
To rotate about a vertex, edge, or face:
Middle-click a vertex, edge, or face; then middle-
drag the pointer.
Pan Hold down Ctrl and drag with the middle mouse
button. (In an active drawing, you do not need to
hold down Ctrl.)
Pivot Hold Alt and drag with the middle mouse button.
Zoom In/Out Scroll, or Hold down Shift and drag with the
middle mouse button.

7-22
Tips & Tricks for SolidWorks! (by Alida Morrison)

• Save your documents regularly as you are working on them.

• Save your assembly in the same directory as your part files. Avoid renaming parts of an
assembly, since the files are found by their names in order to open the assembly.
• Use baseline dimensioning whenever possible.
• To know why object isn’t defined, exit Smart Dimension and drag blue lines around to see
where you should constrain them.
• Make sure your sketch is fully defined before transforming it into a feature.
• Think carefully about how you want to tie your part to the origin. It may be useful to have the
top, front and right planes intersecting through the part to later insert it in an assembly.
• Attempt to create your part in the fewest steps possible, so you may encounter less errors when
you go back and modify things.
• Tip to avoid errors: if every part in an assembly references only one other part, you may have
less errors to correct if one comes up
• Try to mate planes of components rather than surfaces, in case the surfaces change (causing
mate errors)

What to do when you encounter errors:

• Start repairing errors at the top first, since they are more likely to have caused other problems
lower on the tree.
• Try suppressing items to figure out what is wrong, instead of deleting them unnecessarily.
• Understand what each error symbol means, so you know how to approach the problem.
• Instead of deleting parts of the sketch and redrawing them, delete all of the relations, since
some of the sketches are references for other features.

Here are the descriptions of error icons:

Icon Description
Indicates an error with the model. This icon appears on the document name at the top of the Feature
Manager design tree, and on the feature that contains the error. The text of the part or feature is in
red.
Indicates an error with a feature. This icon appears on the feature name in the Feature Manager
design tree. The text of the feature is in red.
Indicates a warning underneath the node indicated. This icon appears on the document name at the
top of the Feature Manager design tree, and on the parent feature in the Feature Manager design tree
whose child feature issued the error. The text of the feature is in green.
Indicates a warning with a feature or sketch. This icon appears on the specific feature in the Feature
Manager design tree that issued the warning. The text of the feature or sketch is in green.
If a document or feature has both an error and a warning, the icon is displayed.

Sources: http://help.solidworks.com/2019/english/SolidWorks/sldworks/HIDD_NEW_WHATS_WRONG.htm

7-23
WEEK 7 ASSIGNMENTS

Assignment 7.1 – Balance Bar Clevis, modified shape - using Imperial Units

Assignment 7.2 – Considerations for the Design of a Cell Phone Stand

7-24
Assignment 7.1: Balance Bar Clevis

PURPOSE: Developing CAD Solid Modelling Experience. Using imperial units in Solidworks.

Instructions:

1. Recommended: Finish Part One, the Balance Bar Clevis that we were working on this
week - if you haven’t done so already. This does not have to be handed in.

2. Required: Using the dimensions on the previous page, create a solid model of the
Balance Bar Clevis in SolidWorks. Note that the dimensions are in inches. Your model
should be created using IPS (see below).

3. The Part One (metric) Guide that we used in class will be available on LEARN to help
create this component. To repeat, you have to use the imperial dimensions on the
previous page instead of those used with the original part.

4. The colour of your part should be different than this example. Select a colour that
shows the component details well (for example - not black). This applies even if you
are printing in black and white.

5. When your model is complete, you are to create four JPEG images: top, front, and right-
side views of your part, as well as one pictorial view. One easy means to obtain the
views you can split the graphics area into four panes by using the following (see below).
Otherwise, just scale and align the views using PowerPoint.

6. Scale and correctly align the views in proper orthographic projection (as best possible).

7-25
7. What you can use to save the pictures of your model:
a. File>Save As>JPEG
b. ALT + Print Screen
c. Snipping Tools

d.

8. Insert the JPEGs or screen captures into PowerPoint. Scale & crop as required.

9. Tony’s decree: “Put a border around your work!” (Tony was a former MTE TA)

10. The Title Block does not have to be a “formal” title block, but should include the
following information: Title, Name, Date, Block and Signature.

11. You are required to submit a PDF of this assignment to Crowdmark. You are also
required to deposit the original SolidWorks file into the drop-box on LEARN.

12. Here is an example of what your physical copy should look like (minus your usual
information (see 10 above).

7-26
Assignment 7.2: Considerations for the Design of a Cell Phone Stand
PURPOSE: This first in a series of assignments introduces the project and ignites your thinking process for
the design of a cell phone stand. It is recommended that you read Assignments 8.3 and 9.2 (future Cell Phone
Stand assignments) for context and a sense of the progression of the design that will span the next three weeks.

Background: Industrial Trade Shows are big business. Manufacturing companies invest significant money
and resources to display their products in order to attract customers to their booths. One way to encourage
visitors is to have novel trade show “give-aways”. A company recently approached your start-up 3D printing
firm with an interest in having unique cell phone stands produced to attract trade show customers. They have
asked you for some cell phone stand design ideas. If they are impressed, they will then order a large quantity
of fabricated units. This is a great opportunity and might just be the business break that your start-up needs.

Instructions:
1. Using a pencil and an ‘A’ size sheet of paper, start considering the pre-design factors that will lead to a
great design of a custom cellphone stand.
2. In upcoming weeks, you are asked to conceive two alternate design solutions. As mentioned during the
canoe backrest exercise, before jumping to a solution it is critical that you first consider factors that will
influence the eventual design. We do not want to see any solutions before this is addressed.
3. Required: create a list of “Factors Considered for Design”.
4. Include Constraints (factors that all design solutions must meet) and Criteria (“desired” attributes that
will contribute to a good design, i.e. features that are nice to have). It is criteria that will later be used to
judge your alternative solutions against each other.
5. In addition, include any other features that you feel need consideration. What do you think the trade-
show client would want?
6. Although this assignment focuses on an industrial client, personalize your actual design to your needs*
(or design this to eventually have it printed, and gift to a parent, sibling, or friend). Include as a sub-
category the requirements that you require for your eventual design solution that are specific to your
individual needs. *This will give you a potentially usable stand at the end of the project.
7. Be free and relaxed with what you present on the A size sheet. Use communication sketches if you wish,
but we DO NOT want to see solutions at this stage.
8. Use your own cell phone as the model for specific design requirements of the cell phone holder.

Design Constraints Set by the Client (these could change as the design progresses):
The clients are not designers and will leave the details to you, but they have specified a few constraints that
you need to meet:

1. To keep costs reasonable, your design is limited to a total volume of 4 in3 of material. This volume can
be quantified when your design goes to the future stages that will include a SolidWorks Model.
2. There may also be size limitations (to be determined and you will be informed).
3. The cell phone in the holder must be inclined 65 to 70° from horizontal.
4. The holder is intended to sit on a desktop or bedside table.
5. On-Campus Students: It must be a one-piece design, and no hinges. Online
students: for shipping you must design a collapsible (multi-part) stand.
6. The client has requested that you stay off the internet – they want something
unique. The client believes that searching stands on the internet will shrink your
creative box.

Instructor Note: Please be professional and honour the “client’s” request. Stay off the internet
and challenge yourself in the upcoming weeks to develop a design that you conceived entirely on
7-27
your own. (The TA’s will be checking the internet to ensure that nothing was plagiarized).
 LECTURE #8
1) Designer of the Week – Mary G Ross

2) In Class Artist Demonstration

3) Introduction to SolidWorks Continued

4) SolidWorks Part Three: Master Cylinder Trunnion

5) Expressions in SolidWorks

6) Assignments

8-1
Designer of The Week: Mary Golda Ross
Mary Golda Ross (August 9, 1908 – April 29, 2008) was born
in Park Hill, Oklahoma. Ross was the first female Native
American female engineer and the first female engineer to
work for Lockheed Martin.

Ross was a member of the Cherokee Nation; she attended

primary and secondary school in the former Cherokee Nation
capital of Tahlequah. At age 20, she obtained her bachelor’s
degree in Mathematics at Northeastern State Teacher’s College
in Tahlequah. Ross later earned her master’s degree in

Ross was featured on the 2019 US mathematics at the Colorado State Teachers College in 1938.
Sacagawea dollar.

Ross began her career as a math and science teacher during

the Great Depression. She also worked as a statistical clerk and then was hired as a mathematician
by Lockheed in 1941, during World War II. Ross worked on the Lockheed P-38 Lightning, the first
military plane to exceed 400mph in flight; she solved multiple problems that the P-38 had during
high-speed flight and issues surrounding aeroelasticity. Impressed by her abilities, Lockheed sent
her to UCLA to obtain a certification in aeronautical engineering after WWII.

Ross joined Lockheed’s top-secret Advanced Development Program in 1952, developing concepts
for interplanetary travel, evaluating missile programs, and studying civilian and military satellites.
Many of Ross’s project remains classified due to the secrecy required
by projects she worked on.

Ross retired from Lockheed in 1973 and worked to recruit young

women and Native American youth into engineering. She was a
member of the Society of Women Engineers since the 1950s. Ross
passed away at the age of 99; she is recognized as one of the most
brilliant minds of the 20th century. The Lockheed P-38 Lightning was an
American piston-engine aircraft
used in WWII.

https://en.wikipedia.org/wiki/Mary_G._Ross

8-2
Part Three: Master Cylinder Trunnion

A trunnion is a:
• Cylindrical protrusion used as a mounting point
• Pin or pivot on which something can be rotated or tilted

Another example where a trunnion can be found in on a cannon. The trunnions are the two
projections on the side of the barrel which mount the barrel to the carriage.

8-3
8-4
Using Expressions in SolidWorks

Mathematical expressions can be created in

SolidWorks. These can later be referenced while
working on a part (e.g. for sketch dimensions).
The best way to understand this is to work
through an example:

These terms will be used as we create expressions!

8-5
WEEK 8 ASSIGNMENTS

(Cancelled) Freehand Assignment #8.0 – Machine Drawing

Assignment 8.1 – Brake Balance Bar

Assignment 8.2 – Balance Bar Centre Trunnion

Assignment 8.3 – Cell Phone Stand Alternative Design Sketches

General Note Regarding Technical Sketching

There are two primary types of sketches that we use as Engineers:
1. Sketches that you create from images in your mind, e.g.: to capture your ideas while
designing, or to better communicate your thoughts at a meeting.

2. Sketches that you make from a physical object, e.g. going to the shop floor and making
sketches of equipment to be modified.

To complete our sketching journey both types have been covered. Your previous freehand
assignments and Assignment 8.3 cover the first type of sketching. Freehand Assignment #8.0
was intended to cover the second type but is cancelled.

8-6
Cancelled: Freehand Assignment #8.0: Machine
Drawing
PURPOSE: This was to be your “piece de resistance”, that applied all
of the sketching techniques that you have learned this term.
Instructions (these are still here for general interest only):
1. Visit the Engineering Student
Machines Shop (E5-1101D) or
the High Pressure Laboratories
(E3-2106, permission will be
required to enter this lab, see the
instructor) Select one piece of
equipment.
2. You are going to sketch this item
or a portion of it (at least ¼ of
the machine must be included).
3. Your sketch should make good
use of the space on your
sketching paper; no postage
stamp-sized drawings allowed!
4. Don’t worry about drawing
every single detail perfectly. The
goal here is to use your newly
acquired freehand techniques to
make a legible sketch. As always,
keep parallel lines parallel.
5. Be careful not to interfere with
the people and machinery in the
machine shop and laboratories.

8.0 BONUS IDEA!

If you are feeling a sketching vibe this term, find a power tool or appliance from your home
and sketch it for bonus marks. Caution… do not do this if it will sacrifice time from other
courses.

8-7
Assignment 8.1: Brake Balance Bar

PURPOSE: Extend expertise with solid modelling by applying the new techniques learned in
class.

Instructions:
1. Finish Part Three: Master Cylinder Trunnion that you were working on in class if you
haven’t done so already. This does not have to be handed in.
2. Use the guide on LEARN and follow the steps for creating this part.
3. When your model is complete, choose an appropriate number of orthographic views
required to represent the part adequately. Make sure to include a pictorial view.
4. You are also required to submit a wireframe style view of your drawing. Choose a
view and mode of wireframe that communicates the details as best possible.
5. Scale and correctly align the views in proper orthographic projection (as best possible).
6. The Title Block does not have to be a “formal” title block, but should include the
following information: Title, Name, Date, Block and Signature. Put a border around
your work.
7. You are required to submit a PDF to Crowdmark, as well as depositing the original
SolidWorks file into the drop-box for this on LEARN.

Assignment 8.2: Brake Balance Centre Trunnion

PURPOSE: Extend expertise with solid modelling by applying the new

techniques learned in class.

Instructions:
1. Use the guide on LEARN and follow the steps for creating this part.
2. When your model is complete, choose an appropriate number of orthographic views
required to represent the part adequately. Make sure to include a pictorial view.
3. You are also required to submit a wireframe style view of your drawing. Choose a
view and mode of wireframe that communicates the details as best possible.
4. Scale and correctly align the views in proper orthographic projection (as best possible).
5. The Title Block does not have to be a “formal” title block, but should include the
following information: Title, Name, Date, Block and Signature. Put a border around
your work.
6. You are required to submit a PDF to Crowdmark, as well submitting your SolidWorks
file into the drop-box for this on LEARN.

8-8
Assignment 8.3: Cell Phone Stand Alternative Design Sketches
PURPOSE: You will now provide your client-company with sketches of design
alternatives of the trade show cell phone stand.

Instructions:
1. Review your notes from the 3D Design Centre presentation and read Assignment 9.2 for more
context. If you revise any of your “Factors to be Considered for Design” from Assignment 7.2,
list them on a separate sheet and hand in along with your design alternative sketches.
2. Online Students: For this freehand, you may submit images from two separate pieces of paper;
they do not have to be taped. On each paper, create sketches of design alternatives “A” and “B”.
3. Both alternatives must be viable (non-throwaway). Indicate your preferred design alternative,
and briefly state why.
4. Include all the usual information on each paper, as a title line.
Notes:
• You are communicating your design concepts to an industrial client, hoping to win the contract.
The number of sketches you create for each alternative, and the annotations you make to
convey aspects of your designs, are up to you as the designer/communicator. Again, you want
to convince them your design is terrific and win their business!
• Remember: what you sketch must later be converted to a SolidWorks model, that is fully
capable of being 3D printed. We will continue to develop your SolidWorks skills, but stay within
your capabilities.
• Important request: Stay off the web! This is – a must. Do not do a web search of cell phone
stands, as that will blind you to your own source of creative ideas. The TA’s will monitor the
internet to see that your design is… “your design”.
We are planning to 3D print your phone stand designs this term. The on-campus
students will be able to pick up their stands at the 3D print centre in E5, and we hope to
ship stands to the online students. So, design them with 3D printing in mind.
Cell Phone Stand Design Loop…begins with design pre-design considerations
The progression of the cell phone stand design:

8-9
 LECTURE #9
1) SolidWorks Part Five: Accelerator Pedal

2) Creating a Dimensioned Drawing in SolidWorks

3) Starting an Assembly in SolidWorks

4) Assignments

9-1
Part Five: Accelerator Pedal

9-2
Assemblies in SolidWorks

In this Lecture, an Assembly will be created using components created during the previous
two Lectures. When a component is added to an assembly, it is positioned by mating aspects
of this new component to other components already in the assembly.

Quick Guide to Mating Mechanical Components in SW

Assemblies are either positioned absolute (FSAE CAR) or mated.

Mates are relationships that the designer specifies between parts (they work much like
sketch constraints/relations) to properly align and position components with respect to
each other in an Assembly. Again “design intent” comes into play.

Examples of Mating Types Between Components:

Parallel, Perpendicular, Concentric, Centred, and Aligned

It is not uncommon to require more than one set of mates to position a component.

9-3
Determining Model Volume and Centre of Gravity

SolidWorks is wonderful for determining several properties of the component or assembly

that you are designing. In an instant it will give you valuable information that used to require
long tedious hand calculations to determine.

Volume is useful for example, if you are 3D printing or plastic injection moulding a part and
need to determine the material cost.

Centre of Gravity is a means to check the stability of your design – you don’t want it easily
toppling during use.

1. Select Evaluate – Mass Properties.

2. Select Options – Use Custom

Settings – Per unit volume –
inches^3. The volume is then
shown in cubic inches. For your
cell phone stand design, you must
also use GrabCAD for the
combined model and support
material volume.

3. Select Hide/Show – Centre of Gravity (the black and white

circle). Does the centre of gravity lie well within the base
of the component?

9-4
WEEK 9 ASSIGNMENTS

Assignment 9.1 – Robot Arm Clevis Mount

Note: This assignment is seen as a core EGAD assessment. It is worth double the
weight of a regular assignment. It will not be dropped from your overall grade
tally.

Assignment 9.2 – Solid Model for Selected Cell Phone Stand Design

9-5
Assignment 9.1: Robot Arm Clevis Mount
PURPOSE: CAD summation assignment, applying learnings/acquired skills from the
term. This assignment will be worth more marks than a regular assignment.

