BASIC TECHNICAL

DRAWING
Teacher Guide

Grade 12

Prepared by:
Amanuel Berhanu (BSc.)
Tolossa Deberie (MSc.)

Edited and Reviewed by:

Abebe Basazeneu
Natenael Abebe
Yared Mekuria

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA KURAZ INTERNATIONAL

MINISTRY OF EDUCATION PUBLISHER
Acknowledgements  
The  redesign,  printing  and  distribution  of  this  teacher  guide  has  been  funded 
through the General Education Quality Improvement Project (GEQIP), which aims 
to  improve  the  quality  of  education  for  Grades  1–12  students  in  government 
schools throughout Ethiopia.  
The Federal Democratic Republic of Ethiopia received funding for GEQIP through 
credit/financing from the International Development Associations (IDA), the Fast 
Track Initiative Catalytic Fund (FTI CF) and other development partners – Finland, 
Italian  Development  Cooperation,  the  Netherlands  and  UK  aid  from  the 
Department for International Development (DFID. 
The Ministry of Education wishes to thank the many individuals, groups and other 
bodies  involved  –  directly  and  indirectly  –  in  publishing  the  teacher  guide  and 
accompanying textbook.  
© Federal Democratic Republic of Ethiopia, Ministry of Education 
First edition, 2003(E.C.) 
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Foreword  
 

Education  and  development  are  closely  related  endeavours.  This  is  the 
main  reason  why  it  is  said  that  education  is  the  key  instrument  in 
Ethiopia’s  development.  The  fast  and  globalised  world  we  now  live  in 
requires  new  knowledge,  skills,  attitudes  and  values  on  the  part  of  each 
individual. It is with this objective that the curriculum, which is a reflection 
of  a  country’s  education  system,  must  be  responsive  to  changing 
conditions.  
It is more than fifteen years since Ethiopia launched and implemented the 
Education  and  Training  Policy.  Since  then  our  country  has  made 
remarkable  progress  in  terms  of  access,  equity  and  relevance.  Vigorous 
efforts  also  have  been  made,  and  continue  to  be  made,  to  improve  the 
quality of education.  
To  continue  this  progress,  the  Ministry  of  Education  has  developed  a 
Framework  for  Curriculum  Development.  The  Framework  covers  all  pre‐
primary, primary, general secondary and preparatory subjects and grades. 
It  aims  to  reinforce  the  basic  tenets  and  principles  outlined  in  the 
Education  and  Training  Policy,  and  provides  guidance  on  the  preparation 
of all subsequent curriculum materials – including this teacher guide and 
the student textbooks that come with it – to be based on active‐learning 
methods and a competency‐based approach. 
Publication of a new Framework and revised textbooks and teacher guides 
are  not  the  sole  solution  to  improving  the  quality  of  education  in  any 
country.  Continued  improvement  calls  for  the  efforts  of  all  stakeholders. 
The  teacher’s  role  must  become  more  flexible  ranging  from  lecturer  to 
motivator,  guide  and  facilitator.  To  assist  this,  teachers  have  been  given, 
and  will  continue  to  receive,  training  on  the  strategies  suggested  in  the 
Framework and in this teacher guide.  
Teachers are urged read this guide carefully and to support their students 
by  putting  into  action  the  strategies  and  activities  suggested  in  it.  The 
guide  includes  possible  answers  for  the  review  questions  at  the  end  of 
each  unit  in  the  student  textbook,  but  these  answers  should  not  bar  the 
students from looking for alternative answers. What is required is that the 
students are able to come up with, and explain knowledgeably, their own 
possible answers to the questions in the textbook. 
 
 
 Table of Contents

Page
UNIT 1: SKETCHING AND VISUALIZATION ... 1
UNIT 2: AUXILIARY VIEWS ............................. 19
UNIT 3: SECTIONAL VIEW ................................ 37
UNIT 4: DIMENSIONING ................................. 54
UNIT 5: DEVELOPMENT AND INTERSECTION 84
REFERENCE ..................................................... 105

 
 UNIT 1

SKETCHING AND VISUALIZATION

Total Periods: 5

Unit Outcome
At the end of this unit, students should be able to:
 Understand basic principles and techniques of free-hand
sketching.
 Know how sketching integrates into the design process.
 Apply the sketching techniques in the initial phases of design
and product development.
 Appreciate the importance of free-hand sketching help to put
idea on paper.

Unit Overview
Sketching is a fast form of graphical communication that helps
organize thoughts, generate ideas, record dimensions, and transfer
information from place to place. Ideas, designs, and manu-
facturing/construction procedures/techniques are communicated by
words, numbers, and visual images. Sketching is a free-form
exercise to develop geometric size, shapes, and features for a
specific design idea. It is the beginning phase of a more concerted
effort to fix the final geometric parameters and constraints that will
ultimately define a design.

Teacher’s Guide Grade 12   1
Therefore this topic introduces students to freehand sketching,
giving them the knowledge necessary to formulate, express, and
record ideas and objects in the form of sketches. Students will also
be exposed to works of visual arts such as perspectives.

Lesson 1.1 Principles of sketching

Number of Period: 1
Learning Competencies
At the end of this lesson, students should be able to:
 describe the use and application of free- hand sketching;
 Describe how sketching integrate into the design process;
 Identify free-hand sketching materials;
 use free-hand sketching materials properly.

Planning ahead
This lesson is to introduce students to the techniques of sketching
through demonstration, and handouts, the students will learn the
beginning principles for techniques in sketching.

Give an overview on technical drawing plus a purpose of sketching.

Therefore the teacher should get himself ready by:
1. Preparing visual aids to show “examples of free-hand drawings”
2. Reviewing essential questions, “why are the uses of free-hand
sketching in a design process?”
3. Practicing the three materials required for freehand sketching and
developing a skill how to use them for sketching if you were not
practicing free-hand sketching before.

2                                                                                                             Teacher’s Guide Grade 12 
Hints for Teaching
Sketching is a necessary part of drafting because the drafter in
industry frequently sketches ideas and designs prior to making the
drawing. Therefore the suggested instructional strategies are:
1. You can start the class by inviting students in text question/brain
storming question about free hand sketching they did and how
they did it.
2. Conduct class discussions by comparing instruments drawing
with free-hand sketching; the importance of sketching and how
organizing one's ideas through sketching.
3. Display and discuss examples of sketches (student and
professional). Have students keep sketch ideas in a notebook.
4. Allow students to practice on check point 1.1.
Teaching Notes
The ability to sketch ideas is not only important to engineers it is
absolutely essential. Even if an engineer was stranded alone on an
island, the ability to sketch would help to work out details in ideas
and help to identify potential problems. Sketching does NOT
require any artistic ability. Once one is made aware of the basic
techniques, it is no longer the "ability to draw" that will limit his/her
sketches. But rather, the limitation is one's "ability to think through
the details of their design." In industry sketching is used to quickly
document rough ideas and identify general needs for improvement.
Technical drawing would be employed only for those ideas
deserving a permanent record. Sketches are composed of the same
basic information, but there is a tradeoff between times required to
generate it verses the level of design detail (and accuracy). The
basics of sketching can be learned in a single sitting. However, it
Teacher’s Guide Grade 12   3
will take considerable practice to achieve the fluency that really
facilitates team discussions in the future. Don't be surprised if those
who are new to sketching actually enjoy working on sketching
assignments. It is an easy area for most students to achieve in.

Lesson 1.2 Sketching Techniques

Number of Periods: 3
(1 period theory and 2 periods for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 sketch a line in free hand;
 Sketch different types of lines, areas, angles, circles, and arcs by
applying sketching techniques;
 Lay out a sketch using proportion;
 sketch multi-view drawing of 3D objects;

Planning ahead
In advance you should prepare to describe and demonstrate the
students on the techniques/procedures for: sketching straight lines,
sketching long lines, finding the midpoint of a line, the four
methods of drawing a circle and maintaining proportion.

Given instruction and sample problems, the student will implement

sketching procedures and demonstrate the skills and techniques
essential to creating art products such as perspective drawings, to
the satisfaction of the instructor.
Teacher uses one period for theoretical concept and demonstration
about Sketching techniques. In addition two periods for student
practice on activities and check points.
4                                                                                                             Teacher’s Guide Grade 12 
Hints for Teaching
Insist the students to make a sketch before making any kind of
instrumental drawing all the time because free-hand sketching
transfer ideas in clear, concise way. Encourage students to practice
as “sketching is a personal skill which everyone can improve.”
Therefore the suggested instructional strategies are:
1. You can start the class by inviting students in text question about
Techniques of free hand sketching.
2. Conduct class discussions on verbal versus graphic language on
the sketching technique and on organizing one's ideas through
sketching.
3. Provide sketching activities 1.1 & 1.2 and check points from 1.2
up to 1.10 to students.