Background: You meet with the design team from your company. They are working on
an industrial robot. During the meeting, a sketch is made (by you, due to your superior
freehand skills) of a clevis mount for a hydraulic actuation cylinder on the robot arm.
They ask you to create a solid model assembly and details drawings of the mount from the sketch.
This will be a component of a sub-assembly to be placed (by others) in the robot master assembly.

9-6
Instructions:
1. Create solid models and (later) details drawings of the mount, washer, and pin. Note that the
mount is a single component, i.e., create the mount as one part in SolidWorks.
2. The retaining ring will be provided (it can be found on LEARN). You do not have to create a
dimensioned drawing of the retaining ring.
3. Position them to form an assembly in SolidWorks.
4. There may be small modifications that you feel will improve this design (fillets, chamfers, etc.).
This is up to you to incorporate (or not, this is optional).
5. Because this sketch was generated during a meeting, there are feature dimensions that are not
specified. As the detail designer you must select appropriate values for all missing dimensions,
including those for fillets and chamfers.

Submission Requirements for Assignment 9.1:

1. On a single ‘A4’ size sheet, show two shaded pictorial views of your solid model assembly. The
views should show each end of the assembly clearly. Include a border and informal title block
on this sheet. Call this “CLEVIS MOUNT ASSEMBLY”.
2. Create two dimensioned drawing sheets on ‘A’ or ‘A4’ size paper:
a. Sheet One: a completely dimensioned drawing of the base plate.
b. Sheet Two: dimensioned drawings for the pin and washer
c. You can create your own title block or use a standard template (see hints).
d. Choose an appropriate number of orthographic/pictorial views for each part.
3. If you did make modifications to the sketch design, include a sheet briefly describing the
changes you made and why you made them.

Hints & Clarification on Creating a Detailed Drawing:

1. With your model open in SolidWorks, select File > Make Drawing from part. On the sheet form
dialog box, select the size of drawing that you prefer (in this case, choose (ANSI) Landscape).
2. Insert the views by selecting Model View from View Layout. Confirm the part you want to make
a drawing of and begin placing the views in the drawing.
3. To edit the title block right click on the sheet and select “Edit Sheet Format”.
4. To change the scale, right click on Sheet 1 on the bottom left corner and select properties.
5. To show hidden lines, select and right click any edge of the particular view you want, select
“Show/Hide”, and show hidden edges.
6. Add centerlines by going to Sketch, clicking the dropdown menu by the “line” symbol and
selecting centerline. Add marks by going to Insert > Annotations > Center Mark.
7. Decide on the most straightforward way to dimension these parts, keeping fabrication in mind.
8. Precision: Holes and hole locations to 3 decimal places, all else to 2 decimal places. You can
change the number of decimal places by clicking on the dimension and changing the
Tolerance/Precision value in the dialog box that appears near the dimension.
9. To dimension chamfers, go to Annotation, click Note, then click on the chamfer you want to
dimension and enter the dimension.

Helpful Henriette’s Tips:

Before yelling at your TAs… have you read the instructions thoroughly? (Instructors note: albeit it will be harder
to yell at your TAs during F21, you should never yell at your TAs)
Look at the sketch and at your drawing. Does one look like it’s sketched, and the other like something professional?
Are all dimensions in place? Anything missing? Think… as the manufacturer, could you now make these parts?
Do your orthographic views make sense? i.e. are they in the right places? How many do you have – is that sufficient?
Are your dimensions, line types, weights, text sizes etc. up to company (ME/MTE 100) standards? Have you
followed the dimensioning rules in Chapter 5?

9-7
Assignment 9.2: Solid Model for Selected Cell Phone Stand Design
Current state of affairs: Life is good. The firm liked your concept sketches for the cell phone
holder and want a CAD solid model created. This will be based on the sketch of your chosen
design alternative. The solid model you create is then intended to be 3D printed en-masse and
handed out to special customers at future (live and online) Trade Shows.

Instructions:
1. Use SolidWorks to create the solid model of your preferred cell phone stand alternative.
2. Your TAs will review and return your Assignment 8.3 sketches as quickly as possible. Be sure
to incorporate their suggestions into your final solid model.
3. Arrange your “client submission” document in whatever manner you choose to best show your
solid model and its features. This is the document for assignment grading, not the 3D print.
4. Include a breakdown of the volume of model material and support material required for 3D
printing, with your Assignment 9.2 submission.
5. Show the location of the centre of mass of your part on the solid model (see page 9-4 for volume
and centre of mass determination instructions).

6. ONLINE Students: We are hoping to ship your cell phones stand to you. You must design a
collapsible stand. Show that your parts (when collapsed and combined) fit within the virtual
75x120x30mm boundary (required for shipping). To accomplish this you will need to create
an assembly file with the virtual boundary shown, then insert, rotate/drag your stand
components into the virtual boundary.

7. Everyone is required to submit a PDF to Crowdmark, as well as depositing your SolidWorks

file into the drop-box for it on LEARN.

Constraints: (disclaimer: these might change in F21. If so, you will be notified)
• Your design cannot exceed a maximum of 4 cubic inch of model material AND .75 cubic
inches of support material.
• On-campus students… we recommend one component only, no moving parts, no hinges for
mass fabrication economy.
• Online students: see the sketch below for the boundary. You are limited to 4 separate parts.

• Everyone: cell phone incline is 65° – 70° from horizontal when sitting in the holder.
• Follow the other 3D Print Centre Guidelines that are posted in LEARN:
o Minimum thickness of 1mm
o Avoid overhang as much as possible
o Avoid thin structures

9-8
Notes:
• *As mentioned, these specified constraints may change when this is assigned during the term.
• Use GrabCAD to estimate the support material required if your stand was 3D printed.
• Use the “best” orientation possible for printing to minimize the support material needed. This
can take some trials to assess.

• As mentioned, the TA’s will assess your design, looking especially for flaws that
would hamper successful 3D printing.
• Once you receive the TA feedback, incorporate, and then send your solid model to
the 3D Print Centre for printing (refer to their instructions).

Cell Phone Stand Design Loop…now at Solid Model Creation

The progression of the cell phone stand design:

Again, consult the 3D print Centre guidelines, and check the EGAD Weekly MUST
READ files in Learn for any further supplements or changes.

9-9
 This is the “Geometric Dimensioning and Tolerancing” Chapter. All the GD&T information is
contained here. The content will however be taught over 3 EGAD sessions.

LECTURE #10
1) Introduction to Geometric Dimensioning & Tolerancing

2) Benefits of GD&T

3) Datums and Datum Planes

4) Minimum and Maximum Material Conditions

5) Controls

6) Assignments

Tube (and pipe) fittings are used to connect hoses, tubes and pipes together, forming a
leak-tight pathway for gases and fluids. This is very common in industry and you are likely
to encounter it.
10 - 1
Introduction to Geometric Dimensioning and Tolerancing

GD&T is something that Mechanical and Mechatronics Engineers should know. It leads
to better engineering practice (and will boost your marketability).

10 - 2
Geometric Dimensioning and Tolerancing

“I have been asked during interviews, several times, if I have had any GD&T training.”
- Hamed Shateri, former TA and MME student

“Without dimensions and tolerances, a solid model is not

much use to us.”
Steve Kubica,
Linamar Corp.
_________________________________________________________

People want to go to their preferred washroom. To

accomplish this in a multi-lingual world, symbols are used
and recognised internationally.

In a similar fashion, GD&T (Geometric Dimensioning and Tolerancing) is an international

system of symbols that allows engineers to clearly represent their intentions on a
drawing.

Again, the word Communication comes into play – GD&T improves communication on a
drawing, from the design stage through to fabrication and inspection.

Our Goal: To learn GD&T basics, recognize the control frame ______________________ and how
they are used on engineering drawings.

In-Class Note: THE FILL IN THE BLANKS ARE INDICATED BY GREEN COLOURED TEXT ON
THE LECTURE SLIDES

10 - 3
Designations Found on Drawings (e.g. working with SolidWorks)

Symbols from ASME Y 14.5-1994 Standard

A Basic Hole

Blind Hole, 25mm dia., 15mm Deep Through Hole

Counterbore Spotface Countersink

10 - 4
GD&T and Feature Control Frames

This is a ¾” hole with a size tolerance of +/- 0.005”.

GD&T Symbols are placed within something called a
“Feature Control” frame.

The control frame shows a positional diametrical tolerance on

the exact hole centre location of 0.012”.
Feature control frames commonly contain several sets of
symbols; this will be more evident later.

You might be a bit confused by this example…

Is this not two tolerances on top of each other?
It is important to realize that one tolerance (the Cartesian) refers to
a tolerance on hole SIZE, and the GD&T tolerance applies to the
LOCATION of the hole.

The Benefits of GD&T

1. Uniformity of design practice.
2. Less chance of misinterpretation. This impacts safety, cost, and scrap generation.
3. Promotes interchangeability of parts and maximum tolerance provision.

GD&T is used by the majority of manufacturers in North America and the world as a whole.

The world is not totally on the same page – there are three Standard Organizations (similar to the
CSA in Canada) that maintain their own, similar standards for GD&T:
• ANSI: American National Standards Institute
• ASME: American Society for Mechanical Engineers
• ISO: International Standards Organisation (Europe and Elsewhere)

Tolerances were originally specified as plus/minus coordinate system (e.g. usually on vertical and
horizontal dimensions on a drawing). This system worked well for many things, but not adequately
for round features as a square tolerance zone (see below) is specified for a round feature, which led
to good parts being rejected. *More on this later.

Note the “square” zone of hole location tolerance set

by the plus/minus x,y tolerancing. This is not ideal for
circular features.

10 - 5
Design Intent

Design Intent – a term noted during the SolidWorks lectures – is also enhanced by GD&T.
The symbols reduce the need for notes in the drawing margins.

“The designer now has the capability of using GD&T to help unlock those inventive, creative
ideas and share them with the rest of the world.” - James D. Meadows

MANUFACTURING PROBLEM: If parts were made in one location and mating parts in
another, they would not always mate in assembly even though both parts were made to
drawing specifications.

To improve interchangeability of parts for an assembly, positional tolerancing was

developed to improve accuracy. E.g. location round features in a round tolerance zone (as
opposed to orthogonal).

This concept started GD&T. In mass manufacturing, parts are required to be designed with
some variation (tolerance) so that they will _____________ any _____________________________.

Note: GD&T is not a replacement for xy type coordinates; it is in place to enhance it.

Fundamental Rules of GD&T (Lei Zhuang, with permission)

Overall: “Dimensioning and Tolerancing should clearly define engineering intent and shall
conform to the following:”

1. Each dimension has a _________________.

2. Dimensioning and tolerancing shall be __________________.

3. Every dimension of a product shall be shown, no ______________ and no ______________.

4. Dimensions are selected and arranged to suit the f____________ and m_____________
relationship of a part.

5. Dimensions should not be subject to more than one ___________________.

10 - 6
The Coordinate System Method of Tolerancing

+/- Tolerances are used for:

• L____________________________
• W___________________________
• D____________________________
• Lo____________________________

Notice in the figure to the right that the hole centre can be
placed anywhere - there is no tolerance on how well the
hole is centered. This can (and likely would) lead to mating
problems in a larger assembly.

Another instance where the coordinate tolerancing method is not optimal:

Pins are used to precisely locate mating parts. Parts
(especially mass-produced parts) can never be
made infinitely exact. Some deviation must be
allowed and designed for.

For this example, let’s look at drilling a hole in a plate to locate a pin. Let’s also say that the
designer’s intent is to allow for a deviation up to .005” from the exact hole center.

It would look something like this:

10 - 7
Now let’s consider the hole centre location with the tolerance applied. We
would have, according to our drawing, an acceptable zone within which the
hole centre could be located that looks like this (exaggerated in size):

The specified plus/minus tolerance allows for the hole centre to be created
within this square zone (Shown much enlarged).

If we revisit our designer’s intention of a maximum of .005”

deviation from the exact hole center, we can see that there are
instances - at “A” for example - where the hole centre could be as
much as .007” from the exact hole center.

This is 40% beyond the designer’s intent.

Conversely, if the designer then reduced the allowable tolerance to

compensate for this, there would be areas that would not make the
tighter tolerance but would in reality have been acceptable.

Another item that is not addressed on our drawing is how

well aligned the axis of the hole must be with our part.
During fabrication, the hole may not be drilled as
perpendicular to the part surface as we might have required.

Let’s now look at the hole diameter, with a tolerance applied:

The specified tolerance would allow several deviations

from a _______________ hole through the plate, all within the
range of _____________________________________.

To conclude this section: Due to the inherent ________________________ of the “XY” coordinate
dimensioning system, and the manufacturing headaches that were associated with this, an improved
system needed to be implemented – _________ _________ & _________.

10 - 8
Datums
A datum is a reference (or starting) location for a dimension.
A datum can be a:
• Point
• Center Line
• Plane

Note that these are virtual – not real positions. E.g.: centre line of a pin.

Centre lines are derived for shafts and holes:

• Shafts: the centre line is located half the measured diameter to the
edge of a gauge shaft (or pin).
• Holes: the centre line is derived from the largest size pin that will
fit into the hole (not from the hole itself).

Feature is a general term that applies to a ______________ ______________ of a

part. For example: a slot, a ________________ or a __________________.

Datum Planes
If a part has an irregular surface, many different measurements are possible. Using a datum
plane, in this case laying the part on a surface plate and measuring from this plate will be a
far more effective measurement.
Notice where (1) The (simulated) datum plane
and (2) the datum feature is located on this
sketch.

Datum Feature (limited plane):

A feature of a part that contacts a datum.

10 - 9
Surface Plate Inspection Measurements

Datum Plane Use:

If a datum plane is set, then subsequent measurements can be taken from this plane and
not directly from the surface (feature) of the part. For a datum plane, a surface plate can be
used to represent an unlimited plane – this is known as a simulated datum. The datum
feature would be the surface of the part that would rest upon this plate during inspection
measurements.

Datums and Assembly:

Mating surfaces need not be perfect, if datums planes are considered. Two parts will fit
together and function if there are no protrusions beyond the specified datum plane.
Depressions will generally not interfere with this consideration (see sketch on pg 10-9).

Choosing the Datum Feature:

There can be more than one feature (surface) that could be considered for a datum feature.
Factors for selection: Size, stability and accessibility for taking measurements.

10 - 10
Datums and Degrees of Freedom (from Bertoline):
A part can move: Up and Down, Right and Left, Forward and Backward, and rotate about
three perpendicular axes.
Datum Reference Frame: a multi-datum arrangement of a part in space, which locates a
part and limits the degrees of freedom.
Note: Datums are not the same as Datum Features. A datum is a perfect point, line or
surface. A datum feature is a tangible, existing surface (point or axis) on a part, where a
theoretical datum is located.
A part intended for manufacture must be located in space during design, fabrication,
inspection and use. All should use the same in space.
Example: If during design you select the left edge of a part to
dimension a hole – during fabrication the same left edge must be used
as a reference to position the drill. And during inspection the left edge
should be used to measure from. The left edge is a datum and should be
identified as such.
On several drawings this term, the left edge and the bottom edge were
used on this basis, as a reference for (design) dimensions. On a flat part
these two datums are usually sufficient.
If we consider our 3D modelling, three mutually perpendicular planes
(XY, XZ, and YZ axes) can locate features in all six degrees of freedom.
Primary, Secondary and Tertiary Datums
Identifying a primary datum from a part is critical. It is the most important datum and may be the
only datum required.
Example 1: Sketch in the primary datum plane indicator. Let’s say
that in this instance the selected primary datum is the lower
horizontal surface on the shape to the left. *Solution in
appendices*

Example 2: Once the primary datum [A]* is selected a secondary

datum [B] can be established, from which other features are located.
It must be perpendicular to the primary datum [A].

*Note that at the selection of primary datum [A] in this example is different than the work-along
example above.

10 - 11
 If needed, a third datum [C], called the tertiary datum can be established. It is perpendicular to the
other two datums.

The datum feature symbols A, B & C do not

control anything, they only identify the
features used to create the datums.

Dimensions inside a box ÿ in GD&T are called

basic dimensions. They indicate that they
are the “perfect target” value. This means that
the general drawing tolerance does not apply.

Final Datum Related Item:

The circle in place of an arrowhead on a dimension indicates
that this dimension must be measured with the part placed
on the surface indicated by the circle.

Sketch in the
circle/arrowhead
dimension (shown
during class session)

A box around the dimension in GD&T indicates that it is a

Basic Dimension. This means that the general drawing
tolerance does not apply (Day).

10 - 12
Minimum and Maximum Material Conditions
GD&T considers material conditions known as:
• Maximum Material Condition, known as MMC or
• Least Material Condition, known as LMC or

A designer specifies dimensions, then sets tolerances. The

difference between MMC and LMC is typically the tolerance
range set by the designer.

These conditions are explained in the following ways:

1. An example that considers holes and shafts:
a. Shafts: A shaft is at its MMC when it is at the _________________ diameter allowed by
the_______________, and at its LMC when it is at its _______________ ________________.

b. Holes: MMC of a hole is when the hole has the ______________ _______________allowed by
the tolerance, and for LMC it is at its _______________ ________________.

2. Parts would weigh the ________________with MMC and the _______________ with LMC.
3. MMC is a donut and LMC is an onion ring (Day ’06).

Another way to remember MMC vs LMC:

A machine analogy – an existing shaft’s diameter can be reduced by machining, but not
enlarged; the size of an existing hole can be increased by machining, but not decreased.
These are at MMC.

10 - 13
MMC/LMC is a clever way to allow additional tolerance and still have an acceptable part.
To allow the maximum tolerances possible, you examine a feature, and depending on the
actual size of that feature, set the other tolerance limits for related features.

MMC and LMC, why they are relevant.

If a feature is not examined, the tolerances associated with it (including mating parts) need
to be kept conservative and inflexible (i.e. tighter, no forgiveness). This leads to higher
fabrication costs, and more rejected parts.

Departure from MMC

“Amount of departure” from MMC means that a shaft gets smaller or a hole gets larger in diameter.
Mass manufactured parts, as fabricated will lie somewhere between the MMC and the LMC.

Important: More tolerance can be allowed

depending on the actual, measured amount of
departure from the MMC. Remember we are trying to
allow the most tolerance possible, have less parts
discarded, and have all parts fit into the final assembly.

Consider the thru holes* at their MMC size (this is the smallest size
allowed):
At MMC (below left), if you are the designer… the shaft size tolerance
and the positioning of the mating plate threaded hole have to be set
with __________________ precision, or the plate _______________________________.

On the other hand, if the thru holes were drilled to the LMC (below right), the _____________ allowable
size, then the tolerance of the shaft size and the positional tolerance of the mating part can be
__________ stringent.

The above example, in support of the text above, shows that the more a feature departs from the
MMC, the ________________ tolerance can be allowed.

The GD&T Rule: The “Limits of Size” determine the extent within which variations of geometric
form (e.g. size, shape) are allowed. This control is applicable only to features of size.

10 - 14
Departure from the MMC: Class Work-Through Example

Features of Size
To Review: A “Feature” is a part of a component - a surface, slot, groove, hole, etc.
Features of Size: refers to a type of feature, such as a cylindrical surface, or pair of two
opposed parallel surfaces, associated with a size dimension.

Features of Size have derived median point(s), an axis, or a center plane. Features of size
have limits (MMC and LMC).
If you can use the large end of a set of calipers to measure the feature, then it is a
Feature of Size. (Day 2006)

10 - 15
Controls: GD&T Symbols
Our Goal: We will try and learn a bit about these symbols and how to use them on a drawing.
From page 10-2, this is a chart of 14 symbols related to Geometric Characteristics:

Note from the above that there are five categories (Types of Tolerance):
1. Form: Straightness, Flatness, Circularity, Cylindricality
2. Profile: Line profile, surface profile
3. Orientation: Angularity, Perpendicularity, Parallelism
4. Location: Position, Concentricity, Symmetry
5. Runout: Circular Runout, Total Runout.

Thanks to Lei Zhuang, Design Engineer for his permission to use drawings from his GD&T Training Manual in this
section.

10 - 16
TOLERANCE TYPE - FORM:

1. STRAIGHTNESS ( )

Straightness is based on:

1. Line element straightness (line on the surface), or
2. Center axis straightness.

For a flat object the axis turns into a center plane.

Note: the part of a drawing that the straightness feature control frame “points to” (indicates)
dictates what tolerance is to be considered:

If the control references the outer edge of the shaft (as shown above left) – then the control form is
________________ ________________ straightness.

If the control frame is attached to the diameter callout on a shaft (as on the right), then the
straightness applies to the ______________. The control would then modify the size of the shaft. Both
these images show size tolerancing and geometric tolerancing.

Difference Between Size vs Geometric Tolerance

A. ________________ Tolerancing (The size of

the feature).

B. _________________ Tolerancing (which sets

the allowable _____________ ________________
of the part).

The drawing on top describes the conditions

illustrated on the bottom.

10 - 17
Gauge Pin Demonstration
The gauge pin demo consists of four “rectangular” metal pieces and one channel. These are meant to
be cross sections of pins and a hole.

The channel has an opening of 0.608 inches and the metal pieces are of various sizes. The tolerances
for the pins would look like this:

This means that the maximum diameter of the pin is 0.600 and that the maximum allowable
curvature is 0.005. Diameter and curvature are measured as shown below.

10 - 18
The Concept of Virtual Condition
The condition resulting from the worst-case
combination of size and geometric tolerance
applied to a feature, and is used in the design of
Mating Parts.
• External Feature (eg. shaft): Virtual
Condition is the MMC size plus the geometric
tolerance.
• Internal Feature (eg. hole): MMC size minus the geometric tolerance.
The boundary* set by the Virtual Condition (as it is the worst-case condition) cannot be
violated. More on Virtual Condition later.

Inspection Measurements of Straightness

Dial Gauge Precision

The precision from this analogue

gauge is 0.0005”, which is about
1/8th the thickness of a sheet paper.
Impressive!

10 - 19
 An MMC machine used to measure parts Parts being measured on an CMM

Thus, when the pin is at the largest allowable diameter and curvature, it looks like this

In the demonstration, not all the parts are within tolerance. Normally (without considering the
bonus tolerancing aspects of GD&T) these parts would be rejected, i.e., scrap. However, many of
them would be acceptable due to the combination of diameter and curvature that allows them
to fit.

One of the parts has the maximum allowable diameter and tolerance, so it fits through the slot.
However, there is a sort of “bonus” tolerancing that occurs when the diameter is not at the maximum
– the curvature can still be out of tolerance and still fit. This is the case with two of the other pieces.
They have curvature greater than what is allowable but still fit because they are on the lower end of
the diameter tolerance. Finally, the last piece has a diameter that is out of tolerance and a curvature
that is out of tolerance. Although it’s diameter alone would let it fit through the slot, it can not because
the combination of diameter and curvature is too great.

Diameter Diameter Within Curvature Curvature Within Fits Through

Tolerance? Tolerance? Slot?
0.600 ✔ 0.005 ✔ ✔
0.595 ✔ 0.010 ✘ ✔
0.590 ✔ 0.015 ✘ ✔
0.605 ✘ 0.015 ✘ ✘

Demonstration made by Ben Cheng with the help of Jason Benninger. Photos courtesy of Robert Wagner.

10 - 20
2. FLATNESS ( )

Flatness defines two parallel planes – the surface under

consideration must lie completely within these planes.
• Feature Control Frame for Flatness – attached to a
leader, the leader points to the surface considered, or
to an extension line of the surface

Measuring flatness – notice that the three-point

support ensures that the part will not rock when it is
being measured.

3. CIRCULARITY ( )

Circularity compares a circular element (taken at a a given cross section) to a perfect circle:
• It can be thought of as “straightness bent in to a circle” (Bertoline)
• Tolerance zone: two circles, the tolerance distance apart
E.g. The Ø larger circle = Ø smaller circle + (2 x the geometric tolerance_).

All circular elements must not exceed the ________________, therefore the circularity tolerance must be
less than the size tolerance.

10 - 21
4. CYLINDRICITY ( )

Cylindricity compares a cylinder to a perfect cylinder:

• It considers straightness, roundness, and taper
(i.e. it is a combination of Circularity plus Straightness)
• It can be thought of as “flatness rolled into a cylinder”. (Bertoline)
Tolerance Zone: two perfect cylinders the tolerance distance apart.

TOLERANCE TYPE - PROFILE:

1. PROFILE OF A SURFACE (Surface Profile Tolerance, 3D)

This control is used when it necessary to specify the tolerance on a complex surface (complex shape
or curve). As these surfaces cannot be measured with a caliper, the profile of a surface is useful. This
ensures that all points on the surface are within the tolerance zone and will not vary inside or outside
of the value specified by the surface profile tolerance.

Profile of a surface:
- Specifies a 3D tolerance zone around a defined surface; it reaches all directions within the
specified tolerance around the surface.
- Controls the feature’s form, size, orientation, and location.
- Useful for parts with complex outer shape, such as automotive and aerospace components.
- All-around surface control tool. When in doubt which symbol to use, consider surface profile.

A good way to visualize the tolerance zone:

1. Imagine a surface of a shape. Create two imaginary IDENTICAL copies of the defined surface.
2. Place the copies in parallel with each other and to the surface while separated by a distance.
3. The specified distance is called the profile of a surface.

Note: The defined surface must fall between the two copy surfaces that makes up the tolerance zone.

Since surface profile is used with parts with complex surfaces, it is commonly measured with a laser
scanner, or coordinate-measuring machine (CMM).
Good Video:
https://www.youtube.com/watch?v=61x3SdtXf8g&t=28s&ab_channel=iGETITLearningforEngineers

10 - 22
2. PROFILE OF A LINE (Line Profile Tolerance, 2D)

Profile of a line can be thought of as the cross section of the profile of a surface(at a specified
location). This control is often used along with the previously mentioned profile of a surface. When
used together, profile of a line refines the existing surface profile by providing more “restrictions”.

Profile of a line:
- Specifies a 2D tolerance zone for a line.
- Controls the specified line element of the feature or surface.
- Usually applies to parts with varying cross sections.

A good way to visualize the tolerance zone.

1. Imagine a surface of a shape.
2. Take the line that traces the midpoint of that surface.
3. Create two identical copies of that line.
4. Place the lines parallel and separated at a set distance.
5. Note that the defined line must fall between the two imaginary lines that makes up the
tolerance zone.
6. That specified distance between the copies is called the profile of a line.

Note: There are an infinite number of possible 2D cross sections of a part, therefore always use numbers
to specify the exact location of the line profile tolerance on a particular drawing.

Measured with a CMM that can measure the surface profile of the part.

Good video:
https://www.youtube.com/watch?v=A5T11_0iMRk&ab_channel=iGETITLearningforEngineers

10 - 23
TOLERANCE TYPE – ORIENTATION:

1. PARALLELISM ( )

Parallelism can be thought of as “Straightness or Flatness at a Distance”. (Bertoline)

The feature controlled on a drawing can be a surface or center plane, equidistant along its length
from a datum plane or datum axis. The feature must stay parallel to a datum.

Tolerance Zone: two parallel planes at the tolerance distance apart.

2. TOLERANCE OF ANGULARITY ( )

The controlled item on a drawing can be a surface, center plane,

or axis.

Note: the angularity tolerance is NOT an angle, rather it is a

_____________ between within
which specified item must lie.

10 - 24
Tolerance Zone: two planes the tolerance distance apart.

Inspecting Gauges for Measuring Angularity

3. PERPENDICULARITY ( )

The controlled feature on a drawing can be a surface, center plane or axis and is at right angles to a
datum plane or datum axis.

Tolerance Zone: two parallel planes at the tolerance distance apart, perpendicular to a datum
plane.

10 - 25
TOLERANCE TYPE - LOCATION:
Location controls are used to control:
1. Center to Center Distances, for features such as holes, slots, bosses.
2. Location of features from datums.
3. Coaxiality of features.
4. Concentricity or Symmetry of features.

1. POSITION ( )

Positional Tolerance: a zone within which a specified center, axis, or center plane of a feature is
allowed to vary from the true (exact) position. (Zhaung ‘06)

“The single most valuable, flexible and versatile geometric control is Position.” (Bertoline)

Position is important so parts in an assembly will mate (fit together) with each other.

When specified on an MMC basis (back to Virtual Condition):

• The tolerance is defined as a boundary, which is the
Virtual Condition, located from the true position.
• This Virtual Condition boundary must not be exceeded
by any portion of the of the considered feature.

When specified RFS (Regardless of Feature Size):

• The axis of a selected feature must lie within the positional tolerance specified, regardless of
the feature size i.e. no _____________ ____________ is allowed.
• When applied to a datum, (e.g., a hole as a datum) it does not allow the feature size to shift.

RFS results in tighter control of the feature location.

Positional Control is ideal when parts must _____________ with each other.
It can locate a hole or a pattern of holes.
It can make maximum use of MMC bonus tolerancing allowing for maximum tolerances.
This makes parts easier to fabricate.

Hole Location from Edges:

Position control ensures that a part with
several holes will assemble with a mating
part having the same number of pins given
that the holes are located accurately
enough.

10 - 26
Reasons for Two Parts Not to Mate Together:
1. The holes are too ________________ for the pins
2. The holes are not ________________ accurately enough, they are out of position.
3. The holes are not ________________ to the datum – the pins only go in part way.
4. A hole may be ____________________

Parts can overcome factors (2-4) if the

holes are so large that the other part
will still fit, or (for 3 & 4) they are very
close to the perfect (exact) location.

Example: Four-Holed Plate,

Positional Tolerance at MMC
Note that in this example there is no positional tolerance allowed at the specified MMC
Additional tolerance is allowed as you deviate from the MMC.

10 - 27
 This just in… according to the most recent GDT standard, Symmetry and
Concentricity are considered redundant. They can be replaced by the position
tolerance. That said, you will still find these symbols on drawings.
2. SYMMETRY ( )

Symmetry: Position control to ensure that the selected feature is centered on a datum.
Tolerance Zone: pair of planes centered on the center of a datum.

3. CONCENTRICITY ( )

Concentricity: Sets the axes of a cylinder, cone or sphere common to a datum axis, and is commonly
used on spinning parts where dynamic balancing is a factor (Bertoline).
Tolerance Zone: a perfect cylinder equal to the tolerance value in diameter.

TOLERANCE TYPE - RUNOUT:

Runout is the amount of deviation from a theoretical position. It has become a catch-all word for
sloppiness, flexibility, and poor quality of a machine. Bent shafts, mis-aligned rails will deviate from
the theoretical straight line or position – this is Runout.

Two Types:
• Circular Runout ( ): only one circular element is considered, at a
particular cross section.
• Total Runout ( ): considers the entire surface.

Tolerance Zone: pair of perfect circles centered on the datum, a tolerance

value apart.

Single Runout: only one circular element is considered.

Total Runout: Total Runout considers the entire surface.

Runout does not determine the cause of a bad reading - it does not discriminate between types of
failure (so when a part is rejected it is does not reveal specifically why).

A spindle and a dial gauge is

used to measure runout.
Bends, surface irregularities
and off-axis flaws will all be
measured.

Example use of Runout in a Design situation: use runout where the part is mounted between
bearings and the controlled feature must account for all types of errors.

10 - 28
GD&T Conclusion: Hopefully you have come away with some useful
learning. At the very least – you can recognise GD&T designations when
you see them on future drawings (and can independently delve more into
this topic).

Note: there are example drawings in the Appendices that employ GD&T.

Rhyme to Remember:
GD&T is something to know
Its prevalence continues to grow.
It might not seem all that thrilling
But it will give you a job and make you a killing.
(Well, maybe not a killing $$$-wise, but you get the point.)

WEEK 10 ASSIGNMENTS

Assignment 10.1 – Personal SolidWorks Creation (Optional, Bonus), see below

__________________________________________________________________________________________

(Bonus) Assignment 10.1: Personal SolidWorks Creation

PURPOSE: To create an interesting/novel solid model on your own initiative.

Instructions:
1. Submit a solid model of your own creation. It must be something that you’ve made this
term, that was not created for other academic purposes.

2. A pictorial view will suffice, just make sure to plot it onto ‘A’ size paper with a border
and an informal title block.

3. There will be a drop-box on Crowdmark for the PDF version of this assignment. As
mentioned, for this bonus assignment we do not require your SolidWorks file.

10 - 29
 LECTURE #11
1) SolidWorks Banger Toy

2) SolidWorks Coffee Mug

3) Assignments

How a sketch can evolve to become something quite famous …

recognize the logo?

11-1
SolidWorks Banger Toy

To learn more about the assembly features in SolidWorks, we will be using the “Banger Toy”
example in class to illustrate this.

11-2
Linear Pattern

Creates a linear pattern of a specified feature along your part using pre-specified settings

11-3
Sectional Views

11-4
Exploded Views

In the Options section, activate “Auto-space components after drag”.

Grab the Y-axis arrow and drag in the -Y direction (i.e. downwards).

This is the result:

11-5
Learnings from the Banger Toy

1. Increased insight/experience creating components and assemblies in SolidWorks

2. Modifying individual parts while within an assembly

3. Creating a feature array (pattern) on a component

4. Creating an array using an Assembly component part

5. Creating a Sectional View of an Assembly

6. Setting Configurations

11-6
SolidWorks Coffee Mug
As time permits this exercise may be done as part of a class session during F21. If not, the
instructions follow. Note that some of the images are from Solidworks 2019 or older and may not look
exactly the same as 2021.

Steps:
1. Create a “Center Rectangle” on the top plane, 4 inches on each side, fully defined, with
its center coincident with the origin.

2. Create a reference plane parallel to the top plane, offset by 5” upwards.

11-7
3. On that reference plane, sketch a circle with a 4” diameter and fully define it.

4. Use a Loft (function that combines two or more shapes to form an extrusion) to create
a transition between the rectangle and the circle.

5. Fillet the four side edges (carefully) with a radius of 0.5”.

6. Use a Shell (function that allows you to hollow-out solid features) to empty out the
inside of the mug. Set the thickness to 0.25”.

7. Add a reference plane parallel to the front plane, offset by 2”.

11-8
 8. On this new reference place, sketch a
“Centrepoint Straight Slot”. To do this, sketch the
c-c length of the slot, then drag out the shape of
the slot. Fully define this sketch.