Teaching Notes
Construction lines and points will improve the appearance of
freehand circles. It takes only a few seconds to block in horizontal,
vertical and 45 degree points shown. These points help when
sketching the arcs for the circle. Note that the edge of a piece of
paper may be used as a gage for measuring points on a circle and
the final shape is sketched by pressing down hard on the pencil to
create a smooth block outline.

Teacher’s Guide Grade 12   5
Activities
Drafting I - Construct a Multi-view Sketch
Requirements: Each student is required to create a simple multi-
view sketch.
1. Using only pencil, eraser, and the paper provided by your
instructor sketch a MULTI-VIEW sketch of the object whose
pictorial is given below.
2. The sketch should be done at a scale of 1:1 (full size) using the
measurements provided.
3. Use accepted drafting standards for lines and freehand lettering.
4. Letter your name, scale, and date in the title block.
5. Time Limit = 40 minutes.
6. Your sketch should reflect an
understanding of the object’s
shape and features as
determined from the pictorial.
Other areas of evaluation will
include the accuracy of your
measurements, and the quality
of your line work and lettering.

Assessment: The multi-view sketch should be evaluated based on

the following criteria:
Concepts and principles of orthographic projection 50 points
Measurements 20 points
Lines 20 points
Lettering 5 points
Layout & balance 5 points

6                                                                                                             Teacher’s Guide Grade 12 
 Lesson 1.3 Pictorial Sketching Techniques
Number of Periods: 3
(1 period theory and 2 periods for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 create an isometric sketch of an object;
 create an oblique sketch an object;
 create a one-point perspective sketch;
 prepare a free-hand sketch of any 3D objects in three types of
pictorial drawing.

Planning ahead
Teacher Preparation
Given a presentation and pictorial sketching, the student will
demonstrate skill in using sketching solutions for problem
assignments, with a degree of accuracy and completeness
acceptable to the instructor.
Teacher uses one period for theoretical concept and demonstration
about pictorial sketching and techniques. In addition two periods for
student practice on activities and check points. Therefore the
suggested instructional preparations are;
1. Gather some simple objects that have varying features on each
side (like video casette tapes, stapler, etc.) and produce
reasonably accurate orthographic projections for at least one of
the objects.
2. Prepare isometric sketches of objects composed of basic shapes
(rectangles and circles) that will be used to practice orthographic
projection sketching.

Teacher’s Guide Grade 12   7
3. Prepare isometric and orthographic graphing paper appropriately
scaled for the objects that you have chosen.
Hints for Teaching
You can start the class by inviting students in text question about
Techniques for pictorial free hand sketching.
Without any introduction to technical sketching guidelines, have the
students sketch one of your selected objects "with enough detail that
someone else can make a similar object." Compare their sketches to
a detailed technical sketch (that describes features on every side,
has basic dimensions, and includes basic material descriptions).
Explain the basic rules of orthographic sketching using a few
examples. Then allow the students to practice in small groups.
Explain the basic rules of isometric sketching using a few
examples. Then allow the students to practice in small groups.
Allow the students to work together to answer questions about a
real part based on dimensioned sketches (or drawings) of the part.
Therefore suggested instructional strategy is to have students’
complete two- and three-dimensional sketches (isometric, oblique,
perspective and orthographic). Provide pictorial sketching check
points from 1.11 up to 1.14 to students.

Teaching Notes
Orthographic Projection is a generally accepted convention for
representing 3D objects using multiple 2D views of the front, top,
bottom, back, and sides of the object. In practice, the minimal
number of views possible is used to describe all the details of the
object. Usually, the Front View, Top View, and a single Side View
are sufficient and are oriented on the paper according to accepted
convention. Isometric Projection attempts to represent 3D objects
8                                                                                                             Teacher’s Guide Grade 12 
using a single view. Instead of the observer viewing the object
perpendicular to the object, the object is rotated both horizontally
and vertically relative to the observer.

There are rules and conventions to guide the creation of both types
of projections. Additionally, either of them can be supplemented
with various types of dimensions. Whether sketching or drawing,
the goal is the same. The goal is to communicate the necessary
detail to the intended audience.

Drafting I - Construct an Oblique Sketch

Requirements: Each student is required to create a simple oblique
pictorial sketch.
1. Using only pencil, eraser, and the paper provided by your
instructor, sketch a CAVALIER OBLIQUE pictorial (using a
receding axis angle specified by your instructor) of the object
whose orthographic views are given below.
2. The drawing should be done at a scale of 1:1. One square grid
equals one oblique grid.
3. Use accepted drafting standards for lines and freehand lettering.
4. Letter your name, scale, and date in the title block.
5. Do NOT include any hidden lines on your oblique sketch.
6. Time Limit = 40 minutes.
7. An effort should be made to create a balanced appearance of the
sketch on the paper provided.
8. Your sketch should reflect an understanding of the object’s
shape and features as determined from the orthographic views.
Other areas of evaluation will include the accuracy of your
measurements, and the quality of your line work and lettering.

Teacher’s Guide Grade 12   9
Drafting II - Construct an Isometric Sketch
Requirements: Each student is required to create a simple isometric
pictorial sketch.
1. Using only pencil, eraser, and isometric grid paper sketch an
ISOMETRIC pictorial of the object whose views are given on
the next page.
2. The sketch should be done at a scale of 1:1. One square grid
equals one isometric grid.
3. Use accepted drafting standards for lines and freehand lettering.
4. Letter your name, scale, and date in the title block.
5. Do NOT include any hidden lines on your isometric sketch.
6. Time Limit = 40 minutes.
7. An effort should be made to create a balanced appearance of the
sketch on the paper provided.
8. Your sketch should reflect an understanding of the object’s
shape and features as determined from the orthographic views.
10                                                                                                             Teacher’s Guide Grade 12 
 Other areas of evaluation will include the accuracy of your
measurements, and the quality of your line work/lettering.

Assessment: The isometric sketch should be evaluated based on the

following criteria:

Concepts and principles of isometric sketches 50 points

Accuracy 25 points
Line weight, technique, and neatness 20 points
Lettering 5 points

Teacher’s Guide Grade 12   11
Lesson Guide
Period Lesson title Starter activity Main activities Concluding
activities
1 1.1 Principle of  Ask brain  Discuss and demo-  Students give
sketching storming nstrate the principle feedback about
question about and material used in today’s lessons.
sketching from sketching
the textbook. (Teacher acts as
 Let the students to
practice on check facilitator.)
point 1.1.  Give home work to
do exercises from
the textbook
2 1.2 Sketching  Ask brain  Discuss and demo-  Individually
techniques storming nstrate the techn- practice sketching
question about iques of sketching on techniques guided
sketching from line, angle, circle
the textbook. and Multi-view by the teacher.
drawing (Teacher acts as
 Let the students to facilitator.)
practice activities 1.1  Give home work to
&1.2 and check point do exercises from
1.2 up to 1.10.
the textbook
 Help to do activity of
the teachers guide
2 1.3 Pictorial  Ask brain  Discuss and demo-  Individually
sketching storming nstrate the techn- practice sketching
techniques question about iques of sketching on techniques guided
sketching from pictorial sketching
the textbook. by the teacher.
 Let the students to
. practice on check (Teacher acts as
point 1.11 up to 1.14. facilitator.)
 Give home work to
 Help to do activities do exercises from
of the teachers guide
the textbook

Method
 Discussion and Demonstration
 Group discussion (6-8 students per a group)
 Individual practice
Assessments
The teacher should follow and assess each student’s work
continuously over the whole activity of the each lesson and compare

12                                                                                                             Teacher’s Guide Grade 12 
it with the following description to determine whether the student
has achieved the minimum required level.
Students working below the minimum requirement level will
require extra help if they are to catch up with the rest of the class.
They should be given extra attention in class and additional
activities at the end of the lesson or during breaks.
Students working above the minimum requirement level should be
praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Quiz
(you can select any number of questions depending on the time
you give)
Read each of the following multiple-choice items and the possible
answers carefully. Mark the letter of the correct answer on your
answer sheet or as instructed by your teacher.
1. In the sketch below, which line
is NONISOMETRIC?
A. AB B. BC
C. CD D. DE

2. To construct an ISOMETRIC
sketch using the views below, how
would line 1,2 be drawn?
A. Locate points 1 and 2, then connect them
B. Locate point 1, then draw a line at 60°
C. Locate point 2, then draw a line at 60°
D. Use a protractor to construct a 60° angle
Teacher’s Guide Grade 12   13
3. In the ISOMETRIC sketch below, what is angle “A”?

A . 15° B . 30° C. 45° D. 60°

4. A normal ISOMETRIC ellipse should NOT be drawn on which

surface?

5. Most drawings done with instruments start from:

A. Blueprint drawings for manufacturing.
B. Models of a proposed object.
C. Parts drawings found in catalogues.
D. Sketches provided by engineers or designers.
6. In the figure below, which
ISOMETRIC ellipse is NOT
correctly oriented?

7. In an OBLIQUE sketch, on
which plane are arcs, holes, and
irregular features commonly
placed?
A. Any plane C. Horizontal
B. Frontal D. Profile
14                                                                                                             Teacher’s Guide Grade 12 
8. When sketching long, narrow objects in OBLIQUE, distortion
can be lessened by placing the long dimension along:
A. A 30° receding axis
B . A 45° receding axis
C. The horizontal axis
D. The vertical axis
9. Which type of PICTORIAL sketch allows circles to appear on
the front face as a true circle?
A. Dimetric C. Oblique
B. Isometric D. Perspective
10. Which PICTORIAL sketch shows the most descriptive features
parallel to the plane of projection?
A. Dimetric C. Oblique
B. Isometric D. Perspective
11. What type of sketch is BEST for describing a new product?
A. CAD detail C. Multi-view
B. Design D. Orthographic
12. What are the materials required for making a sketch?
A. Pencil and compass
B. Pencil and paper
C. Pencil, paper and scale
D. Pencil, paper and triangle
13. It is commonly accepted practice that sketches are made with:
A. 3mm leads. C. Softer leads.
B. Red pencils. D. Harder leads.

Teacher’s Guide Grade 12   15
14. A good sketching technique for drawing a straight line is to
focus on the:
A. End point of the line.
B. Left side of the page.
C. Pencil point.
D. Right side of the page.

15. What is the advantage of using “pencil-sight” sketching

technique?
A. Aids in keeping correct proportion
B. Makes the sketch perspective
C. Makes the sketch pictorial
D. Provides a sketching grid
16. What is the symbol that describes a location in space?
A. Line C. Point
B. Plane D. Surface
17. What is the path between two points (straight or curved) called?
A. Line C. Point
B. Plane D. Surface

18. What is a flat or non-flat element created from curved lines?

A. Line C. Surface
B. Plane D. Texture
19. What type of sketch is typically used for an object with very
little thickness?
A. Isometric C. Pictorial
B. Multiview D. Single view

16                                                                                                             Teacher’s Guide Grade 12 
20. In an ISOMETRIC sketch, a circle will appear as a(n):
A. Arc. C. Ellipse.
B. Circle. D. Straight line.
21. The first step in sketching an isometric circle or ellipse is to
sketch a(n):
A. Large arc tangent at points.
B. Isometric square/rhombus.
C. Small arc tangent at points.
D. Square.
22. In an ISOMETRIC sketch, what lines are NOT parallel to the
three isometric axes?
A. Elliptical C. Trimetric
B. Non-isometric D. Vertical
23. In an isometric sketch, how are NONISOMETRIC lines
drawn?
A. 30° off horizontal
B. 60° off horizontal
C. Locate endpoints and connect
D. Use a protractor to measure the angle
24. Which type of OBLIQUE sketch has the receding axis drawn at
one-half the true-depth?
A. Cabinet C. General
B. Cavalier D. Uniform
25. Which PICTORIAL sketch has a 90° angle between two of its
three axes?
A. Dimetric C. Oblique
B. Isometric D. Perspective

Teacher’s Guide Grade 12   17
Answer to quiz
1. C 6. D 11. B 16. C 21. B
2. A 7. B 12. B 17. A 22. B
3. B 8. C 13. C 18. C 23. C
4. B 9. C 14. A 19. D 24. A
5. D 10. C 15. A 20. C 25. C

18                                                                                                             Teacher’s Guide Grade 12 
 UNIT 2

AUXILIARY VIEWS
Total Periods: 13
Unit Outcomes
At the end of this unit, students should be able to:
 understand the basic principle of orthographic projection;
 recognize the type and main purpose of auxiliary views;
 produce auxiliary view drawing of objects to describe the true
shape of inclined surface.

Unit Overview
There are times when one of the six principal views will not
completely describe an object. This is especially true when there are
inclined or oblique planes or features on an object. For these cases,
a special orthographic view called an auxiliary view can be created.

Therefore Auxiliary views are a type of orthographic projection

used to determine the true size and shape of inclined and oblique
surfaces of objects. Normally, auxiliary views are projected from
existing principal views. However, auxiliary views can also be
drawn first and then used to create a principal view. This is done
when a true measurement can only be obtained by an auxiliary view
and that measurement is needed in order to create a principal view.
This technique is called reverse construction. Any number of
auxiliary views of an object can be created. Successive auxiliary
views can be created by projecting from an existing auxiliary view.
Teacher’s Guide Grade 12 19
In conclusion this unit introduces the drawing techniques and skills
used to depict inclined or curved surfaces.

Lesson 2.1 Overview of Orthographic drawing

Number of Period: 6
(2 period theory and 4 periods for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 describe the basic concept of orthographic projection;
 explain the use of auxiliary views;
 Use folding line or reference lines when creating auxiliary
views;
 find the projection of a point, line and plane in space;
 identify the three classification of surfaces;
 describe normal view of a line, a plane, inclined surface and the
edge view of a plane;
 construct normal view a line, a plane, inclined surface and the
edge view of a plane.

Planning ahead

Prepare model and diagrams to show orthographic drawing and

inclined surface to be shown in auxiliary view in class. You can
also use a model to show projection of a point and a line. Make a
further reading on true length and edge view too. The activities in
this lesson are designed to give students a basic understanding about
what orthographic drawings.

20 Teacher’s Guide Grade 12

Teacher uses two periods for theoretical concept and demonstration
about projection, true length and edge view. Four periods for
student practice on check points.
Hints for Teaching
The suggested instructional strategies are:
1. You can start the class by inviting students in text question
about what they know before about auxiliary.
2. Discuss and demonstrate by explaining the purpose of auxiliary
views and possible position that inclined surface may occur.
3. Display and discuss examples of auxiliary view and orthographic
drawing.
4. Discuss and demonstrate the three classifications of surfaces.
And show the normal view of a line, inclined surfaces and edge
view of a plane. Have students keep orthographic drawing and
auxiliary view ideas in a notebook.
5. Allow students to practice on activity 2.1and check points 2.1
up to 2.4 one by one individually.
Teaching Note
An auxiliary view is an orthographic view that is projected onto
any plane other than the frontal, horizontal, or profile plane. An
auxiliary view is not one of the six principal views. To show the
true size and shape of surface ABCD, an auxiliary view can be
created by positioning a line of sight perpendicular to the inclined
plane, then constructing the new view.

In fold-line method, the object is suspended in a glass box to show

the six principal views, created by projecting the object onto the

Teacher’s Guide Grade 12 21

planes of the box. The box is then unfolded, resulting in the six
principal views. However, when the six views are created, surface
ABCD never appears true in size and shape; it always appears either
foreshortened or on edge.

The object suspended inside a glass box, which has a special or

auxiliary plane that is parallel to inclined surface ABCD. The line
of sight required to create the auxiliary view is perpendicular to the
new projection plane and to surface ABCD.

The auxiliary glass box is unfolded with the fold lines between the
views shown as phantom lines. In the auxiliary view, surface ABCD
is shown true in size and shape and is located at distance M from
the fold line. The line AB in the top view is also located at distance
M from its fold line.

Changing the position of the object, such as moving it closer to the

frontal plane, changes distance M, the distance from the nearest
edge of the object to the fold line.
The reference plane method is a technique that locates a plane
relative to the object instead of suspending the object in a glass box.

When using reference planes or fold lines always remember the

following:
• Reference or fold lines are always drawn perpendicular to
the projection lines between the views.
• Transfer measurements are always taken parallel to the
projection lines and perpendicular to the reference or fold
lines.

22 Teacher’s Guide Grade 12

 • Reference planes always appear on edge as a line in the
views adjacent to the central view but never in two
adjacent views.
• Distances from the object to the reference or fold lines in
the auxiliary view and the measuring view are the same.

Auxiliary views are used to determine the true size and shape of
features that would appear foreshortened in any of the principal
views. The applications for auxiliary views can be grouped into the
following five areas: Reverse construction, True length of a line,
Point view of a line, Edge view of a plane and True size of a plane

For some objects, an auxiliary view must be created before a

principal view can be drawn, using a technique called reverse
construction.

Auxiliary views can be used to draw a view in a specified direction.

To create a view of an object in a specified direction, find the point
view of the line of sight.

A dihedral angle is the angle between two planes. Determining the

true measurement of a dihedral angle is a common application for
auxiliary views.

Successive auxiliary views are multiple auxiliary views of an

object created by projecting from previous auxiliary views.
Successive auxiliary views can be used to draw an oblique surface
in true size and shape.