9. On the right plane, draw a (simple) spline to

reflect the shape of the handle for the mug. Add a
coincident relation between one end point of the
curve and Plane 2, as well as the second end point
and the centre of the slot you created.

10. Use a Sweep (function that allows you to extrude a sketch along a path) to create the
handle.

Add any finishing touches that you think will improve the design (e.g. fillets, etc.).

WEEK 11 ASSIGNMENTS

Assignment 11.1 – Reflections on the Fabrication of your Cell Phone Stand

Assignment 11.2 – GD&T Assessment

11-9
 Assignment 11.1: Reflections on the Fabrication of your Cell Phone Stand
PURPOSE: It is vitally important to close the loop on the design of your cell phone stand by reflecting
on the design process. Although you are not on campus to have your cell phone printed at our 3D
Print Centre, the reflection is still a very useful exercise. Hopefully, your design went well but in the
interest of continuous improvement, what would you do different next time? This should only be a
one-page submission.

Instructions:

1. On an ‘A4’ size sheet of paper write a brief cumulative self-appraisal statement of your
cell phone stand design. This may be only 2-3 sentences to communicate what you
learned from this design exercise. Include an image of your cell phone stand.
2. Please list in point form:
a. What you thought went well
b. What you thought could have been better
c. What you would change if you were to do another cell phone stand design? How do
you think your current stand design would perform if it had been printed?
3. As always, use sketches or other graphical communication if it will help with your
explanations.

F21: It is so unfortunate to not have your stand printed at

this stage. Base the list of reflections on your solid model
and how you think your stand would have performed if it You have now closed the design
had been printed. loop! Congratulations!

Assignment 11.2: GD&T Assessment

PURPOSE: To retain the learnings from the GD&T chapters that were covered.
Instruction: Login to LEARN and complete the GD&T Assessment, found in “Quizzes”.

11-10
 LECTURE #12
The 12th EGAD “in-class” session builds on previous material. There will be no supplemental
course note material for this session.

It includes (this could change):

1) Final Designer of the Week: Design Philosophies

2) Non-tech Talk: Communication skills
3) Presentation of Excellent Student Bonus Work:
Examples of Good Graphic Design
Student Solid Model work
Hydraulic Actuator
Lateral Thinking
Logos
4) Completion of the Solidworks Coffee Mug exercise

5) Solidworks Motion Study: Scotch Yoke

6) Cell Phone Holder – final instructions for 3D printing

7) Hometown Photos

8) Final Quiz Information

9) Concluding Comments

10)Final Assignments (these may be set as bonus)

Assignment 12.1 Coffee Mug

Assignment 12.2 Scotch Yoke
We hopefully finished both in class… just hand in (no additional work)
Take an image of your solid model, (crop any icons etc off them as per TA requests)
Put the usual information on it (formal title block not required)
Submit the image to Crowdmark and the files to Learn
The Value of Communication Skills for an Engineer:
One of the best-selling books of all time was Dale Carnegie’s:
It sold over 30 million copies.
From this book:
• “A total of more than 1,500 engineers have passed through
my classes.
• The highest-paid people in the engineering field are
frequently not those who know most about engineering.
• The person who has technical knowledge, plus can express
their ideas, to arouse enthusiasm – is headed for higher
power.”
• This was written in 1936

Now in 2020’s:
(Paraphrasing Prof. R. Fraser)
• The Dean of Engineering regularly invites business leaders in to provide feedback to
the Faculty of Engineering
• Invariably, each year they recognize our graduates as technically competent, and
when they are asked to identify areas for improvement…
• Communication skills are always identified.
• Communication skills are also mentioned as the key to advancement.

To leave you with…

Start using a sketch to enhance communication: Try to make this a

habit!

Next time you are at a meeting, having a conversation, at an interview and you have to
describe something…
Instead of waving your hands in the air during the process…
You will….
PICK UP A PENCIL!

Finishing the Term: Final Exams

If you feel you might fail, the temptation to quit studying is high. If you quit studying, you
certainly will fail.
In Closing:
Hopefully you have
• Gained some proficiency creating engineering
drawings and using CAD.
• Learned new philosophies and practical lessons
regarding design
• Acquired enough confidence to use a freehand
sketch to communicate.
• Had some fun, and a sense of accomplishment en-
route.

 May you produce many things of

value and benefit to society.
 L13: SUPPLEMENTAL
This is a combination of three past AutoCAD lectures that are no longer being taught as part
of the regular course curriculum. This information is available as an additional reference.

1) Additional Drawing Commands and Techniques

- Construction Lines, Point Filters, Object Tracking
- Ellipse

2) Topics You May Learn by Yourself:

- Drawing Commands and Techniques
- Using Grid and Snap to Grid
- Grips Editing
- Measure, Divide, Align
- Inquiry, Dist, List, Area, Time
- Wblock

3) Setting “Views” in 3D Space

4) Beginning to Draw in 3D Space

- Using “Viewports” in AutoCAD for 3D Work
- Setting Multiple Viewports in Floating Model Space
- Paper Space vs. Model Space

5) Tiled Model space and positioning the UCS

- Entering “Wireframe Co-ordinates” in 3D Space
- UCS Icon: Use of/Aid in Drawing in Non-planar Viewports

6) To Create Solid Modelling Using AutoCAD

- Objects Are Extruded, and/or “Regions” Revolved to Create Solid Models
- Regions are Created from 2D Polylines
- Boolean Operations (Union, Subtract) Can Create Complex Regions for Extrusion

7) Primitives and Boolean Operations

- Basic Shapes Can Be Created by Using Primitives (Cylinders, Blocks, Wedges)
- These are Joined, Cut, Intersected to Create Complex Solid Models

8) Practice Assignments

13-1
AutoCAD Commands for Supplementary Lecture #12 (1 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
Construction Line Menu
Draw > Construction Line (or in draw toolbar )
• You will then be prompted…

• Specific Thru Point

• Hor – horizontal line
• Vert – vertical line
Construction Construction lines are lines used for layout purposes,
Line and are not part of the drawing • Ang – line at an angle
• Bisect – cross a existing line at an angle
• Offset – Offset line

To load Construction Line Toolbar:

View > Toolbars
• Check off Draw

• Construction Line is on Draw Toolbar

• While in a “draw” command, point filters can be accessed by clicking on “assist”

Point filters is a method to determine a point location on the side menu or by using shift + right mouse button.
Point Filters by aligning it with x and y co-ordinate of other • This brings up .x, .y, etc.... Choose .x or .y , then snap to a geometry where you
geometry want the point to align.
• Select the other (.x or .y) co-ordinate to locate the point

Draw > Ellipse (or in the Draw toolbar use button)

• Select horizontal axis endpoints
Used to draw an ellipse or an isometric circle • Select third point
Ellipse
Draw > Ellipse > Arc (or in the Draw toolbar use button)
• Select ellipse axis and a start, and a finish

Note: as opposed to endpoints, a rotation can be specified

13-2
AutoCAD Commands for Supplementary Lecture #12 (2 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
Tools > Options > Selection
Grips are small, solid-filled squares that appear at • Enable Grips (default)
strategic points on objects selected with a pointing • (can set size of grip square)
device. You can drag these grips to stretch, move, • To activate grips on objects: select desired objects when no commands are in
rotate, scale, or mirror objects quickly. use
• Warm state – when object is selected
When grips are on, you select the objects you want • Cold state – pressing Esc once leaves grip squares but object will not be moved,
Grip Editing before entering a command, and then you manipulate copied with subsequent selections. However, squares on cold objects can be
the objects with the pointing device. “snapped” to
• Hot state – square is made hot by selecting grip itself. A hot grip is the base
point for editing commands
• Once a grip is hot > Right click to access commands or use side menus
• Move, mirror, rotate, scale, stretch, copy
• Properties: allows change of layers, colour, text, etc.
• Hitting Esc 2 times exits grip mode
• Start by changing the point style to a more visible style
• Format > Point Style…

Divide:
Divide command is used to divide a line, circle, arc, or
• Draw > Point > Divide
polyline into an equal number of segments
Divide and • Select Item to divide
Measure • You will be prompted to enter the number of segments.
Measure command places marks a specified distance
apart
Measure:
• Draw > Point > Measure
• Select the item to divide
• You will be prompted to enter the segment length
Align is used to align one shape with another Modify > 3D Operation > Align
• Select Object to move/rotate
It combines a move with a rotate
• Select first source point and first destination point
Align
• Select second source point and second destination point
• Continue until satisfied, hit <ENTER>
• You will be prompted: [Y/N] to scale the object

13-3
AutoCAD Commands for Supplementary Lecture #12 (3 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
To create Multiline Text use:
• Draw > Text > Multiline Text (or in the Draw toolbar use button)
• Specify a window (i.e. pick 2 points) for the text to be placed
• Multiline drawing editor will appear
• Select: Font, text size, colour (and several other possibilities) in the edit
Multiline Text is used to create multiline text objects. window
Multiline Text Instead of each line being an individual object, all of • Enter desired text
the lines are part of the same object • Hit OK when done

To modify Multiline Text use:

• Modify > Object> Text > Edit…
• Select text to edit
• or
• Type “DDEDIT”
Tools > Inquiry
• Distance – finds the distance between two points
• Area – used to find the area of an object (see boundary)
Allows you to find specific details concerning objects
Inquiry • List – displays data about any AutoCAD object
and drawings
• ID Point – gives the co-ordinate location of a single point on the screen
• Time – displays the current time, the time related to your, and the time related
to the current drawing session

Boundary determines the boundary from an existing • Type Boundary, and select “Pick Points”
Boundary
area and makes a closed polyline • Pick a point inside a closed polygon

13-4
AutoCAD Commands for Supplementary Lecture #12 (4 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
View > 3D Views > Viewpoint Presets
• Loads “Viewing Presets” window
• Select Viewing angle from x axis and x-y plane
Allows you to select the viewing angle from the x axis
DDVPOINT
and the x-y plane

** Units are in degrees

View > 3D Views >
• Viewpoint – involves a globe & an axis. Viewpoint is selected by location on
the globe. You can also type “VPOINT” <ENTER> then type “TRIPOD” <ENTER>
• Plan View – resets view to regular 2D position
• Top, Bottom, etc. – Shows views with respect to the default plan view
Allows you to specify the direction that you will view
VPOINT • Isometric Views – shows isometric views from various locations
the 3D object from
Also… Vector
• Type “VPOINT” <ENTER> then type in a vector i.e. 1, -1, 1
• you will be looking at the file from your vector position towards the origin (0,
0, 0)
To Save the current View:
View > Named View

• Press
• Select Name, choose Save View
Allows you to save a view, and enables you to retrieve
Saving a View
it for future use To Retrieve a Saved View:
View > Named View
• Select the Saved View you want to look at

• Press
• Press OK

13-5
AutoCAD Commands for Supplementary Lecture #12 (5 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
To make floating viewports:
To view “Model space” click Model at bottom of window
• View > Viewports > 1 Viewport – select
Floating viewports are actually holes that are cut into
• Viewport borders (window)
the paper of paper space so that the model space
• Pick Viewport with mouse to make it active
drawing can be seen. These viewports are separate
objects and can overlap.
To plot more than one viewport:
Viewports
Note: To view “Paper space” click Layout1 at bottom of window
(Model vs.
• Paper Space: the state or mode in which you Notes:
Layout)
create a finished layout to be printed. Paper • Paper Space: can erase viewports, can add text, etc. Which will only be seen in
Space is like a sheet of paper on which the final paper space
drawing layout is produced. • Zoom Scale (in model space – floating) of 1/1xP will set paper space units =
• Model Space: is a state or mode in which the model space units
actual drawing is constructed.
Note: When using viewpoint commands, it is important to understand that the object
stays stationary. It is the observation point that moves.

To layout 4 viewports (or other arrangements):

The AutoCAD graphics window can be divided into View > Viewports > 1 Viewport (or 2, 3, 4 Viewports)
tiled viewports, of which only 48 can be active at one
Multiple time To Set Standard views on viewports easily:
Viewports Load Viewport toolbar
The edges of tiled viewports butt against one another
like floor tile

Load UCS Toolbar (View > Toolbars… UCS)

• World: Standard (default) UCS
• View: Sets UCS to present view of viewport
• UCS Previous: Switches back to previous UCS position
Positioning USC • UCS Origin: Moves origin point of UCS
UCS allows you to set your own co-ordinate origin
Icon • X, Y, Z Axis Rotation: Rotates UCS about selected axis
• Note: 3 Finger Rule - Point thumb along UCS + axis.
• Fingers then point in direction of positive rotation.
• 3 Point UCS: Sets UCS to plane you select
• Origin UCS: Moves the UCS icon to the origin point

13-6
AutoCAD Commands for Supplementary Lecture #12 (6 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
Draw > Solids > Revolve
• Select Object
Used to revolve a 2D shape into a 3D object
• Axis of revolution
Revolve
o object line can be picked as an axis
Note: shape must be a closed polyline, circle, or region
o x, y, or current UCS can be used as axis
o any two point can be chosen to form axis
Draw > Solids > Extrude
• Select  z height
• Select path
Adds a z height to an existing 2D shape
• Path must lie in a plane, but not in the same plane as the 2D shape
Notes: • Can use Modify > 3D operation > Rotate
Extrude • Shape must be closed: circle, polygon, ellipse, pline, • 3D to rotate the path to a new plane
spline, or region
To Extrude a 2D shape with a hole
• Can extrude along a perpendicular direction, or a
Make shapes into regions: Draw > Region – Select shapes
path (line, arc, spline, or pline)
Use Modify> Boolean > Subtract (to subtract from outer shape)
• Extrude composite shape
Note: The same approach applies to using regions + Boolean for
Primitives
To create Primitives:
Draw
> Solids
> Box
> Cone
Creating Creating Basic Shapes used for the construction of
> Cylinder
Primitives composite solid models
> Wedge
> Sphere
Enter the length, starting points, diameters, etc... as
Required.
Note: It is good practice to create primitives at location 0,0,0 or some other known point

13-7
AutoCAD Commands for Supplementary Lecture #12 (7 of 7)
How to Access in AutoCAD
Command Description
(using pull-down menus)
Move
• Modify > Move
• Sequence as for 2D objects except a z co-ordinate must be included
• OSNAPS can be used

Align
• Modify > 3D Operations > Align
• Does translation and rotation
Primitives must be moved into correct position before
Moving Solids • 1st source point connects object to 1st destination point
Boolean operations can be done
Rotate 3D
• Modify > 3D Operations > Rotate 3D
• Rotate Options:
• 2 Points
• X, Y, or Z axis
• Object (Line, Circle, Arc, or 2D pline)
• View (rotates on axis perpendicular to the screen)
Modify > Solids Editing
Boolean Primitives can be assembled and combined by Boolean > Union (joins two solids)
Operations Operations to create more complex solids > Subtract (subtracts one solid from another)
> Intersect (creates solid based on shared regions of two solids)
Other Solid Chamfer – will cut the corner of a solid • Same command as for 2D
Modifiers Fillet – creates fillets of edges of selected solids Modify > Fillet or Chamfer
Views
• Hide – type “hide” (will remove hidden lines from solid)
• Shade – type “shade” (shades the object)
• Render – View > Render (Brings up Render window)
• In window: Set Destination viewport (to see our screen)
• Render Window (Sends rendered image to separate window, from which the image can
Solid be printed) (produces a simple rendered image in which you can create and control
Used to view primitives in several ways
Visualization effects to simulate light, shadow, and different materials)

Setup Commands
• Facet Resolution – type “facetres” – ranges from 0.01 to 10 (default 0.5). A higher value
improves resolution but slows down the computer
• View Resolution – type “viewres” ranges from 1 to 20000 (default 500). Affects the
quality of the rendered image.

13-8
Setting Up a Drawing Template

Drawing templates can be custom configured and accessed at the start of a drawing.

1. Set up a template file on ‘A4’ size paper, imperial measurements.

2. Include rectangles outlining the page size and inner border.
3. Include a Generic Title Block.
4. Create Layers:
1. Include layers for Centerline, Gen Text, and Dimensions
2. Use different Colours for different layers
5. Load Line Types
6. Set appropriate Line Weights by Layer
7. Set two to three Text Styles.
8. Create two new Dimension Styles (include a fractional style)
9. Establish Plot Settings (plot to window, full size)
10. Then, “Save As” and save your file as a _____.dwt file

To show that you have incorporated all the above – create a very simple (but clever)
drawing using your new template that reveals the different layers, text styles, dimension
styles, line weights etc. (i.e. the above required setup information). Then, try plotting in
colour.

13-9
3D View Conventions

1. Tripod (3D View > Viewpoint)

Flattened View of a Globe from the Top

2. Presets (3D View > Presets)

3. Vector
i.e. (1, -1, 1) if the viewer is at 1, -1, 1 looking at the origin

4. “Named Views”

Try to become familiar with all four conventions!