Teacher’s Guide Grade 12 23

Lesson 2.2 Auxiliary projection of objects

Number of Periods: 2
(1 period theory and 1 period for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 explain the position of auxiliary projection plane.
 identify the steps in drawing auxiliary projection.
 identify the types of auxiliary views
 draw primary views of an object.

Planning ahead
You could given a demonstration and sample problem solutions that
the students will produce an auxiliary view, to specifications
provided by you. So in advance you should be able to know:
• How to draw a primary auxiliary view.
• When an auxiliary view is necessary.
• How to draw a primary auxiliary view.
Teacher uses one period for theoretical concept and demonstration
about Auxiliary plane and types of auxiliary view specifically about
primary. One period for student practice on class work exercise.

Hints for Teaching

The lesson concentrates on types of auxiliary view, planes in
auxiliary and primary auxiliary view. Therefore, the lesson
strategies are:
1. Before starting to demonstrate ask in text question about types
of auxiliary view like “how many auxiliary planes did you use

24 Teacher’s Guide Grade 12

 to find the end view of a line and a plane”, let the students say
something (brainstorming) about it.
2. Discuss and demonstrate about auxiliary plane, types of
auxiliary view and show how to draw primary auxiliary view.
3. Have students keep auxiliary plane, types of auxiliary view and
how to draw primary auxiliary view ideas in a notebook.
4. Allow students to practice on activity 2.2 and class work
exercises one by one individually.

Teaching Note
Auxiliary views are created by positioning a new line of sight
relative to the object. It is possible to create any number of auxiliary
views, including a new auxiliary view from an existing auxiliary
view. Therefore, auxiliary views are first classified as: primary,
secondary, or tertiary.

A primary auxiliary view is a single view projected from one of the

six principal views. A secondary auxiliary view is a single view
projected from a primary auxiliary view. A tertiary auxiliary view is
a single view projected from a secondary or another tertiary
auxiliary view.
The labeling convention for the reference or fold lines in auxiliary
view construction can vary. However, the labels are normally
descriptive in nature. For example in Figure 6.7, the fold line
located between the front and top views is labeled T–F, where the F
means front and the T means top.

Teacher’s Guide Grade 12 25

Lesson 2.3 Secondary auxiliary views
Number of Periods: 5
(1 period theory and 4 period for practice)
Learning Out comes
At the end of this lesson, students should be able to:
 describe the difference between primary and secondary
auxiliary views.
 describe the advantage of partial and complete auxiliary views.
 draw circular features in auxiliary projection.
 describe the advantage of half auxiliary view.
 Perform the type of auxiliary view of an object.
Planning ahead
Prepare model and diagrams of secondary auxiliary views and
partial and complete auxiliary views to be shown in class. You can
also use a model to show partial and complete auxiliary views.
Make a further reading on types of Auxiliary view in general too.
The activities in this lesson are designed to give students a basic
understanding about secondary, partial and complete Auxiliary
views.
You could give a demonstration and sample problem solutions that
the students will produce an auxiliary view, to specifications
provided by you.
• How will an oblique plane surface appear in the three
regular views?
• How will a skewed surface appear in the three regular
views?

26 Teacher’s Guide Grade 12

Teacher uses one period for theoretical concept and demonstration
about secondary, partial and complete auxiliary view. Four periods
for student practice on check points.

Hints for Teaching

This lesson will be concentrated on auxiliary planes, types of
auxiliary and demonstration on primary auxiliary views. Suggested
instructional strategies are:
1. Provide visual examples of the three types of auxiliary views
and have students label them while describing how they arrived
at the decision.
2. Provide students with example of a partial and complete
auxiliary view and have them an idea to do it. .
3. Provide students with a curve problem and have them generate
an auxiliary curve to specifications.
4. Show a visual example of a partial auxiliary.
5. Provide examples of trades people that use auxiliary views, and
have students tell how they think trades people would use
auxiliary views in their work.
6. Invite a tradesperson to be guest speaker.
7. Take a field trip to a drafting firm.
8. Have students keep secondary, partial and complete auxiliary
view and how to draw these auxiliary view ideas in a notebook.
9. Allow students to practice on check point 2.5 up to 2.7 one by
one individually.

Teacher’s Guide Grade 12 27

Teaching Note

A depth auxiliary view is projected from the front view, and the
depth dimension is shown true length. A height auxiliary view is an
auxiliary view projected from the top view, and the height
dimension is shown true length. A width auxiliary view is an
auxiliary view projected from the profile view, and the width
dimension is shown true length.

In auxiliary views, it is normal practice not to project hidden

features or other features that are not part of the inclined surface.
When only the details for the inclined surface are projected and
drawn in the auxiliary view, the view is called a partial auxiliary
view.

Symmetrical objects can be represented as a half auxiliary view.

When a cylindrical part is cut by an inclined plane, the resulting
surface is an ellipse and can only be shown true size and shape with
an auxiliary view.

28 Teacher’s Guide Grade 12

Lesson Guide
Period Lesson title Starter activity Main activities Concluding activities
6 2.1 Overview of • Ask brain • Discuss the difference • Students give
orthographic storming between auxiliary planes feedback about
drawing question like and principal planes with today’s lessons.
how to make students. (Teacher acts as
projection of • Demonstrate projection of facilitator.)
inclined and point, line and plane
oblique surfaces • Let the students to
and others from • Give home work to
practice on activity 2.1
the textbook. and check points 2.1 up do exercises from
to 2.4. the textbook
2 2.2 Auxiliary • Ask brain • Discuss and demonstrate • Students give
projection of storming types of auxiliary view feedback about
objects question about and purpose of auxiliary today’s lessons.
types of views.
(Teacher acts as
auxiliary view facilitator.)
and its purpose • Let the students to
practice on activity 2.2
from the
and class work exercises • Give home work to
textbook by the teacher. do exercises from
the textbook
5 2.3 Secondary • Ask brain • Discuss and demonstrate • Students give
Auxiliary storming on secondary auxiliary feedback about
views question about view and other features in today’s lessons.
secondary auxiliary views. Assist
students to project (Teacher acts as
auxiliary view facilitator.)
second auxiliary plane
and other
and elevation from given
features in views.
auxiliary view • Give home work to
from the do exercises from
• Let the students to
textbook practice on check points the textbook
2.5 up to 2.7 and class
work exercises by the
teacher.

Evaluation
Ask your students the following concepts
• Describe the basic concept of orthographic projection.
• State the three classifications of surfaces.
• Explain the position of auxiliary projection plane.
• State the steps in drawing auxiliary projection.

Teacher’s Guide Grade 12 29

 • Identify the types of auxiliary views
• Describe the difference between primary and secondary
auxiliary views.
• Describe the advantage of partial and complete auxiliary
view.
• Describe the advantage of half auxiliary view.
Method
1. Presentation (lecture)
2. demonstration
3. group discussion (6-8 students per a group)
4. individual practice
Equipment/Materials
1. Drawings showing projections of point, line and plane.
2. Drawings illustrating auxiliary projection
3. Small models of objects having inclined, circular features and
oblique surfaces

Assessments
The teacher should follow and assess each student’s work
continuously over the whole activity of the each lesson and compare
it with the following description to determine whether the student
has achieved the minimum required level.
Students working below the minimum requirement level will
require extra help if they are to catch up with the rest of the class.
They should be given extra attention in class and additional
activities at the end of the lesson or during breaks.
Students working above the minimum requirement level should be
praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.
30 Teacher’s Guide Grade 12
Answer key for the question in the textbook
Solution for check point 2.1

Solution for check point 2.2

Bearing (MN) = N 45◦ E

Slope (MN) = 22◦ CCW
True Length Projection =
m1n1
End View Projection =
m2n2

Teacher’s Guide Grade 12 31

Answer for check point 2.3

Vertical:- F ,C & E
Horizontal:- G&I
Profile:- A&H
Inclined:- D&K
Oblique:- B&J

Solution for check point 2.4

32 Teacher’s Guide Grade 12

Solution for check point 2.5

Solution for check point 2.6

A

Partial Complete
B

Teacher’s Guide Grade 12 33

 Partial Complete
C

Partial Complete

Solution for check point 2.7

34 Teacher’s Guide Grade 12

Solution for exercise 1

Solution for exercise 2

Teacher’s Guide Grade 12 35

Solution for exercise 3

36 Teacher’s Guide Grade 12

 UNIT 3

SECTIONAL VIEW

Total Periods: 12
Unit Outcomes
At the end of this unit, students should be able to:
 Understand the main purpose of sectional views;
 Analyze the types of sectional views according to their
particular advantage in describing the interior feature of
objects;
 Show sectional view of structure to describe the interior feature
for complete description.

Unit Overview
Sections are used to show interior details clearly. For sections it is
commonly used a cutting-plane line which shows where object was
cut to obtain the section view. In addition a cross hatching in the
section view shows the solid surface of the object which was cut
through to produce the section.

Section views may replace standard views however there’re some

conventional practices, such as not showing hatching on ribs and
webs, help make sections easier to interpret correctly. Mainly
section views are used when important hidden details are in the
interior of an object. These details appear as hidden lines in one of

Teacher’s Guide Grade 12 37

                                                                    
the orthographic principal views; therefore, their shapes are not very
well described by pure orthographic projection. Consequently this
unit familiarizes students with the purposes and the many different
types of sections
Lesson 3.1 Terminology and common practices of sectioning
Number of Periods: 1
Learning Competencies
At the end of this lesson, students should be able to:
 explain the concept and importance of sections;
 describe the location of cutting plane to create sectional view;
 Select the location of cutting plane line;
 Identify the different types of section lining symbols;
 Make different types of section lining;
 visualize the sectional view of an object.

Planning ahead
Organize yourself in advance to given a review on multi-view
drawing, plus presentations, reading assignments, and discussion, so
that the students will explain the rationale for using sectioning and
the major elements in a section view, with a degree of accuracy and
completeness. Therefore, plan the following instructional materials

1. Prepare visual aids to show “examples of sectional view

drawings”
2. Review essential questions, “what are the importances of
sectional view in a design process?”

38                                                                                         Teacher’s Guide Grade 12                                     
Hints for Teaching
Suggested instructional strategies are:
1. You can start the class by inviting students in text question about
section like what are the importances of sectional view in a design
process.
2. Provide various split wood block forms which have been
predrilled, counter bored, and counter sunk. Illustrate the
sectioned interior split apart versus a hidden line image which is
drawn on the outside of the block.
3. Discuss and demonstrate the importance of sectional view,
cutting plane line and section lining. Have students keep main
points from discussion about sectional view in a notebook.
4. Use the split wood block forms to illustrate a sectioned interior
versus hidden line representation.
5. Allow students to practice on activity 3.1 individually or in group.

Teaching Note
The purpose of sectioning is:
 Drawings are intended to communicate design intent from
the engineer/drafter to the craftsman making the
components.
 If an orthographic view does not clearly identify design
intent, due to the number of features and details involved,
then the section view is often utilized to show interior
details and to provide additional clarity.

Teacher’s Guide Grade 12 39

                                                                    
  Also, according to ANSI, you should not dimension to
hidden lines, so a section view may be the only way to
properly dimension an interior feature.
Cutting plane is a plane that imaginarily cuts the object to reveal the
internal features, whereas cutting plane line is an edge view of the
cutting plane. Below is cutting plane line styles using ANSI
standard, JIS and ISO standards.

Section lines or cross-hatch lines are used to indicate the surfaces

that are cut by the cutting plane. The section lines are different for
each of material’s type. For practical purpose, the cast iron symbol
is used most often for any materials.

Section lining practices are that the spaces between lines may vary
from 1.5 mm for small sections to 3 mm for large sections and It
40                                                                                         Teacher’s Guide Grade 12                                     
should not be drawn parallel or perpendicular to contour of the
view.
Section-lining rules
 The correct method of drawing section lines is shown in
part (a). Draw section lines with a sharp medium-grade
pencil (H or 2H).
 Always draw lines at 45º with the horizontal unless there is
an advantage of using different angles.
 Space the section lines as uniformly spaced as possible by
eye. Section lines should be uniformly thin, and not
varying in thickness.
 Avoid running the section lines beyond the visible outline,
or stopping the line too short.

If section lines drawn at 45º with horizontal would be parallel or

perpendicular (Or nearly so) to a prominent visible outline, the
angle should be changed to 39º or some odd angle.

Teacher’s Guide Grade 12 41

                                                                    
Lesson 3.2 Types of Sections
Number of Periods: 8
(2 period theory and 6 periods for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 identify the types of sectional views;
 select the appropriate types of sectional views;
 perform the sectional view of an object with preferable type of
section.
 Compare and contrast the advantage of all types of sectional
views;

Planning ahead
Be ready to give a presentation on sectional views, so that the
student will demonstrate sectioning techniques and the various
types of sections, to the satisfaction of you; hence:
 Prepare visual aids to show “examples of sectional view
drawings”
 Teacher uses two periods for theoretical concept and
demonstration about types of section and compare and
contrast the types of section. Six periods for student practice
on activities and check points.

Hints for Teaching

Suggested instructional strategies are:
1. You can start the class by inviting students in text question
about types of section from the textbook.

42                                                                                         Teacher’s Guide Grade 12                                     
 2. Discuss and demonstrate the types of sectional view and
their special purpose. Have students keep discussion main
points about types of section view in a notebook.
3. Provide enough split forms for the entire class to draw.
4. Have students display models of sectioned articles along
with drawings. Use transparent colored Plexiglas to illustrate
the cutting plane line.
5. Create a display illustrating materials and the sectioned
symbols they represent.
6. Provide parts of a small gas engine from which sections
have been precut. Have students draw these parts as section
drawings. (Be sure all parts are thoroughly cleaned.)
7. Allow students to practice on check points 3.1 up to 3.4 one
by one individually.

Teaching Note
A full section is obtained when the cutting-plane line extends
entirely through an object in a straight line and the front half of the
object is “removed.” But a half-section is a view of an assembly or
object that shows one-half of the view in section.

An offset section is used for features that are not in a straight line.
But revolved or removed sections are used to show the cross-
sectional shape of ribs, spokes, and arms when the shape is not
obvious in the regular views. And therefore a revolved section is
often used for spokes and arms for clarity. While a partial or
broken-out section is used to show just a portion of an object.

Teacher’s Guide Grade 12 43

                                                                    
Lesson 3.2 Other sectional view representation and conventional
Practices in sectioning
Number of Periods: 3
(1 period theory and 2 periods for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 identify the conventional representation of section;
 apply conventional representation of section in technical
drawing;
 use other sectional view representation when they are needed.

Planning ahead
You could give presentations, demonstrations, assigned readings,
and related assignments, that the student will draw a section view,
with a degree of accuracy. In order to do this, the teacher must be
able to practice visualization and implementation of information in
order to develop a sectional drawing. And need to understand how
ribs, webs and spokes are treated when in section view and how are
the patterns chosen for hatching sectioned views? In addition,
 Prepare visual aids to show “examples of other
representation of sectional view and conventional
representation in sectioning”.
 Teacher uses one period for theoretical concept and
demonstration about conventional representation in
sectioning. Two periods for student practice on activities
and check points.

44                                                                                         Teacher’s Guide Grade 12                                     
Hints for Teaching
Suggested instructional strategies are:
1. You can start the class by inviting students in text question
about conventional representation in sectioning and other
sectional view representation from the textbook.
2. Create a display illustrating materials and the sectioned symbols
they represent
3. Discuss and demonstrate about conventional representation in
sectioning and other sectional view representation. Have
students keep main points from the discussion in a notebook.
4. Provide parts of a small gas engine from which sections have
been precut. Have students draw these parts as section drawings.
(Be sure all parts are thoroughly cleaned.)
5. Allow students to practice on check points 3.5 and exercises in
class individually and in group.

Teaching Note
One of an example of conventional practice is for long objects that
have to draw in a small scale to fit them on the paper; it is
recommended to remove its long portion (which contains no
important information) and draw the break lines at the broken ends.

Teacher’s Guide Grade 12 45

                                                                    
Some solid features of certain parts like spokes of a wheel are not
sectioned, even though the cutting plane passes through them. Such
representation is used to distinguish a wheel with spokes from a
wheel with thin plate or web. The general practice, the sectional
representation of a wheel with spokes and with plate is as follows.

46                                                                                         Teacher’s Guide Grade 12                                     
Lesson Guide
Period Lesson title Starter activity Main activities Concluding activities
1 1.1 Introduction,  Ask brain storming  Discuss the difference  Allow students to
terminology question like what between auxiliary present their group
and common are the importance of planes and principal work activity result in
practices of sectional view in a planes with students. front of the class
sectioning design process  Demonstrate with  Give home work to do
visual aid principles
and rules to draw exercises from the
sectional views of an textbook
object.
 Let the students to
practice on activity
3.1.
8 1.2 Types of  Ask brain storming  Discuss and  Students give feedback
sections question about types demonstrate using about today’s lessons.
of section from the visual aids the (Teacher acts as
textbook purposes. different types of
section facilitator.)
 Let the students to  Give home work to do
practice on check exercises from the
points 3.1 up to 3.4. textbook

3 1.3 Other  Ask brain  Demonstrate all the  Students give feedback
sectional storming question conventional about today’s lessons.
view about Other practices in (Teacher acts as
representatio sectional view sectioning and other facilitator.)
n and representation representation of
 Make the students to
conventional and conventional sectional view using
work in a group of six
Practices in Practices in visual aid.
and eight on the
sectioning sectioning from  allow the student to exercises and to peer
the textbook. practice on them by observed by any other
providing activities group
and check points 3.5
 Give home work to do
from the text or from
exercises from the
yourself
textbook

Evaluation
Ask your students the following concepts
 state concept of sectioning.
 state five reasons of using sectional view.