13-10
Example of an AutoCAD 3D Object:

13-11
13-12
Using SOLVIEW and SOLDRAW To Set Up Your Layout Screen for a Solid
Model

A. USING SOLVIEW: This technique allows the viewport borders to be hidden in a

drawing.
1. Once solid model is completed in the model tab, start with a blank layout screen.
2. TYPE: “SOLVIEW” without the quotations.
3. Enter the option: “UCS” then enter “World” (we are creating
the top view).
4. Enter view scale: the larger or smaller the number the
larger/smaller the object will be in the viewport. E.g. If the
object is 8 inches long and you want it to be 4 inches on the
layout enter “0.5”.
5. Specify view centre: click on the screen where the top view is to be centered on the
layout (i.e., the upper left-hand area of the page).
6. The top view of the object appears. Left clicking the mouse
will re-position the view, if needed. Once you are satisfied
with the top view location, press ENTER. Then make a
viewport around the object (Note this viewpoint only has to
be a bit larger than the object – it does NOT have to be ¼ of
the screen.
7. Enter View Name: Enter “V-Top”.
8. The command is not over. It will again ask you for an option: Enter “Ortho”, then
specify the side of viewport to project: pick the bottom edge of the top viewport. As
before you will be asked to find the view centre. Press ENTER when this is done and
create a viewport around the front view. Enter “V-FRONT” for the view name.
9. In a similar fashion, the right-side view can be created. Call this view “V-RIGHT”.
10. An isometric view can be created by a two-stage
process…Create an ortho view to either the top or right
view. Note that you
will have an ortho
view initially (this
will get changed
later). Fit a viewport
for the isometric view in upper right corner. It
does not have to completely enclose the
object in this instance). Call this view “V-ISO”.
Then exit the command, switch to MODEL
SPACE and select an isometric view of the
object. The result is shown on the left.

Note: Viewports can be locked so they cannot be accidentally zoomed by selecting the
viewports, then selecting “properties” and setting “display locked” in the properties
dialogue window.

13-13
Now that the views have been created, there are some
interesting items… Check the layers: you will notice
that layers for each view have been automatically
created - for visible, hidden and dimension lines. These
will be used with SOLDRAW.

Another important item of note – when the VPORTS

layer is frozen, the views remain but the borders of the
layouts are not shown.

B. Now the SOLDRAW Command can be used:

1. Type “SOLDRAW”, select the orthographic viewports
and the isometric viewport if desired. Then press
ENTER. AutoCAD will create “drafting” type 2D line
drawings of the solid objects.

Now that SOLDRAW has been used, the layers can be

configured for line type, line width, colour etc. Centre lines,
dimensions, and a title block can be added to the drawing
(in paper space).

13-14
PRACTICE ASSIGNMENTS

Assignment 12.1 – Wrench

Assignment 12.2 – Hammer

Assignment 12.3 – “Training Drawing”

Assignment 12.4 – Hip Rafter – Finding True Length Using 3D CAD

Assignment 12.5 – Clock Face Design – Using Wireframe 3D CAD

13-15
Assignment 12.1: Wrench

Assignment 12.2: Hammer

Assignment 12.3: “Training Drawing” (Courtesy of In-House Solutions)

Process:
Rough contour the inner bore. Using a
¾” E.M., leaving .05 stock, taking 3
depths of cut. Finish the inner bore
using a ½” E.M. Leaving .05 stock,
taking 3 depths of cut. Finish the
outside contour using a ¼” E.M.

Note: E.M. means “End Mill”.

13-16
Assignment 12.4: Hip Rafter - Finding True Length Using 3D CAD

Background: A homebuilder is compiling a materials list for a future subdivision. He is

putting in a special order for the hip rafters and is concerned about ordering the correct
length. He approaches you (because he knows that you are skilled with CAD) and asks you
to determine the length of the hip rafters. He sketches a figure on the back of a cigarette
package for your reference (see below).

Instructions:
1. Lay out four viewports (in the model tab): show the
front, top, and side views as well as an isometric (or
other non-planar view) that well depicts the shape of
the roof. The viewports showing the orthographic
views should be aligned with respect to their
scale and position. Use MVSETUP.
2. In model space: hatch one of the long sides of the roof
with the “AR-RSHKE” pattern. Hint: you will have to
change the scale factors for the dimensions and
hatching to suit this larger dwg.
3. Determine the correct length of the hip rafter (to the
nearest ¼ inch) and in paper space, write: “THE
LENGTH OF THE HIP RAFTERS IS XX FT AND XX
INCHES” with a leader pointing to a hip rafter in one of the viewports.
4. Add your title block in paper space. Plot your result using paper space.

Note: If you Format>Units and select “Architectural”, you can type, for example 12’ in a
coordinate and AutoCAD will consider that to be 144 inches. This is a time saver.

Assignment 12.5: Clock Face Design – Using Wireframe 3D CAD

Use wireframe 3D co-ordinates to draw the shape

shown below. A clock face is to be mounted to the
sloping surface. You are to design the clock face
details. (Once again, you have an opportunity to come
up with something original!) Set up a single viewport
depicting a good 3D image of the clock face. Note: for
visual effect, you may wish to erase wireframe lines
that would normally be hidden. Plot your work – in
the title block put “DESIGNER”: your name, and the
usual details.

13-17
The material in the appendices has been prompted by Students, Professors, Teaching Assistants,
Technical Staff, Industrial contacts. There is useful information in the pages that follow…

Appendices
1. Guide to Nexus Labs
2. Schematic Diagrams and Logic/Flow Charts
3. Solutions to Additional Orthographic Projection Practice
4. AutoCAD Command Summary
5. Ordinate Dimensioning in AutoCAD
6. Adding GD&T in AutoCAD Drawings
7. AutoCAD Tips
8. AutoCAD Paper Space Instructions
9. SolidWorks Primer
10. Sample Drawings (with thanks to MacFab)
11. Practical Bearing Applications
12. Introduction to Seals
13. Welding
14. Tool Library
15. Surface Roughness
16. Good Design Practice/Engineering Machine Shop Tips
17. Answers to Fill in the Blanks

Appendix 1: Guide to Nexus Labs

LAB LOCATION AVAILABILITY

Fulcrum E2-1783 24/7

Gear E5-2108 24/7

Helix RCH-108 24/7

Lever E2-1762 24/7

Multi Media CPH-1346 24/7

Pulley CPH-2367 During Class Schedule Times

Wedge CPH-1325 24/7

WEEF E2-1792 During Class Schedule Times and After Hours When TAs are Available

Wheel E2-1779 24/7

A-1
Appendix 2: Schematic Diagrams
Definition: A schematic is a diagram that represents the elements of a system using
abstract, graphic symbols rather than realistic pictures.

A schematic diagram usually omits all details that are not relevant to the information the
schematic is intended to convey and may add unrealistic elements that aid comprehension.
You are already familiar with this idea:

In this simple schematic diagram, the general shape and all non-electrical components of the
flashlight have been left out. Even the symbols used to represent the electrical components
do not exactly resemble the physical items themselves. Symbols are instead established by
convention.
Schematics are incredibly important in the world of engineering due to their ability to
represent complex systems and processes in an organized and easily interpreted manner. It
is, therefore, highly important to be proficient in schematics just as it is to be in CAD software.

Most schematics may at first seem like hieroglyphics, however, the more exposure you have
to such diagrams and the more effort you put into learning new symbols, the faster you will
build your schematics fluency.

A-2
Logic/Flow Charts

Definition: Flowcharts are maps or graphical representations of a process.

Steps in a process are shown with symbolic shapes, and the flow
of the process is indicated with arrows connecting the symbols.

Imagine that you are working with a team that is building a

computer program containing many lines of code (you are either
already doing this or soon will be in MTE 121, or will be in ME
101 in 1B), or designing a complex manufacturing process.

In such situations, being able to clearly illustrate intricate and

lengthy processes so that everyone can quickly understand them
is greatly advantageous. In fact, flowcharts were first popularized by computer
programmers in the 1960’s as a tool to keep pace with increasingly complicated programs.

A-3
Appendix 3: Solutions to Additional Orthographic
Projection Practice

A-4
A-5
Appendix 4: AutoCAD Command Summary
How to Access in AutoCAD
Command
(using pull-down menus)
Draw > Line
• Specify a Start Point
• Specify the End Point
• Continue to specify points until line is complete
• Hit <ENTER> or right mouse button to finish
• To specify a point:
Line
• ABSOLUTE – type the co-ordinate ‘x, y’ where x is the distance in the X-direction from the
origin (0,0) y is the distance in the Y-direction from the origin
• RELATIVE – type "@x, y" where x is the distance in the X-direction from the last point entered
and y is the distance in the Y-direction from the last point entered
• POLAR – type "@length<angle" where length is the length of the line and angle is the angle
from the X-axis
To turn off UCS icon on/off: Right click on UCS icon > Settings > On/At Origin
UCS Icon
• Choose On to toggle the UCS Icon on and off
Displays the co-ordinate of the pointer in the lower left-hand corner of the screen
Co-ordinates

Hit <F8> to toggle Ortho command on and off

Ortho
Lines with Ortho ON: Lines with Ortho OFF:
Local Undo – type "u" <ENTER> while still in the command to undo the last step completed within that
Local & Global Undo command.
Global Undo – type "u" <ENTER> while not in a command to undo the entire last command completed
Redraw Type “r” <ENTER> to refresh the screen
To draw multiple points:
Draw > Point > Multiple Point
• Click on the screen for the placement of your point
• OR
• Enter a co-ordinate i.e. (5, -2)
Points • Press<ENTER> or right mouse button to finish

A-6
 Points can be entered three ways:
• Absolute, relative, and polar.
• Specify a point the same way as you would for a line. See lecture # 2 chart

To Change Style of a point:

Utilities > Point Style... > and select a new style for your point
Draw > Circle >
• Center, Radius: choose the center point and specify the radius
• Center, Diameter: choose the center point and specify the diameter
• 2 Point: specify 2 points on the circle
• 3 Point: specify 3 points on the circle
• Tan, Tan, Radius: specify 2 points the circle should be tangent to and specify the radius of the
Circle circle
• Tan, Tan, Tan: specify 3 points the circle should be tangent to
Draw > Arc >
• 3 Points: specify 3 points that lie on the arc
• Start, End, Radius: specify the start of the arc, the end, and the radius

Note: The Arc command is direction specific, meaning the order in which you choose points on an arc
Arc will affect how the arc is drawn
To draw a polyline:
Draw > Polyline
• Choose points on your polyline
To change a series of lines into a polyline:
Modify > Object > Polyline
• Choose a segment of the line
• hit <ENTER> or the right mouse button to turn the line into a polyline
• type “J” for Join
• select all segments of line you wish to turn into polyline (hold down <SHIFT> button to select
more than one line)
• hit <ENTER> or right mouse button to accept
Polyline To draw a polyline of different width:
Draw > Polyline
• Enter the starting point of the line
• Type “W” for Width

A-7
 • Enter the starting width
• Enter the end width
• Enter the end point of the line
Spline (curves the polyline):
Modify > Object > Polyline
• Select the polyline
• Type “S” for Spline
Draw > Rectangle
Rectangle • Specify the first corner
• Choose the second corner

Modify > Erase >

Select objects to be erased using:
• Single: use mouse to select single objects
• Window: choose a point to the left of the object you wish to erase. Create a window around
object to be erased (entire object must be enclosed in window).
• Crossing Window: choose a point to the right of the object you wish to erase. Create a window
around the object (any object that is enclosed in or touches the window will be selected)
• Last: type “L” and the last object drawn will be erased
• To remove an object that has been selected: While in the erase command, type R and select
Erase any objects you wish to remove
• To add an object to those selected: While in the erase command, type A and select any
objects you wish to add
• To retrieve an erased object: type “oops” after the erase command has been executed
Modify > Move
• Select the object you wish to move
• hit <ENTER> or press the right mouse button to accept
Move
• Select a base point to move the object from
• Select a destination point for the object (this may be done using the absolute, relative, or polar
methods of selecting a co-ordinate)
To make one copy:
Modify > Copy
Copy
• Select the object
• hit <ENTER> or right mouse button to accept

A-8
 • Select a base point which will be used as the insertion point
• Select a destination point
To make multiple copies:
Modify > Copy
• Select the object
• Hit <ENTER> or right mouse button to accept
• type “M” for Multiple
• Select a base point
• Select multiple destination points
Modify > Extend
• Choose the line you wish to extend to
Extend
• hit <ENTER> or right mouse button to accept
• Choose the line you wish to extend
Modify > Trim
• Select the edge you wish to trim away from
Trim
• hit <ENTER> or right mouse button to accept
• Select the object you wish to trim
Modify > Break
Break • Select the object at the first point you wish to break it
• Select the second break point on the object
Modify > Rotate
• Select the object
Rotate • hit <ENTER> or right mouse button to accept
• Select a point for the axes of rotation
• Choose the angle you wish to rotate the object
Modify > Scale
• Select the object
Scale • hit <ENTER> or right mouse button to accept
• Select a base point to be used for the scaling
• Enter a scale factor
Modify > Stretch
• Use a crossing window to select the object. Make sure the window crosses the area of the
Stretch
object you wish to stretch
• hit <ENTER> or right mouse button to accept

A-9
 • Select a base point to stretch from
• Stretch the object the desired distance
Modify > Array (Array Form will appear)
Array • Click Select Objects then select objects
• Fill out Array Form choosing criteria for Rectangular or Polar Array
Modify > Mirror
• Select objects to mirror
• Draw the mirror line
Mirror
• You will be prompted to:

Modify > Chamfer

• Type “d” to set distances OR “a” to set distance, angle (default is zero)
Chamfer • Select First Line
• Select Second Line
*** if chamfer does not appear after selecting lines, ensure that distance or angle is NOT zero
Modify > Fillet
• Type “r” to set fillet radius size (default is zero)
Fillet • Select First Line
• Select Second Line
*** if fillet does not appear after selecting lines, ensure that radius is NOT zero
Modify > Offset
• Enter offset distance (numeric or graphic) or Through Point
i.e.
Offset
• Select Object to Offset
• Click In the offsetting direction (inside or outside the object)

View > Navigate 2D> Extents (Arrow on right)

• Select: Realtime, Previous, Window, Dynamic, Extents, Scale
Zoom
• Follow prompts
*** you can also roll the mouse scroll button to zoom in Realtime
View > Orbit
Aerial View
• Brings up the Aerial View Window in which the drawing can be panned or zoomed

A-10
 View > Pan
• Select “realtime” and use hand to move screen view; or
Pan
• “point” > then select 2 points
*** you can also hold down the scroll button on the mouse to pan screen in real-time
Bring up the “Object Snap” Toolbar:
Right Click on Object Snap
Use endpoint, midpoint, centre, quadrant, intersection snaps

Object Snap

Running Object Snap:

Tools > Object Snap Settings
• Select object snap settings to have on continuously
• Note: double clicking on “OSNAP” at the bottom of the screen will turn off this setting

Text Annotation > Text > Single Line Text

(single line) • j: justify: align, fit, centre
DTEXT • “Style:” (found at bottom of side menu) will allow selection of font
DDEDIT (modify already • Type: ddedit
existing text) • make modifications
For First Use:
Properties > Linetype > Load
• Select the desired linetypes (use Shift & Ctrl key to select multiple linetypes at once)
To Apply Before Object is Created:
Properties > Linetype > select Linetype > Current
Linetype
To Change a Line Type:
Right click on object > Properties
• A Properties Toolbox will appear
• Select the object/line you want to change
• Use the pull-down menu for Linetypes and select the desired type

A-11
 • Type: “LTSCALE”
• You will be prompted:
Linetype Scale •
• All lines will update accordingly
*** this command can also be done through the Properties toolbox

Application Menu >Drawing Utilities > Units

1) In the Units Control dialog box under Units, select a unit type and precision.
2) Under Angles, select an angle type and precision.
Setting Units 3) To specify an angle direction, toggle clockwise on/off
The angle direction controls the point from which AutoCAD measures angles and the direction in which
they're measured. The default is 0 degrees on the right side of the figure and measured
counterclockwise.
Dimension Menu
Annotate > Dimensions
→ Linear
• horizontal or vertical (type “dimlinear” or “DLI”)
→ Aligned (or type “dimaligned” or “DAL”)
→ Baseline (or type “dimbaseline” or “DBA”)
Dimensioning
→ Continue (or type “dimcontinue”)
→ Diameter (or type “dimdiameter” or ‘”DDI”)
→ Radius (or type “dimradius” or “DRA”)
→ Center mark (or type “dimcenter” or “dimcen”)
→ Angular (or type “dimangular” or “DAN”)
→ Leader (or type “leader” or “LE”)
Type: “DIMEDIT”
• Choose
• Home
• New
DIMEDIT (edit dimensions) • Rotate: rotates the text
• Oblique: changes the dimension line angle
*** if you move the dimension by typing the command move, the entire dimension will be moved away
from the part

A-12
 To access the Layers window:
• Format > Layer…
• or
• Load “Layers” Toolbar & Select the Layers Icon
Layers Icon

To create New Layer:

• Format > Layer
• Press
• creates new layer when you type in your layer name
To Change the Current Layer:
• Format > Layer
Layers • Press
• makes selected layer current (you can also use drop down box on toolbar to select current layer
To set Layer colour:
• Format > Layer
• Click on the box under the Color heading for the appropriate layer
Colour Box

• A Colour menu will appear, choose the new layer colour

To freeze/thaw a layer:
• Select in toolbar or layer window to toggle between freeze and thaw
• Freeze: Thaw:
To change linetype:
• Select Linetype in Layer window and choose new linetype
To create a block:
Blocks (objects stored in • Draw > Block > Make…
drawing file)
• Press

A-13
 • Select Objects, hit <ENTER> to accept
• In Base Point menu, press Pick Point button
• Select Base Insertion Point
• Enter Block Name
To list block names in drawing:
• Draw > Block > Make…
• Use Pull-down arrow by Name textbox to list names
To insert a block :
• Insert > Block
• Choose block, select OK
• Answer queries regarding base point, scale, and rotation
To create a WBLOCK:
• Select objects to be saved as WBLOCK
• Type WBLOCK
• Enter filename
WBLOCK (block stored as To insert WBLOCK:
separate file) • Insert > Block
• Enter filename or press
• Choose file, Select Open, Select OK
• Answer queries regarding base point, scale, and rotation
To enter the Boundary Hatch Window:
Draw > Hatch
Use menu to adjust Hatch settings:
• Pattern – allows selection of hatch pattern
• Scale – applies global scale (hatch density)
• Angle – applies rotation to the hatch pattern
In boundary selection region of window:
Hatching To define the hatch boundary:
• Pick Points – allows selection of internal point
• Select Objects – allows selection on entities
• Inherit Properties – allows “copying” of hatch properties from an existing hatched region

A-14
Appendix 5: Ordinate Dimensioning in AutoCAD
In order to use ordinate dimensioning in AutoCAD, one must set the origin of the coordinate system at
the datum they will be using.