Teacher’s Guide Grade 12 47

                                                                    
  explain the principles of constructing true shapes of cut
surfaces.
 Describe other conventional representation in sectioning
Method
 Presentation (lecture) and Demonstration
 group discussion (6-8 students per a group)
 individual practice

Assessments
The teacher should follow and assess each student’s work
continuously over the whole activity of the each lesson and compare
it with the following description to determine whether the student
has achieved the minimum required level.
Students working below the minimum requirement level will
require extra help if they are to catch up with the rest of the class.
They should be given extra attention in class and additional
activities at the end of the lesson or during breaks.
Students working above the minimum requirement level should be
praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

48                                                                                         Teacher’s Guide Grade 12                                     
Answer key for the question in the textbook
Answer to check point 3.1

Answer to check point 3.2

Teacher’s Guide Grade 12 49

                                                                    
Answer to check point 3.3

Answer to check point 3.4

Answer to check point 3.5

50                                                                                         Teacher’s Guide Grade 12                                     
Answer to exercise 1

Teacher’s Guide Grade 12 51

                                                                    
Answer to exercise 2

52                                                                                         Teacher’s Guide Grade 12                                     
Answer to exercise 3

Teacher’s Guide Grade 12 53

                                                                    
 UNIT 4

DIMENSIONING

Total Periods: 7
Unit Outcome
At the end of this unit, students should be able to:
 Understand the purpose, convention and principle of
dimensioning;
 Apply the standard dimensioning practice to describe the size
of objects on technical drawing;
 apply the principles to dimension a given drawing.

Unit Overview
A working drawing is one form which a part can be produced. The
drawing must be a complete set of instructions, so that it will not be
necessary to give further information by word to the people
fabricating the object. A working drawing, then, consists of the
views necessary to explain the shape, the dimensions needed for
manufacture, and required specifications may be found in the notes
on the drawing, or they may be located in the title block.

There are rules and principles dimensioning a working drawing

clearly and accurately. Therefore, mastering with the rules and
principles is very important for drafters and engineers.

54 Teacher’s Guide Grade 12

Lesson 4.1 Line, symbols, and reading direction of figures

Number of Period: 1

Learning Competencies
At the end of this lesson, students should be able to:
 Explain the use of dimensioning;
 Identify where to apply dimensioning;
 Identify the basic symbols, forms and elements of
dimensioning;
 Identify the two systems in reading direction of figures.

Planning ahead
The lesson concentrate on basic symbols, forms and elements of
dimensioning; purpose of dimensioning and where to apply dimension.
Following instruction, the student will produce dimensioning
arrows, lines, letters, and numerals, to the satisfaction of the teacher
Therefore, plan the following instructional materials

1. Prepare visual aids to show “basic symbols, forms and elements of

dimensioning”
2. Review essential questions, “what are the drawing principles to
have a working drawing with complete description in a design
process?”
3. Use the lesson with discussion and demonstration by showing
visual aids.

Teacher’s Guide Grade 12 55

Hints for Teaching

This lesson will be presented with the following suggested

instructional strategies
1. Before giving idea on dimensioning directly, let the students say
something (brainstorming) about dimensioning from the
textbook.
2. Discuss and demonstrate the exact idea and concept of
dimensioning with practical examples and visual aids. You can
refer working drawings of machine parts and assembly drawings.
Have students keep main points from discussion about sectional
view in a notebook.
3. Show filmstrips/films/slides/video cassettes on dimensioning
and careers in technical drawing.
4. Allow students to practice on activity individually and in group
provided by the teacher and on check point 4.1.

Teaching Note
Dimension: the numerical value that defines the size, shape,
location, surface texture, or geometric characteristic of a feature.

Dimension line: A thin, solid line ending with arrowheads that

shows the extent and direction of a dimension.

Extension Line: A thin, solid line perpendicular to a dimension

line, indicating the feature to which a dimension is associated.
A gap is left between the end of the extension line and the
associated feature.

56 Teacher’s Guide Grade 12

Center Line: A long, thin line shown with alternating short and
long dashes that indicates an axis of symmetry or a path of motion.
It may also be used in the same fashion as an extension line for
dimensioning purposes.

Leader Line: A thin, solid line used to indicate the feature with
which a dimension, note, or symbol is associated. Leaders
terminate with an arrow (for features in edge view) or a dot (for
features appearing as a surface) on the drawing side and a
horizontal shoulder at mid-letter height on the other.

Notes: Additional comments used to describe features of the body.

Notes may be attached to a feature by use of leader or may be
placed anywhere without a leader to provide a general comment
regarding multiple or all features on the body.

Some common dimensioning symbols (often used in notes):

Teacher’s Guide Grade 12 57

A dimensioned drawing should provide all the information
necessary for a finished product or part to be manufactured. An
example dimension is shown below.

Dimensions are always drawn using continuous thin lines. Two

projection lines indicate where the dimension starts and finishes.
Projection lines do not touch the object and are drawn perpendicular
to the element you are dimensioning.

In general units can be omitted from dimensions if a statement of

the units is included on your drawing. The general convention is to
dimension in mm.

All dimensions less than 1 should have a leading zero. i.e. .35
should be written as 0.35

All notes and dimensions should be clear and easy to read. In

general all notes should be written in capital letters to aid legibility.
All lettering should be of the same size and preferably no smaller
than 3mm. An example typeface is shown below.

58 Teacher’s Guide Grade 12

Lesson 4.2 Theory of dimensioning
Number of Periods: 2
(1 period theory and 1 period for practice)
Learning Competencies
At the end of this lesson, students will be able to:
 Differentiate size and location dimensioning;
 Apply size and location dimension on different drawing;
 Select convenient dimensions properly to describe a feature of
an object;
 Identify the relationship between scale of drawing and
dimension figures;
 Write letters and numerals in an accepted standard form.

Planning ahead
Being able to teach dimensioning skill does require you to develop
the first basic knowledge and skill, where you are expected to pass
on to the students: learn the technique of dimensioning.
Understand the different line types and techniques used to show
dimensions.
Therefore, plan the following instructional materials
1. Prepare visual aids to show “Theory of dimensioning such as
reading direction of figures”. If possible also prepare working
drawings of machine parts and assembly drawings.
2. Teacher uses one period for theoretical concept and
demonstration about theory of dimensioning like size and
location dimensions. Two periods for student practice on
activities and check points.
Teacher’s Guide Grade 12 59
Hints for Teaching
Understanding geometric dimensioning is an instructor-lead course
that simplifies dimensioning learning. You should be using mostly
visual illustrations and less textual material. You have to explain
basic dimensioning application, interpretation and verification.
Students learn faster and retain more information when
dimensioning concepts and rules are presented in visual format
presentations.

Important dimensioning concepts should be reemphasized

throughout the course. You should apply pop-quiz at the end of the
lesson, it require immediate application and reinforce key learning
points.

Standardization is a dynamic and continuous process. The ISO

standards follow the development in engineering. Changing in
standardization may make it compulsory to update some content of
dimensioning course notes.
Suggested instructional strategies are:
1. You can start the class by inviting students in text question
about theory of dimensioning from the textbook.
2. Discuss and demonstrate the theory of dimensioning and
techniques used in drawing. Have students keep discussion
main points about types of section view in a notebook.
3. Display visual aids like working drawings of machine parts
and assembly drawings.
4. Allow students to practice on activity 4.1 and on check
points 4.2 individually or in group.

60 Teacher’s Guide Grade 12

Teaching Note
The object is said to be fully dimension when the two types of
dimensions i.e. size dimension and location dimension are included.
Size dimensioning describe size of an object such as height, width,
depth, thickness, length, radius, diameter etc, with regard to its form
and other features like holes and slots. Location dimensioning
locates the various features like hole, slot etc, of an object relative
to each other from center of one feature to centerline of another
similar/ different feature or to a reference edge. It can be given in all
width, height and depth direction.
When dimensioning an object the dimensions to be given should be
selected in such a way that they are convenient for the workmen to
use during manufacturing. The following points should be noted
during selection of dimensions:
Dimensions of mating parts should be selected so as to ensure
proper functioning.
Dimension should not be duplicated or minimum number of
dimensions should be used (Fig.4.7 (c) and (d)).
Dimensions should be selected so that it will not be necessary to
calculate, scale, or assume a dimension during manufacturing.
Selection of location dimension requires more attention than size
dimensioning.
A hole dimension is given using diameter than radius on its circular
view

Teacher’s Guide Grade 12 61

Lesson 4.3 Methods of dimensioning
Number of Periods: 2
(1 period theory and 1 period for practice)
Learning Competencies:
At the end of the lesson, students should be able to:
 Identify the two methods of arrangement of dimensions;
 Select the appropriate methods of arrangement of dimensions;
 Use the two basic arrangement of dimensions alternately on
drawing;
 Select dimensions to reduce the number of dimension lines;
 Perform different types of dimensioning techniques for any
shapes of objects;
 Prepare dimensions of different views and objects.

Planning a Head
Learn the methods of dimensioning. Can you pick the most logical and
practical place to put dimensions with respect to an object?
The lesson concentrates on methods of dimensioning such as chain
and datum and also combined dimension.
Therefore, plan the following instructional materials

1. Prepare visual aids to show “methods of dimensioning like

chain, datum and combined dimensioning”
2. Review essential questions, “what are the basic elements of
dimensioning?”
3. Teacher uses one period for theoretical concept and
demonstration about methods of dimensioning. One period for
student practice on activities and check points.
62 Teacher’s Guide Grade 12
Hints for Teaching
This lesson will be presented with the following suggested
instructional strategies
1. let the students say something (brainstorming) about methods
of dimensioning from the textbook.
2. Discuss and demonstrate the exact idea and concept of
dimensioning with practical examples and visual aids. You can
refer working drawings of machine parts and assembly
drawings. Have students use Ames Lettering Guide for
dimensioning. Have students keep main points from discussion
about methods of dimensioning in a notebook.
3. Show filmstrips/films/slides/video cassettes on dimensioning
and careers in technical drawing.
4. Allow students to practice on activity 4.2 individually or in
group and on check point 4.3.

Teaching Note

Datum: A theoretically exact point, line, or plane often used as

reference for tabular dimensioning.

Reference dimension: A redundant dimension provided for

information only, not to be used for fabrication of the part. It is
shown enclosed in parenthesis ( ) or followed by the word REF.

Contour Principle: The concept of dimensioning a feature in the

view where it is most clearly shown (preferably in true size/true
shape if possible).

Teacher’s Guide Grade 12 63

Examples
Dimension refers
to the number.
Largest dimension
to the outside.

10

20

Extension lines
23 may cross
ALL DIMENSIONS IN INCHES
11 This dimension is
Leave enough room General note placed between views
between object and
dimension lines.

7.50

Cylinders dimensioned on
rectangular view.
Note use of Ø symbol.

Ø 5.50
Ø 2.50

Holes dimensioned
in circular view.

64 Teacher’s Guide Grade 12

For dimensioning rules the overriding principle of dimensioning
is CLARITY.
1. Each feature of an object is dimensioned once and only once.
2. Dimensions should be placed in the most descriptive view of the
feature being dimensioned.
3. Dimensions should specify only the size of the feature. The
manufacturing method should only be specified if it is a
mandatory design requirement.
4. Angles shown on drawings as right angles are assumed to be 90
degrees unless specified otherwise and need not be dimensioned.
5. Dimensions should be moved outside the boundaries of the
object whenever possible.
6. Dimension lines should be aligned and grouped where possible
to promote clarity and uniform appearance.
7. Crossing dimension lines should be avoided whenever possible.
8. The space between the first dimension line and the object should
be at least 3/8 inch (.375). The space between all other
dimension lines should be at least 1/4 inch (.250).
9. There should be a visible gap between the object and the origin
of the extension line.
10. Extension lines should extend 1/8 inch (.125) beyond the last
dimension line.
11. Extension lines should be broken if they cross or are close to
arrowheads.
12. Leader lines should be oriented to be read from the bottom of
the drawing.

Teacher’s Guide Grade 12 65

13. Diameters are dimensioned with a numerical value preceded by
the diameter symbol.
14. Radii are dimensioned with a numerical value preceded by the
radius symbol.
15. Cylinders should be dimensioned in the Rectangular view
where possible.
16. When a dimension is given to the center of an arc or radius a
small cross is shown at the center.
17. The diameter and depth of holes that are counter-bored, spot
faced, or countersunk, should be specified in a note.
18. The depth of a blind hole may be specified in a note, and is the
depth of the full diameter from the surface of the object.

Lesson 4.4 Placement of dimensions

Number of Periods: 2
(1 period theory and 1 period for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 Identify the placement of dimensions on views, on limited
space and pictorial drawing;
 Apply dimension on views, on limited space rule and
pictorial drawing;
 select dimensions to reduce the number of dimension lines;
 perform different types of dimensioning techniques for any
shapes of objects;
 prepare dimensions of different views and objects.

66 Teacher’s Guide Grade 12

Planning ahead
The lesson concentrates on placement of dimension on views, on
limited space and pictorial drawing. So, prepare to teach this topic
of dimensioning. Which dimensions should you show and which
ones should you not show? Therefore, plan the following
instructional materials

1. Prepare visual aids to show “methods of dimensioning like

chain, datum and combined dimensioning”
2. Review essential questions, “what are the basic elements of
dimensioning?”
3. Teacher uses one period for theoretical concept and
demonstration about placement of dimension on view, limited
space and pictorial drawing. One period for student practice on
activities and check points.

Hints for Teaching

Suggested instructional strategies are:
1. Let the students say something (brainstorming) about
placement of dimension from the textbook.
2. Discuss and demonstrate the placement of dimension with
practical examples and visual aids. You can refer working
drawings of machine parts and assembly drawings. Have
students use Ames Lettering Guide for dimensioning. Have
students keep main points from discussion about placement of
dimensions in a notebook.
3. Show filmstrips/films/slides/video cassettes on dimensioning
and careers in technical drawing.

Teacher’s Guide Grade 12 67

4. Use continuing evaluation procedures which enhance student's
dimensioning performance.
5. Arrange for a guest speaker whose work involves
interpreting/applying drawing dimensions.
6. Allow students to practice on activity 4.3 individually or in group
and teacher will give class work exercises.

Teaching Note
Principles of placement of dimension on views, limited space and
pictorial drawing is very essential. Just because you know how to
place dimensions doesn't mean you always use every possible
dimension you can. You typically only want to give the minimum
number of dimensions that can completely define the object.
Some of the rules are:
1. Dimension should be placed between views whenever possible unless
required elsewhere.
2. Use the same unit of measurement and dimension line terminator
(arrowhead) on a single view.
3. Dimension the view that best shows the characteristic contour or
shape of the object.
4. Avoid any dimension line which passes through a dimension figure.
5. Avoid crossing of two dimension lines and extension line.
6. Avoid using centerline and outline of a view of an object as
dimension line, however centerline may be used as extension line.
7. In a parallel method of dimensioning the shortest and longest
dimension lines should be placed closest and farthest from the
outline of the view respectively.

68 Teacher’s Guide Grade 12

Note of Caution: While the following examples show good choices
for placing dimensions, some of the actual notes are given using an
outdated ANSI standard.

Teacher’s Guide Grade 12 69

Lesson Guide
Period Lesson title Starter activity Main activities Concluding activities
1 4.1 Introduction, • Ask brain storming • . Discuss the difference • Allow students to
question like what between auxiliary planes present their group
the use of and principal planes with work activity result in
dimensioning in students.
working drawing is? front of the class
• Demonstrate with visual • Give as a home work
• Show visual aids on aid principles and rules
dimensioning and to draw sectional views to do exercises from
careers in technical of an object. the textbook
drawing.
• Let the students to
practice on check points
4.1.

2 4.2 Theory of • Allow them to • Provide demonstrations • Allow students to

dimensioning discuss previous on theory of present their group
lesson dimensioning. work activity result in
• Have students use Ames
front of the class
Lettering Guide for
dimensioning. • Give as a home work
• Let the students to to do exercises from
the textbook
practice on activity 4.1
and check point 4.2.

2 4.3 Methods of Introduce the • Provide demonstrations

different cases on on methods of
• Arrange for a guest
dimensioning speaker whose work
the placement of dimensioning such as
involves
dimension datum and chain. interpreting/applying
• Let the students to drawing dimensions
practice on activity 4.2
and check points 4.3. • Give home work to
do exercises from the
textbook
2 4.4 Placement of • Ask brain storming • Provide demonstrations • Allow students to
dimension question like what on rules for placement of present their group
are the rules to dimension. work activity result in
choices of • Let the students to
dimension? front of the class
practice on activity 4.3.
• Show visual aids on • Give as a home work
dimensioning and to do exercises from
careers in technical the textbook
drawing.