1. Type “UCS” and hit enter. This will cause an x-y axis to appear, following your cursor

2. Place the origin of the axis on the point you would like to be the origin

3. Next, select the side/feature which will act as the x-axis

4. Repeat step 3 for the y-axis
5. Now that the origin is set, go to Annotate
6. Hit the drop-down menu in the Dimensions tab, and select ordinate

A-15
7. Finally, select the feature you would like to dimension and pull the label either horizontally or
vertically to the outside of the drawing

8. Repeat step 7 for all features

A-16
 Appendix 6: Adding GD&T to AutoCAD Drawings
GD&T symbols are added by using dimensioning and multileader. This tutorial demonstrates
adding datum feature symbols and tolerance for dimensioning into AutoCAD drawings.

Datum Feature Symbols

1. Go to annotate tab and locate multileader.

2. Open multileader style manager by clicking on this arrow and create a style that will
represent the symbols.

3. Create new datum naming it “Datum”.

4. Modify “Datum” style.

Leader format tab– Arrowhead – Symbol – Change symbol to “Datum triangle filled”.

Leader structure tab – Constraints – Set Maximum leader points to 2

Content tab – Check Frame Text box

Done – click okay and close the Multi leader manager.

5. Place multileader in drawing

a) Change multileader style to the newly created “Datum” profile.

b) Click multileader and click on the drawing at where you want the datum.
c) Type the letter “A”.
d) Hit the “ESC” key to finish placing the datum symbol.

Repeating steps 1 -3 for the rest of the datums you would like to place.

A-17
Tolerance for Dimensions
1. Ensure the desired dimensioning is in the drawing.
2. Go to the annotate tab and locate dimensions.

3. Click on the drop-down menu in dimensions.

4. Click on tolerance (first one from the left). This will open the Geometric Tolerance panel.

5. Click on the black box under “Sym” and select the type of tolerance you would like.

6. Type the tolerance value in the white space under “Tolerance 1” (and 2 if needed)

7. Select “Ok” once the desired settings have been made.

8. Place the box (control frame) over the desired dimension.

Additional Information for other Tolerances:

1. Define the tolerance zone by clicking on the black box next to the tolerance value.
2. If needed (such as for a position tolerance) the datum can be specified by typing the
corresponding datum into the white boxes under “Datum 1, 2, and 3”.
3. Material Condition can also be specified under “Datum 1, 2, and 3” with the black boxes.

A-18
Appendix 7: AutoCAD Tips (By Jill Adams)
1. Line weights – Layers can be used to separate objects with different line weights. The same
way you can set the colour of a layer, you can change the line weight of all objects associated
with that layer. Objects by default take on the properties of the layer they are drawn on.

2. Line Type Scale - In addition to changing the line type scale using the 0.5 or x2 version of
the default lines in AutoCAD. You can also adjust the properties of a single line using “Line
Type Scale” found in the properties menu for a given object.

3. Property Tool Bar – “It’s my best friend. It is always open when I am doing AutoCAD.” It is
particularly useful for changing the properties of multiple objects at a time. You can change
the layer, line weight, colour, line type, etc, all in one handy tool bar.

4. Drawing Multiple Views – Use the same techniques you learned in freehand sketching. For
example, if you have a front of an object and wish to draw the right-side view, instead of
starting an entirely new shape, start by drawing a vertical line that will represent the furthest
side of the right-side view of the shape. You can then use the extend/trim function and extend
all the horizontal lines of the front view to the line you have drawn. Draw in the other vertical
side of the right-side view and trim all the horizontal lines in between the two views.

5. Drafting Conventions – All caps always on a drawing. The title block should be in the
bottom right of the drawing and flush with the border. Notes concerning the drawing as a
whole should be in the bottom left or top right corners of the drawing. Don’t leave them
floating in the paper space. Scales on drawings should always be whole numbers or “nice
numbers”. If your scale is 1.35893:1, simply put “NTS” or “Not to Scale”. All lettering on a
drawing should be horizontal. Putting dimensions on the part itself should be avoid if

A-19
possible. When you have repeating features such as holes or chamfers, you can call out the
dimensions on one instance and follow the dimension with (TYP) or “TYPICAL”.

6. Plotting – When setting up your first assignment, draw an 8.5 x 11 box in the model space.
Draw in your title block with all the appropriate information that is an appropriate size
relative to your 8.5 x 11 box. Save this file as a starting point for all your future assignments.
When you go to print your final product, choose the print “Window” option. You can then
snap the window to the corners of your 8.5” x 11” box, and it should fit to the page.

7. Plot Preview – Actually look at this before you print. It’s often easier to catch the mistakes
when it is plotted in black and white. You can also check line scales and weights to make sure
they look good when you are printing them.

8. “Read-Only Error” – If a “Read-Only” message appears when opening files downloaded in

a .zip file from LEARN, extract all the files and save it to the desktop or your N-drive and re-
open the files.

9. Grip Editing – The blue markers that appear are called “Grips”. They are very useful for
doing rapid editing. They can save time for example if you only need to extend one line.
Instead of going into the “Extend” function, you can simply pull the blue box of the line you
are extending and snap it to the other line.

10. Intersection Snap – Very useful! You can snap to the predicted intersection of two lines.

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11. “I know you don’t want to leave V1, but we have computer labs in engineering, and you
don’t need to download AutoCAD or SolidWorks to your own laptop”

12. Reviewing the dimensioning rules in the textbook! It will save you marks on the
assignments. Your dimensioning skills will make or break your drawings.

13. Line Types Not Showing Up – This typically means the scale of your drawing in too small
or too large to show the line features. This is where changing the “Line Type Scale” comes in
handy. Changing this will make the dashes appear in hidden and centerlines. Depending on
the drawing, you may need to make the scale smaller or larger to make the features show up.

14. Crossing window = green; will select anything it crosses and within it; occurs when you
click and drag right; Regular window = blue; only selects objects that are contained entirely
in the box; click and drag left.

A-21
Appendix 8: AutoCAD Paper Space Instructions
(By Jill Adams)

In addition to the simple plotting instructions given in Lecture #2 of the course notes,
plotting can be done through AutoCAD’s “Paper Space” or “Layout” editor. When drawing in
AutoCAD, you will be using the “Model Space” which typically has a black background. You
can switch into paper space by using the tabs at the bottom of the screen. By default,
AutoCAD will open one “Layout” when you open a new document. Once in the layout view,
the background will be white and grey, with the white portion denoting the size of the paper.
This part of AutoCAD is an excellent tool when plotting more complicated drawings. You can
set up a border and a title block independent of the part you are drawing and then pull out
different views of a model without and arrange them as you wish without changing the
model drawing.

1. Open the layout by selecting the tab at the bottom left of the AutoCAD interface.

2. Ensure your paper size is correct. This can be done through the “Page Manager” found in
the Layout tab AutoCAD.

3. Draw your border and title block as you would in a typical drawing.

~ The advantages of using the layout feature is that you can size everything appropriately
without having to worry about it in reference to your parts you’ve drawn. You are now
setting up the font sizes, title block size and note space relative to the actual paper you
will be plotting on instead of in the model space.

4. Set up a layer called “View Ports” and turn off the print feature of the layer.

~ I find it useful to also change the colour to yellow or purple or something you wouldn’t
be using elsewhere.
~ It is very important to turn off the printing ability of that layer trough the layer
manager, otherwise thick borders will print around your view ports which is
undesirable.

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 ~ By putting the viewports themselves on a layer that will not print, the borders will not
show up in the plot, but everything within them that are on other layers will.

5. Insert a view port through the view tab.

~ The view port allows you to “look into” the model space at your drawing. You can focus
on different areas of the model space without having to move them. You can also show
details at a higher scale without having to change the drawing. You can also arrange
the view ports as you please to make sure everything fits on the page appropriately.
~ Make sure it is on your View Port Layer.
~ Double click in the center of your view port to be able to pan and zoom around in model
space to find your part you wish you display
~ You can change the size and location of the view port on your page using the same
methods you would for other AutoCAD objects. The grips are particularly useful.
~ You can then change the scale of what you are viewing through the view port using the
handy dandy property tool bar.

6. Once everything is arranged as you wish, you can print the paper as you would normally.

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Appendix 9: SolidWorks Primer (by Abdullah Barakat, 2x WEEF TA)

Starting Off
1. Start by opening SolidWorks and clicking on “New Document”

2. Select “Part” (you need to have a part made in order to create an assembly or drawing)

A-24
3. Go to the “Sketch” tab, select “Sketch”, and choose a starting plane that makes the most sense for
your part

Creating a Part
1. Start sketching the main shape of your drawing (doesn’t have to be super accurate right away)

A-25
2. Apply all relations and dimensions needed to make your part “Fully Defined”, including its
reference to the origin (this section will be explained later in this summary)

3. Go to the “Features” tab and select “Extruded Boss/Base”, which will turn your 2D sketch into a 3D
shape, and choose the settings you need for your shape

A-26
4. Alternatively, you can sketch a centerline somewhere along your part and do a “Revolved
Boss/base”, which will turn your 2D sketch into a 3D circular shape.

A-27
5. Apply any additional sketches and/or features as necessary

A-28
Sketch Commands

Command Icon Description

Sketch Creates the 2D shape of your part

Smart Dimension Determines the dimensions of your part

Line Creates a line

Circle Creates a circle

Spline Creates a curve that connects two or more points

Rectangle Creates a rectangle

Create an arc by first selecting the centerpoint and

Centerpoint Arc
then determining the end points of the arc

Ellipse Creates an ellipse

Point Creates a point

Relations Creates relations between points, lines or arcs

Trim Entities Trims additional or stray lines

Creates an exact copy of a sketched feature across

Mirror Entities
an axis

Linear Sketch Creates a pattern of a sketched feature long a

Pattern determined direction

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Sketch Relations
Relation Description Entities to Select

The entity’s size and location are fixed Any entity

The lines become horizontal to each other; points are One or more lines OR
aligned horizontally two or more points

The lines become vertical to each other; points are One or more lines OR
aligned vertically two or more points

The point remains at the intersection of the lines Two lines and one point

Two sketch points or

The two points are merged into a single point
endpoints

A centerline and two

The items remain equidistant from the centerline, on a
points, lines, arcs, or
line perpendicular to the centerline
ellipses

The items are parallel to each other, or the line is parallel Two or more lines OR a
to the selected plane line and a plane

The two items are perpendicular to each other Two lines

Two or more lines OR

The line lengths or radii remain equal
two or more arcs

Two or more arcs, OR a

The arcs share the same centerpoint
point and an arc

A point and a line, arc, or

The point lies on the line, arc, or ellipse
ellipse

Two or more arcs or

The items share the same centerpoint and radius
circles

The items lie on the same infinite line Two or more lines

An arc, ellipse, or spline,

The two items remain tangent
and a line or arc

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Feature Commands

Command Description Required Entities

Creates a 3D shape on your part by taking a 2D

sketch and adding a constant and linear The created sketch
thickness to it

Creates a 3D shape on your part by taking a 2D The created sketch

sketch and rotating it along a chosen axis and an axis

Creates a 3D shape on your part by taking a 2D The created sketch

sketch and forming it along a specified path and the direction line

Adds material between two or more profiles to

The required profiles
create a solid feature

The required profiles,

Adds material between profiles in two the directions and
directions to create a solid feature the shape of the new
feature

Removes a 3D shape from your part by taking a

2D sketch and cutting it out with a constant The created sketch
and linear thickness to it

The face where the

Creates holes using pre-specified settings
holes will be created

Removes a 3D shape from your part by taking a The created sketch

2D sketch and rotating it along a chosen axis and an axis

Removes a 3D shape from your part by taking a The created sketch

2D sketch and cutting it along a specified path and the direction line

Removes material between two or more

The required profiles
profiles

Removes material between profiles in two The required profiles,

directions the directions and

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 the shape of the
feature being
removed

Rounds out the corners of your part The required corners

Cuts off the sharp edges of your part The required corners

The required feature,

Creates a linear pattern of a specified feature the directions and
along your part using pre-specified settings the number of
features to be created

The required feature,

Creates a circular pattern of a specified feature the direction and the
along your part using pre-specified settings number of features to
be created

The required
Creates a piece of support material between surfaces and the
two perpendicular surfaces sketch indicating the
direction of the rib

The required faces of

Tapers model faces by a specific angle, using a
the feature and a
neutral plane or a parting line
specified angle

The required “open”

Removes material from a solid body to create a end of the feature
thin-walled feature and the wall
thickness

Creates an exact copy of a feature across an The required feature

axis/plane and an axis/plane

A-32
 Reference points that
Creates a plane that can be used to form
allow you to specify
features not easily created using the standard
the location of the
planes
new plane

A-33
Creating an Assembly
1. Click on “New Document” and select “Assembly”

2. Insert the part of your assembly that you’d want to “anchor” (i.e. that main part that will be static
in your assembly to start off with) and then click anywhere on the workspace

A-34
3. Insert other parts of your assembly as necessary

4. Use “Mates” to assemble the parts together; first you select the surfaces that will mate, and then
you select the type of mate you will be using (you may need to rotate and translate the part to make
it easier)

A-35
Mates
Type of Mate Mate Name Icon Description

Causes the faces/edges of two components to be

Coincident
touching

Causes the faces/edges of two components to be

Parallel
parallel

Causes the faces/edges of two components to be

Perpendicular
perpendicular

Causes the surfaces of two components to be

Tangent
tangent to one another
Standard
Causes two circular components to share the
Concentric
same centerpoint

Maintains the position and orientation between

Lock
two components

Sets the distance between the faces/edges of

Distance
two components

Sets the angle between the faces/edges of two

Angle
components

Automatically center-aligns geometric profiles

Profile Center
to each other and fully defines the components

Causes two similar entities to be symmetric

Symmetric
about a plane of planar face

Constrains your component between two

Width
planar faces

Constrains a point on a component to a specified

Advanced Path Mate
path

Linear/Linear Establishes a relationship between the

Coupler translation of two components

Allows component to move within a specified

Distance Limit
distance

Allows component to move within a specified

Angle Limit
angle

A-36
Creating a Drawing
1. Click on “New Document” and select “Drawing”

2. A pop-up will appear asking you to select “Sheet Format/Size”, select the desired template

3. Insert the part/assembly that you’re creating the drawing of and select the configuration of the
drawing; the default is the front view of the component, and from there you can show the other
orthographic views by dragging your mouse

A-37
A-38
4. If you need to adjust the scale or display settings, click on the component and make the necessary
changes

5. Go to the “Annotation” tab and select “Smart Dimension” in order to dimension your drawing
(Note: you can select what type of dimensioning to use by clicking on the drop-down menu on “Smart
Dimension”

A-39
6. You can edit the title block by right-clicking and selecting “Edit Sheet Format”

A-40
Appendix 10: Sample Drawings

A-41
A-42
A-43
Appendix 11: Practical Bearing Applications by Brian Shillingford
Bearings have made a huge contribution to the progress of technology. Perhaps the idea for roller
bearings originated from the use of logs as rollers to move heavy stones, thousands of years ago. This
replaced sliding by rolling and made it possible to move heavy objects.

One spin of a bicycle tire shows how frictionless and advanced bearings have become.

What is a Bearing?
The main function of a bearing is to support a load and reduce friction between moving components.
Bearings are most frequently used for rotational motion.

There are many types of bearings that serve a wide variety of application. Rolling bearings are
common but other types include plain bearings (without rolling elements) and bearings used for
linear motion.

Bearing Components
Figure 1: Figure 1 outlines the major components of a rolling bearing.

Figure 1: Exploded view displaying components of a rolling bearing [1]

Depending on the specific application, either the outer ring or the inner ring will typically be
stationary, and the other ring will rotate. Both the inner ring and outer ring have a raceway where
the rolling elements contact. A cage is used keep the rolling elements evenly spaced. Seals are placed
on the side faces of the bearing to keep lubricant inside of the bearing and to keep debris out. There
are some bearings that do not have cages and have loose rolling elements. Additionally, some
bearings do not have lubricant or seals.

A-44
Types of Bearings
Bearing support two main loads: radial loading and axial loading. Bearings that support
predominantly radial loading are called radial bearings, and bearings that support predominantly
axial loading are called thrust bearings. There are also bearings capable of supporting combined
loading. This is achieved by adjusting the contact angle (the angle that is made by drawing a line
through the contact point of the rolling element with the outer ring to the contact point of the rolling
element with the inner ring). Figure 3 helps explain what the contact angle is and Figure 3 shows the
three different loading scenarios.

Figure 2: Bearing section view displaying contact angle [2]

Figure 3: Bearing section views displaying radial, axial, and combined loading scenarios [3]

Rolling bearings can be further categorized based on the specific rolling elements they utilize. There
are many different types of rolling elements including: balls, cylindrical rollers, needle rollers,
tapered rollers, spherical rollers, and more. Figure 4 shows fifteen different bearings with a variety
of rolling elements and contact angles, and displays their relative load capacities.

A-45
 Figure 4: Different bearing types with a variety of contact angles and load capacities [4]

Factors Affecting Bearing Selection

When selecting bearings for a specific application there are a number of factors to consider.

1. Load – Consider both the direction and the magnitude of the forces acting on the bearings
2. Speed – Consider what speed the bearing will be operating at
3. Temperature – Consider the operating temperature of the bearing
4. Lubricant – Determine the appropriate lubricant for a bearing; oil, grease, or no lubricant
5. Mounting – How the bearing will be mounted and if a housing is necessary for the bearing

All of these factors: load, speed, temperature, lubricant, and mounting/housing need to be assessed
in order to select the correct bearing for a particular application.

We would like to thank SKF for their kind permission to use the figures in this appendix.
Additional Resources: Schaeffler Bearing Selection, Schaeffler Catalogues, SKF Catalogues, & SKF
Product Tables.

References

[1] SKF, "Bearing components," Rolling bearings, p. 24, 2018.

[2] SKF, "Contact angle," Rolling bearings, p. 21, 2018.

[3] SKF, "Direction of load," Rolling bearings, p. 78, 2018.

[4] SKF, "Contact angles of various bearing types," Rolling bearings, p. 79, 2018.

A-46
Appendix 12: Introduction to Seals
Thanks to Brian Shillingford for creating this document and to Parker Hannifin Corporation for their authorization to
reproduce some written and photographic material

Seals
Functional seals are crucial to many applications, from your grandmother’s preserving jars to, infamously, space travel.
They are required to perform (i.e., prevent leakage) under a dizzying array of sizes, pressures, temperatures, and can
be subjected to harsh chemicals. Mechanical and Mechatronics engineers should know seals; here are some basics:

What is a Seal?
The purpose of a seal is to prevent leakage between two mating surfaces. This can be as simple as the seal around the
lid of a food container to prevent leftover soup from spilling out. Other seals are used to maintain pressure in a vessel,
like a pneumatic actuator.

Gaskets
The most basic seal is perhaps a gasket. Gaskets are often used between flat mating surfaces as they do not require any
additional machining. An O-ring in a similar application would require machining a groove into one of the mating
surfaces for the O-ring to be seated in. A common gasket application is the cylinder head gasket for an automotive
engine, as shown in Figure 5.

Figure 5: Head gasket [1]

Gaskets are common in low pressure applications. As two components are assembled, a gasket is compressed between
parallel faces on each component, creating the seal.

O-Rings
One of the most common seal types is an O-ring. O-rings (and seals in general) can be categorized by their application,
such as “static” or “dynamic”. Static seals do not move, they are stationary in their applications. This is functionally
similar to a gasket, but they can withstand higher pressures. Alternatively, dynamic seals are placed between moving
surfaces. Figure 6 and Figure 7 depict static and dynamic seals, respectively.

Figure 6: Static seal [2] Figure 7: Dynamic seal [2]

Seals can also be categorized by their orientation as a radial seal or face seal, as shown in Figure 8. Radial seals are
those that exist between two concentric mating surfaces. Face seals are between two flat mating surfaces.

A-47
 Figure 8: Radial (left) and face (right) seals [2]

Radial seals can be further divided into male and female seals, commonly referred to as piston seals and rod seals,
respectively. Piston seals are placed in a groove on the outside of a cylinder, whereas rod seals are placed in a
groove on the inside of a cylinder. Figure 9 and Figure 10 below show the differences between piston and rod
seals.

Figure 9: Male radial seal (piston seal) [3] Figure 10: Female radial seal (rod seal) [4]

O-rings work by being elastically deformed (compressed) between the mating surfaces, then as the O-ring attempts to
return to the undeformed shape the seal is formed. When selecting a seal for an application it is important to consider
the operating environment. Two important considerations are the applied pressure and working temperature. Figure
11 below shows the temperature range for O-rings of various materials.

Figure 11: Temperature range of various O-ring materials [5]

A-48
Instructor recommendation: Parker PolyPak Seal
During my career, this has been a wonderful, tough, forgiving, great performing seal. J.Baleshta
The Parker PolyPak seal is specially designed for hydraulic applications. PolyPak’s unique design makes it a versatile seal
suitable for high pressure, low pressure, and vacuum applications. Figure 12 below shows the cross section of the
PolyPak seal.

Figure 12: PolyPak cross-section [6]

The PolyPak seal combines a lip seal with an O-ring / O-spring. The symmetric design allows PolyPak seals to be used in
rod and piston orientations, as shown in Figure 13 and Figure 14 respectively.

Figure 13: PolyPak seal in rod orientation [7] Figure 14: PolyPak seal in piston orientation [8]

Additional Resources
Parker O-Ring eHandbook:
https://promo.parker.com/promotionsite/oring%2Dehandbook/us/en/ehome
Parker O-Ring Handbook:
https://www.parker.com/literature/O-Ring%20Division%20Literature/ORD%205700.pdf
Parker O-Ring Material Offering Guide:
https://www.parker.com/literature/O-Ring%20Division%20Literature/ORD%205712%20Parker%20O-Ring%20Material%20Offering%20Guide.pdf
Parker O-Ring Selection Tool:
https://divapps.parker.com/divapps/seal/mobile/MaterialSelection/
Parker PolyPak Catalog:
https://www.parker.com/literature/Engineered%20Polymer%20Systems/5370/5370-PolyPak%20Seal%20Profiles.pdf

References
[1] DRiV Incorporated, "DRiV," [Online]. Available: https://drivcat.com/overlays/part-
detail.aspx?brandId=FL&pNum=9572%20PT&partType=Head%20Gasket. [Accessed 25 06 2020].

[2] N. Nguyen, "A Simple Guide to Radial Seals | Sealing Fundamentals," 15 03 2015. [Online]. Available: http://blog.parker.com/a-simple-
guide-to-radial-seals-sealing-fundamentals. [Accessed 22 06 2020].

[3] Parker Hannifin Corporation, "Gland and O-ring Seal," Parker O-Ring Handbook ORD 5700, pp. 1-2, 2018.

[4] Parker Hannifin Corporation, "Rotary Seal," Parker O-Ring Handbook ORD 5700, pp. 1-5, 2018.

[5] Parker Hannifin Corporation, "Temperature Range for Common Elastometric Materials," Parker O-Ring Handbook ORD 5700, pp. 2-8,
2018.

[6] Parker Hannifin Corporation, "Standard PolyPak Cross-Section," PolyPak Seals for Hydraulic Applications, p. 4, 2015.

[7] Parker Hannifin Corporation, "Standard PolyPak installed in Rod Gland," PolyPak Seals for Hydraulic Applications, p. 5, 2015.

[8] Parker Hannifin Corporation, "Standard PolyPak installed in Piston Gland," PolyPak Seals for Hydraulic Applications, p. 5, 2015.

A-49
Appendix 13: Welding
Welding is a high heat fabrication process that uses heat, pressure, or both to fuse two or more parts
together. Welds are typically done on metal and thermoplastics. The process involves heating up the
material above its melting point, it creates a weld pool of molten material that will cool to form a
joint; a filler material is commonly added to the joint.

Parent material - parts that needs to fuse are known as parent material

Consumable (Filler) - the material that forms the joint

There are a number of diffferent welding types and each one has its own advantages. These include
arc weld, friction weld, laser weld, resistance weld, and electron beam weld. The machine shop in
E3 offers 3 types of arc welding: metal inert gas (MIG) welding, tunsten inert gas (TIG) welding,
and also shielded metal arc (Stick) welding.

Below are a table of the common joint configurations

Joint Type Description Image

Butt Joint Join ends or edges that makes an angle of

135 – 180° to each other.

T Joint Join the end or edge of a part to the face of

another

Parts can make an angle of 5- 90° to each

other.

Corner Joint Join ends or edges that makes an angle of

30 – 135° to each other

Edge Joint Join ends or edges that makes an angle of

0 – 30° to each other

Lap Joint Joni ends or edges that makes an angle of

0 – 5° to each other

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Soldering and brazing are both fabrication process that fuses two or more parts together; but does
not require the melting of the base material. The main difference between the three processes is the
temperature involved. Welding requries temperature that can melt the base material. Brazing
requries a temperature that can melt the filler material, which has a lower melting point than the
base material. Soldering requires the lowest temperature of all three, which can only involve metals
that can melt below 450°C (I.e. gold silver, copper, brass, and iron).

Additional Notes about Welding:

- A shielding gas to prevent the materials involved from becoming oxidised.

- The joint formed through welding is often times stronger than the base material.
- Wood can be welded by creating a bond through friction.
Why is Welding Knowledge Important for Engineers

In the same way that material science knowledge is crucial for engineers, welding knowledge is also
very important to have. Welding is a widely used production process, fundamental when working
with metals. Since your design will likely be worked on by a welder during the fabrication process,
it will be of great help to know the basics of welding and how to use symbols to communitcate
design ideas with the welders. While most engineer will not be skilled welders, basic welding
knowledge is benefical for engineering work.

Having welding knowledge can:

1. Improve designs

Knowing the welding process can help you do better design analysis; it helps the engineer see and
understand the producibility of the design, while avoiding designs that are impossible to build.

2. Increase reliability and credibility

Engineers are always working with a production team. Welders appreciates an engineer who has a
clear understanding of their work, not the engineer who sends something that “looks good on
paper”, but impossible to build.

3. Increase employability

Employers are looking for engineers with well-rounded skill sets. In today’s competetive market,
welding is a practical skill that will enhance your resume , making you stand out from the rest.

How Can Engineers Gain Welding Experience

There are many ways for students to gain welding knowledge and experience today.

- The Internet (including YouTube) is a great means of educating yourself in welding

symbols, the language of welders.

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 - A summer work placement or an apprenticeship can help you go a long way in terms of
welding experience.
- UW offers a course on welding called ME 436, which is a introduction to welding and joining
processes.

Student’s experiences varies, some had shop experience from school or jobs, others may have zero.
Here is what a staff at the E3 Machine Shop reccomends for those who would like to gain
experience.

Rob (Machine Shop Staff)’s Advice: “Best way for beginners to start gainning experience is to use
the student machine shop and start with building something small by yourself, like a cube. This
allow you to learn all the small tasks involved with building it and gain expereience a bit at a time.”

More Machinist’s Advice and What They Would Like You To Know

“When submitting a design for fabrication, welding symbols should be included as instructions for
the welders. Students often submit drawings with zero symbols, it may be okay for the E3
Machinists since they are always helping students, but that cannot happen in the real world,
because welders wouldn’t know what to do.”

“If you do encounter welding on a work term (or during your career) you should find that
respectful dialogue with a welder is a great approach. Many technitians are happy to teach a new
engineer (with the appropriate attitude) relevant skills that they have learned over many years of
practice.”

Welding Symbols: Basic Information About How to Read a Welding Drawing

Every welding symbol’s foundation is the arrow head and reference line. Arrow head points to the
location of the the weld. The reference line is the basis where inforamtion about the weld is written.

The symbol which indicates the type of weld (fillet, square, bevel) will be on top of or below the
reference line, depending on which side the weld goes on. Top means the other side, and below
means arrow side. Top and bottom means both sides requires the weld. The presence of a tail may
indicated additional instruction for the weld.

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*Refer to next two pages for more weld symbols and their meanings

Letters on the welding symbol reference the additional information about the weld. Numbers or
information in place of the letters will provide more specific information about the weld; such as
dimensioning, angles, and spacing of the weld.

Diameter/Width of weld is written to the left of the type of weld symbol. Length of weld is written
to the right. Angles are written to indicate the angle of the weld, root opening or root face
dimensions.

Length and pitch will indicate a series of disconnected weld rather than a single long weld. 3 – 5 will
indicated that each weld is 3 inches long (length) and is seperated by 5 inches from the center of
each weld (pitch).

The flag symbol indicates that the weld should not be performed in the shop and should be done
outside in the field.

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How to read weld symbols COUNTINUED

Always read weld symbols from LEFT to RIGHT!!

Symbols Description

Reference line Horizontal line

Arrow Line Points to the part where weld is going to go

Tail Additional information about the weld

Bottom of Reference Line (arrow side) Information about weld pertaining to the arrow
side of the weld

Top of Reference Line (other side) Information about weld pertaining to the other
side of the weld

Weld-All-Around Symbol Weld all the way around the joint

Field Weld Weld will take place somewhere else other than
initial place of construction

Length and Pitch of Weld L: The length of weld

P: The spacing between welds center-to-center

Groove Weld Size Size of weld

Groove Angle Angle of weld

Root Opening Distance between parts at root of joint

Finish Specify surface requirement of weld

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Additional Notes:

- Weld symbols is placed at the squared boxes (Other Side) and (Arrow Side)
- If there are welds on both sides, the symbol(s) are placed at the squared box (Both Side)
- Size of weld (S) ALWAYS goes on the left side of the symbol.
- Size of weld can be in format of A x B (A is the vertical height, B is the horizontal length of
weld)
- If L-P (Length-Pitch) is not specified, it means weld the full length allowed.
- P (Pitch) is always measured from center to center.
- Symbol offset on top and bottom (arrow and other side) means the weld will also be offset
on both sides.

Weld types

Category Name Information about weld

Groove Welds Square Tight fit or a separation in the edges

V Both edges chamfered; also specify angle and depth

Bevel One edge chamfered and other remains a square

U Both edges are given concave treatment

J One edge concave treatment, other remains a square

Flare-V Useful for joints involving two rounded parts

Flare-bevel Useful for joints involving one round part and one flat part

Scarf Very rare, almost never used

Other Welds Fillet Used to join two parts which are perpendicular or at an angle.
Used to make lap, corner, and T joints.

Shape of fillet can be triangular, concave, flat, or convex

Plug and Slot Used to join overlapping parts that has holes.

- Plug welds have round holes.

- Slot welds have elongated holes.

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 GROOVES

Square V Bevel U J

Flare-V Flare-Bevel Fillet Plug or Slot Scarf

Instructor’s Advice (From Professor Baleshta):

- You CANNOT weld aluminum to steel

Always remember welding is permanent, as opposed to bolted connections
- Consider weld is a hot process in your design - parts may deform thus affecting precision of
design. The level of precison specified with mating parts may have to be relaxed.
- Welding parts of mixed thickness is challenging
- Remember the difference between spot welds and continuous welds
- Design should be done to accommodate the weld
- Many grades of stainless steel do not weld well
- As mentioned when working with welds, respectfully seek Welder guideance whenever
possible.

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Appendix 14: Tool Library
Wrench AKA (also known as) Spanner

A tool that grips and applies torque to turn hex fasteners (bolts, nuts, screws) using
mechanical advantage. Typically made from chromium-vanadium alloy tool steels.

Open-end wrench Basic function of a wrench. U

shaped head that grips two
(Open-ended spanner) opposite faces of a fastener.

Typically has a different sized

opening at each end.
Box-end wrench Closed ring at both ends, often
has an offset to improve
(Ring spanner) reachability to fasteners.

Combination wrench A combination of open-ended

wrench and box-end.
(Open-ring spanner)

Crescent wrench Like an open-ended wrench, but

includes a screw feed to adapt to
(Adjustable wrench) many sized bolts.

Socket wrench Wrench with ratcheting

mechanism, allows for
(Socket spanner) tightening without lifting the
wrench during fastening.

Torque Wrench Socket wrench that will deliver

specific amount of torque, will
(Clicker) click when that amount of
torque is reached (some torque
wrenches do not click).

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Screw Drivers
A tool for installing or removing screws
It consists of a handle, shaft, and the driver at the tip. The driver type defines its purpose as
different drivers have different advantage and disadvantages.

Slotted Very old style of driver.

Weakness: high torque causes
(Flat blade, straight) the screwdriver tip to slip out of
the fastener.
Philips Most common head in the USA.
(Cross head) Inexpensive to produce, but the
fasteners strip relatively easily.
Robertson Easy to use and can handle more
torque than Philips. Popular in
(Square head) wood construction. More
common in Canada.
Torx Very high torque tolerance.
Common in Europe and
(Star) increasingly used in automotive
applications.
Allen High torque tolerance, relatively
easy manufacturing. Common in
(Hex, Allen key) machine tools, automotive, and
industrial applications.

Thread Cutting
Tap Tap is a tool that creates threads on
the inside of an existing hole.

Die Die is a tool that creates threads on

the outside surface of a cylindrical
material (e.g., a rod).

Note that the term “die” is used in

several other contexts in
manufacturing.

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Calipers
Devices that allow the user to measure the dimensions of objects, often with great
precision. They are widely used in mechanical engineering and other industries.

Micrometer Extremely precise

measurements. Based on a
(Micrometer screw calibrated screw.
gauge)
Typical resolution of 0.0001” or
0.001mm
Vernier Caliper Highly precise multipurpose
measuring instrument. Uses a
(Dial, digital scale, dial, or digital screen.
calipers)
Typical resolution of 0.001” or
0.01mm

Welding Tools
Welding is the process of fusing components of the same composition together. There are
many forms of welding; only two of the most common are presented here.

MIG Welder Most common class of arc welding

tool. Feeds a metal filament at a
MIG - Metal Inert Gas constant rate into the work area.
Electricity is used to produce the
required heat.

Relatively easy to use but has a

limited range of materials it works
with.
TIG Welder Similar to the MIG welder but has a
tungsten electrode and filament is
fed in manually. More versatile than
TIG - Tungsten Inert the MIG but requires more skill.
Gas

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Other Machines and Tools

CNC (Computer Numerical Control)

General term for computer-controlled machines. Allows

users to use digital data to control the movements of a
machine for various operations. Almost all machine tools
have a CNC version.

Machine Tools
A general term for tools used to modify rigid materials (such as steel) in a constrained and
guided manner. Machine tools typically have a means to clamp workpieces and a means of
removing material from the workpiece in a controlled fashion.

Milling Machine
Milling machines perform cutting and drilling operations by moving a
workpiece against a rotating tool. Most have three axes of lateral
movement (x,y,z), operated by rotating handles. Sometimes called a
Bridgeport mill, because of the prevalence of that brand.

Metal Lathe
A lathe is a machine that performs
various operations (e.g., cut, drill,
knurl) on a workpiece by rotating the object about an axis and
exposing the workpiece to a cutting tool. Metal lathes are high Commented [JB1]: The tool on a lathe moves
precision tools built for working hard materials such as steel.

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Drill Press

A device that uses a rotating spindle that grips drill bits of various
diameters to machine holes in hard materials. The spindle/drilling
bit typically lowers to drill into the workpiece. The workpiece is
usually clamped to a lower platform so it is stationary and safe
during drilling operations.

3D Printers

Additive manufacturing tools create a solid 3D objects from digital files. The printer
completes the print by laying down individual layers until the object is created.

Filament Printers

Material commonly used are PLA and ABS. This type of printers
heats the filament until melting temperature, which it will then
extrude in layer on the build plate to create the object.

Resin Printers
Resin is a photosensitive material made of liquid polymer. It
solidifies when exposed to UV light. These printers can print
relatively strong and highly detailed objects.

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Appendix 15: Surface Roughness
Surface Finish

- Describes the texture of a surface.

- Surface finish requirements should be specified on
technical drawings for an engineered part.
- Composed of three elements: roughness, lay, and
waviness.
- Also referred to as surface texture

Surface Finish Comparator: a helpful tool that allows

for easy comparison between different finishes.
Surface Roughness Often made from electroplated nickel

- Also known as just “roughness”

- The component of surface finish that refers to the irregularities in the
surface profile or surface geometry. Basic Surface
- Quantifying the amount of vertical deviation from its ideal form Texture Symbol.
o Great amount of deviation = rough surface
o Small amount of deviation = smooth surface
- Often the only element used to describe the measure of the texture of a
surface.

How Is It Measured?

Measured by a profilometer, which outputs a graph that shows the variations in surface height, and
the graph is known as the measured surface profile. MSP shows roughness, wave, and flatness
defects.

Common Ways to Calculate Roughness

Average roughness (Ra)

- commonly used in North America.

- Average variation of the surface from the mean line
- Integral of the absolute value of the roughness profile, then divided by the profile length.

Root-Mean-Square Roughness (Rq) and

Average Roughness (Ra)

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Mean Roughness Depth (Rz)

- commonly used internationally.

- Five equal sample lengths taken. Calculate the height difference between the tallest and
lowest point (Rt, total roughness) of each section, take the average of the 5 Rz values and
then you will get Rz.

Root Mean Square (RMS or Rq)

- Used to be common in the US, now not as much.

- Calculated by measuring the microscopic peaks and valleys, and calculating the RMS value
for it.
-
Surface Finish and Performance

Surface finish directly affect the performance and durability of engineered parts; thus, it is an
important factor to consider during the design process.

Pros Cons

Rough More adhesion due to friction Wears rapidly due to friction

Smooth Increase durability and longevity Costly to produce

Note: Roughness should always be within the limits for its specific application, this ensures the
performance and quality of the part will be suitable for the specific application.

A precise roughness is costly and difficult to control; lowering the surface roughness will raise cost
and time required to fabricate the part significantly. It is up to the engineer to determine the
balance of manufacturing cost and performance; it is important to not impose unnecessary
requirements to lower the roughness. If possible, its best to incorporate roughness specifications to
the limits of the primary manufacturing process.

Failure Related to Surface Finish

The cause of failure of a part can often originate from the surface finish. So, it is crucial to achieve
the desired surface finish when fabricating parts or machines.

Failure can be caused by:

- Gradual wear and tear in surface quality

- Isolated manufacturing related issue with surface finish

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Appendix 16: Good Design Practice/Engineering
Machine Shop Tips
Good Design Practices
Safety First!!!

Whatever you design, make sure to put the safety of yourself and everyone first.

Think about the Future of the Design

Design with fabrication in mind. Think about how it will be built and how it will be
assembled. After designing, change your mindset to that of a fabricator, and try looking at
the drawings to see if it can be made.

Think about how it will be used and its requirements. Will your design require
maintenance or regular disassembly? If so, design to fit those needs. Think about ways to
keep dirt/fluids out, if required. Will your design be stable or strong enough? Be
conservative (within reason) with your dimension and material selections.

Aesthetics

Always strive for aesthetics, simplicity, and elegance with your design. Use chamfers and
fillets to improve strength, handling, and aesthetics.

Units and Sizes

When designing, set/use convenient units, such as 100mm, 3.75”, etc. As well, many parts
(e.g. fasteners, shafts, bearing) come in standard sizes. Imperial sized components are
usually more available. Make sure to take that into consideration while creating your
design.

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Tips for Success in the Engineering Student Machine Shop
Below are some tips to be successful in the ESMS, compiled by Brian Shuh and Graeme
Adair:

Ask for Help

Being new to machining and using hand tools can be a lot to take in at once. Shop
Instructors are available to answer a wide variety of questions related to safe and effective
use of shop equipment, proper use of hand tools, machining processes, work-holding,
cutting strategies etc.

Listen to Advice

The ESMS Shop Instructors have many years of experience in the manufacturing industry
and can offer plenty of suggestions to make your life easier with a better desired outcome!
Contact the instructors with a sketch or 3D model. They have lots of experience and can tell
you what works and what doesn’t.

Know your Information

Whenever possible, it is best practice to have a well detailed drawing of the part you are
trying to make. An effective drawing that highlights important dimensions and assigns a
tolerance to critical and non-critical features is important. A good clear drawing takes
away any guess work and makes you more efficient in the shop. When creating drawings,
use hidden lines. They are helpful when only a 2D drawing is available.

DFM (Design for Manufacturing)

Make sure your part is actually possible to make! That may sound obvious but
understanding the function of the equipment available in the shop can improve the quality
and effectiveness of your design. Shop Instructors can often offer suggestions on how to
make a part easier to manufacture while still having the same desired function and
outcome.

Design Using Available Material

Raw material is typically produced in imperial units. While metric stock can be purchased,
it is less available and more expensive. Designing based on the type of material you have
will allow you to avoid needing to machine the materials to meet the specifications. For
example, if E3 only has 1/2” (12.7mm) and 3/8” (9.525mm) plates, don’t design something
that requires the plate to be 10mm thick. This way, there is not a flattening process needed.
There is an EMS material inventory list available online.

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Buy Correct Size Material

When buying material, don’t buy overly large material. Use standard stock that is closer to
the final size. This way there isn’t as much machining. For example, don't use 1.5" diameter
stock if you need to end up with a 3/4" diameter shaft, as you need to remove a lot of metal
to go from one size to the other.

On the other hand, do not buy 3/4" nominal diameter steel shaft if you want to fit a 0.750
ID bearing on it. The tolerances on this (especially when the term “hot rolled” is used) will
vary and could already be undersized… in which case your bearing will not fit properly.
Use something standard that is a size up, such as 7/8" or 1" diameter and plan to turn it
down. Alternatively, note that stock ground to very tight tolerances can be obtained for
some standard sizes.

Machining - Warping

After machining one side of an aluminum plate, the part will be warped when removed
from the vice. This is due to the heat and stress of machining. Sometimes you can avoid this
by machining a small amount from both sides. Using a CNC can reduce the warping, as the
part is flooded with coolant, and won’t get very hot. Alternatively, you can order stress
proof metric plates (6, 10, 12mm) if need. They are expensive but they will be within
tolerance and stays flat, so it may be worth the added cost.

Don’t Rush

Trying to work against the clock in the shop is not only un-safe; it generally results in poor
quality. Please allow plenty of time to accomplish the task you set out to do.

Be Present

Gaining skills taught in the Engineering Student Machine shop can be an invaluable asset to
carry with you though your time at the university and into your career. Don’t
underestimate the amount of practical skills and knowledge you will gain by being present
in the shop and developing your hands-on skills over time.

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Appendix 17: Answers to Fill in the Blanks
Chapter 1
Page 1-8
“Righty Tight-y, Lefty Loose-y”
Exceptions: Some Gas Fittings (inner thread on propane tanks), Turnbuckles, Circular Saws, Bike
Pedals (left side), Fluids Tank Bulkhead Connector

Page 1-13: Lessons from the Canoe Back Support Design Activity
1. Avoid Solution Fixation
2. Consider Specific Client Needs
3. Develop a List of Functions That the Design Should Incorporate

Page 1-16: When are Freehand Technical Sketches Useful?

“MEASURING UP” ORIGINAL EQUIPMENT
QUICK TECHNICAL DRAWINGS, PERHAPS WITH DIMENSIONS FOR FABRICATION
DEVELOPING IDEAS, BEFORE & DURING CAD WORK
PRESENTING CONCEPTUAL SKETCHES – OFTEN WITH ALTERNATIVES
TO AID COMMUNICATION DURING A TECHNICAL DISCUSSION.

Page 1-26: Paper Sizes

Name Common Name Size Similar ISO A Size
ANSI A Letter 8 1/2" x 11" A4
ANSI B Tabloid 11" x 17" A3
ANSI C ---------- 17" x 22" A2
ANSI D ---------- 22" x 34" A1

Page 1-27: Line Types and Thickness

Object Line Thick (heavy)

Hidden Line Medium

Centre Line Thin

Dimension Line Thin

Page 1-30: Of Great Importance

Sufficient and proper dimensions must be present to allow the fabrication of the object without any ambiguity.

Page 1-32: Advantages of Baseline Dimensions

Calculations Tolerance

If the fabricated shape had to align (also called “mate”) with an associated part, the baseline dimensioned
component would have a greater likelihood of successful assembly.

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Chapter 2
Page 2-2: General Screw Thread Terminology
Metric threads are specified by Imperial threads are specified by Pitch is the distance between
giving the Pitch giving the Threads Per Inch threads
The number of threads per inch is Major Diameter: Crest Diameter Minor Diameter: Root Diameter
the reciprocal of the pitch
Counterbores and Countersinks make the head of a fastener flush with top surface

Page 2-3: Unified (Imperial) Threads

Inches Coarse and Fine Nominal major Threads per inch of
diameter of 5/8” 18

Fine thread series Numbering System Fraction of an Inch

Page 2-3: Metric Threads

Specified in mm Diameter of 12 mm Pitch of 1.75mm M is the clue to the Metric
designation

Page 2-5: Fine vs Coarse Threads for Design – It depends on the application

Page 2-5: Fine Thread (UNF)

Stronger More threads engaged on thinner materials

Tapped easier than coarse Loosen

Page 2-5: Coarse Thread (UNC)

Rugged Softer materials because it has Faster to remove and replace
more bite

Less precise Not as easy to be cross-threaded

Page 2-5: Important Notes

Imperial threads not paired with metric threads Do not mix fine and coarse threads on a part

Page 2-10: Three Techniques to Visualize Orthographic Projections

Stationary Rotate the object Visualize the object in a glass box

Page 2-17: First vs Third Angle Projection of a Simple Object – Third Angle: the plane of projection
is between the observer and the object. First Angle: the plane of projection is behind the object.

Page 2-18: Class Exercises

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Upper exercise: A is in third angle, B is in first angle.
Lower exercise: The shape on the right is in third angle

Chapter 4
Page 4-7: A socket head cap screw is a common machine (threaded) fastener with a cylindrical
head and hexagonal “Allen head” type recess for tightening.

Page 4-9: Fillets & Chamfers

Stress concentrations Sharp edges Lead-in

Assembly Improve appearance Machining

Chapter 5
Page 5-4: Line Weight – Light 0.05mm, Medium 0.3mm, Heavy 0.6mm

Chapter 6
Page 6-3: It was Adolf Hitler who initiated the idea of the Volkswagen.

Page 6-5: Sectional Views on Engineering drawings

Internal geometric properties Material Hidden Lines

Page 6-11: Hatch lines should not run parallel to any major object line on a part.

Page 6-12: Sectional Review

Offset and/or Rotated Shown Not Omitted

Centre Solid Different directions 90

Page 6-12: Uses of Sectioning

1. Webs 2. Holes 3. Removed

Page 6-17: Tolerances

5.753/5.750 Yes… there could be pairings of Lids and Containers
Max D 0.009, Min -D 0.002 (interference) where the lid is larger than the container opening.

Page 6-18: Clearance and Interference Fits

Clearance Fit: the shaft diameter is always less Interference Fit: the shaft diameter is always
than the hole size greater than the hole size

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 An interference fit is primarily used to affix Assembled using a hydraulic press, aided by
objects. lubricants and/or heat.

Chapter 10
Page 10-3: Geometric Dimensioning and Tolerancing
Our Goals: To learn GD&T basics, recognize the control frame symbols and how they are used on
engineering drawings.

Page 10-6: Design Intent

In mass manufacturing, parts are required to be designed with some variation (tolerance) so they
will fit any assembly.

Page 10-6: Fundamental Rules

1. tolerance 2. complete 3. no more and no less 4. function & 5. interpretation

mating

Page 10-7: +/- Tolerances are used for:

• Lengths
• Widths
• Diameters
• Locations

Page 10-8: The Coordinate System Method of Tolerancing

The specified tolerance would allow several deviations from a perfect hole through the plate, all
within the range of tolerance.

To conclude this section: Due to the inherent shortcomings of the “X-Y” coordinate dimensioning
system, and the manufacturing headaches that were associated with this, an improved system
needed to be implemented – GD&T

Page 10-9: Datums

Feature is a general term that applies to a physical portion of a part. For example: a slot, a surface or
a hole

Page 10-11: Datum Planes

All should use the same six-degree location in space

Page 10-11: Primary, Secondary and Tertiary Datums

Page 10-13: Minimum and Maximum Material Conditions

1. a. Shafts: A shaft is at its MMC when it is at the largest
diameter allowed by the tolerance, and at its LMC when it is
at its smallest diameter.

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1. b. Holes: MMC of a hole is when the hole has the smallest diameter allowed by the tolerance,
and for LMC it is at its largest diameter.
2. Parts would weigh the most with MMC and the least with LMC.

Page 10-14: Departure from MMC

At MMC, if you are the designer… the shaft size tolerance and the positioning of the mating plate
threaded hole have to be set with more precision, or the plate may not assemble.

On the other hand, if the thru holes were drilled to the LMC, the largest allowable size then the
tolerance of the shaft size and the positional tolerance of the mating part can be less stringent.
…the more a feature departs from the MMC, the more tolerance can be allowed.

Page 10-17: Straightness

If the control references the outer edge of the shaft – then the control form is line element
straightness.
If the control frame is attached to the diameter callout on a shaft, then the straightness applies to the
axis.

A. Size Tolerancing
B. Geometric Tolerancing (which sets the allowable form deviation of the part)

Page 10-21: Tolerance of Circularity

All circular elements must not exceed the MMC

Page 10-22: Tolerance of Angularity

The angularity tolerance is NOT an angle, rather it is a distance between two parallel planes within
which the specified item must lie.

Page 10-24: Positional Tolerance

• The axis of a selected feature must lie within the positional tolerance specified, regardless of
the feature size. i.e. no additional tolerance is allowed
Positional Control is ideal when parts must assemble with each other.
Page 10-25: Reasons for Two Parts Not to Mate Together:
1. The holes are too small for the pins
2. The holes are not located accurately enough – they are out of position.
3. The holes are not perpendicular to the datum – the pins only go in part way.
4. A hole may be deformed

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