70 Teacher’s Guide Grade 12

Evaluation
Instruct your students to:
• Students to explain the principles of dimensioning.
• Students to explain the importance of dimensioning.
• Students to dimension given drawings correctly using B.S
308 and B.S 1192.
Method
• Presentation (lecture) and Demonstration
• Group discussion (6-8 students per a group)
• Individual practice

Assessments
The teacher should follow and assess each student’s work
continuously over the whole activity of the each lesson and compare
it with the following description to determine whether the student
has achieved the minimum required level.
Students working below the minimum requirement level will
require extra help if they are to catch up with the rest of the class.
They should be given extra attention in class and additional
activities at the end of the lesson or during breaks.
Students working above the minimum requirement level should be
praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Teacher’s Guide Grade 12 71

View Dimensions quiz
Name _____________________________________
1. The height, width, and depth of a non-symmetrical object can be
shown with a minimum of how many views? Two views.
2. Width is shown in which two views?
3. Depth is shown in which two views?
4. Height is shown in which two views?
5. What dimension does the top and front view have in common?
Width, height, or depth?
6. What dimension does the side view and front view have in
common? Width, height, or depth?
7. What dimension does the top and right side view have in
common? Width, height, or depth?

View Dimensions quiz key

1. The height, width, and depth of a non-symmetrical object can be
shown with a minimum of how many views?
2. Width is shown in which two views? Front and top
3. Depth is shown in which two views? Top and side
4. Height is shown in which two views? Front and side
5. What dimension does the top and front view have in common?
Width, height, or depth?
6. What dimension does the side view and front view have in
common? Width, height, or depth?
7. What dimension does the top and right side view have in
common? Width, height, or depth?

72 Teacher’s Guide Grade 12

 Student Name _______________ Period _______ date ____

Label each of the following items.

1. ____________ 5._____________
2. ____________ 6. _____________
3. ____________ 7._____________
4. ____________ 8. ____________

Teacher’s Guide Grade 12 73

74 Teacher’s Guide Grade 12
Teacher’s Guide Grade 12 75
76 Teacher’s Guide Grade 12
Teacher’s Guide Grade 12 77
 DIMENSIONING WORKSHEET 5

78 Teacher’s Guide Grade 12

 DIMENSIONING WORKSHEET 6

Teacher’s Guide Grade 12 79

Answer key for the question in the textbook

Solution for check point 4.1

Solution for check point 4.2

80 Teacher’s Guide Grade 12

 Solution for check point 4.3

Parallel dimensioning Chain dimensioning

Solution for exercise 1

A ALL ROUNDS R 10 B

Teacher’s Guide Grade 12 81

 ALL CHAMERS 10X45◦
C

82 Teacher’s Guide Grade 12

 Solution for exercise 2

A B

C D

Teacher’s Guide Grade 12 83

 UNIT 5

DEVELOPMENT AND INTERSECTION

Total Periods: 21
Unit Outcome
At the end of this unit, students should be able to:
 Understand the principles and advantage of development and
intersection;
 Recognize the types of hems and joints for different kinds of
sheet metal job;
 Form different 3D models by using surface development in the
real world application.

Unit Overview
Many objects, such as cardboard and metal boxes, tin cans, funnels,
cake pans, furnace pipes, elbows, ducts, and roof gutters, are made
from flat sheet materials that, when folded, formed or rolled, will
take the shape of an object. Since a definite shape and size are
desired, a regular orthographic drawing of the object is made first;
then a development drawing is made to show the complete surface
laid out in a flat plane. So this unit exposes students to the analytical
drawing techniques required for surface layouts and geometric
developments.

84 Teacher’s Guide Grade 12

Lesson 6.1 Introduction
Number of Periods: 1
Learning Competencies
At the end of the lesson, students should be able to:
 describe the use of surface development;
 identify the different types of surfaces and solids;
 identify the type of hems and joints used in sheet metal
drawing.

Planning a Head
You are expected to give an overview of the uses of developments;
that the students will relate their importance to various commercial
users, such as sheet metal workers, with a degree of accuracy and
completeness acceptable by you.
Therefore, the instructional material pre-arranged should be
1. Prepare visual aids to show “examples about types of surfaces
and solids”.
2. Help students to develop their critical thinking skill by
essential questions, “what are the importances of surface
development in a design process?”
Hints for Teaching
Suggested instructional strategies are:
1. Start introducing the lesson and give brain storming question
as an activity for students to discuss in group on the
application of surface development what they know before.
2. Discuss and demonstrate the different types of surfaces,
solids.

Teacher’s Guide Grade 12 85

 3. Try to use practical examples of development and
intersection by bringing models.
4. Finally make the groups to present a precise summary on the
introduction part.
5. Allow students to practice on activity individually and in
group.

Teaching Note
A surface development drawing is sometimes called a pattern
drawing because the layout is used as a pattern for tracing out a
developed shape on flat material. When objects are made of thin
metals, both the developed surfaces and the joining of the edges of
these surfaces and exposed edges must be considered. There are two
types of surface: : Ruled surfaces and double-curved surfaces.
I) A ruled surface: It is a surface generated by the motion of a
straight line in a certain desired path. This type of surface may
include planes, single-curved surfaces and surfaces.
A Single curved surface is a curved ruled surface that can be
developed or unrolled to coincide with a plane. Any two adjacent
positions of the generatrix of a single-curved surface lie in the same
plane.
A warped surface is a curved ruled surface that cannot be
developed.; here no two adjacent positions of the generatrix lie in
the same plane. Examples are helicoid and hyperboloid
II) Double-curved surface is one that may be generated by a curved
line and thus has no straight line element. Examples are sphere,
torus and ellipsoid.

86 Teacher’s Guide Grade 12

Lesson 6.2 Principles of development

Number of Periods: 12
(2 period theory and 10 periods for practice)
Learning Competencies
At the end of this lesson, students should be able to:
 identify the principles of surface development.
 identify the rules and steps to use parallel line development.
 perform the development of different types of platonic solids
by parallel line development method.
 identify the rules and steps to use radial-line development;
 apply the rule of true length by triangulation.
 perform the development of different types of platonic solids by
radial line development method.

Planning ahead
Be ready to give a presentation and demonstration on types of
development, so that the student will practice with ten periods by
making development of cylinder, prism and pyramid with the two
methods.
Therefore, the instructional material prearranged should be
• Prepare visual aids like model to show the development of
cylinder, prism and pyramid.
• Teacher uses two periods for theoretical concept and
demonstration about types of surface development applied to
make cylinder, prism and pyramid. Ten periods for student
practice on activities and check points.

Teacher’s Guide Grade 12 87

Hints for Teaching
Suggested instructional strategies are:
1. You can start the class by inviting students in text question
about types of development from the textbook.
2. Discuss clear idea on the principles and types of surface
development and demonstrate by showing the rules and steps in
parallel line development. Have students keep main points from
the in a notebook.
3. Allow to student to perform from the textbook activities and
check points on development of the full and truncated prism and
cylinder and different exercises on parallel line development.
After going through this, give them a short summary on parallel
line development. Simultaneously show the students how to find
the true length by triangulation. Then let the students perform
the full and truncated pyramid and cone development.

Teaching Note
Straight-line development describes the development of an object
that has surfaces on a flat plane of projection. But radial line
development of flat surfaces involves, for example, the
development of a right pyramid and an oblique pyramid. A right
pyramid is a pyramid whose lateral edges from vertex to base are all
of equal length. However for the development for curved surfaces
of cylindrically shaped objects is called parallel-line development.

The surface of a cone is developable because a thin sheet of flexible

material can be wrapped smoothly about it. The students should
therefore be familiar with the methods used in developing truncated
and oblique cones.

88 Teacher’s Guide Grade 12

Lesson 6.3 Intersections between geometrical solids
Number of Periods: 8
(2 period theory and 6 periods for practice)
Learning Competencies
At the end of the lesson, students will be able to:
 identify piercing point, visible and hidden line of intersection.
 use the two methods of finding point of intersection
alternatively.
 determine the line of intersection of two solids, such as prisms
and cylinders .
 construct the development of two intersected regular solids
such as, prisms and cylinders.

Planning ahead
For teaching this lesson the teacher should make a great effort to
understand how to identify piercing point and should list what are
the challenges when constructing the development of two
intersected regular solids such as, prisms and cylinders. If it is
difficult to capture easily you can share the experience of nearby
drafters or engineers.
Therefore, the instructional material pre-arranged should be:-
• Prepare visual aids like model to show the piercing point
and intersected regular solids such as prism and cylinder.
• Teacher uses two periods for theoretical concept and
demonstration about piercing point and development of regular
solids. Six periods for student practice on activities and check
points

Teacher’s Guide Grade 12 89

Hints for Teaching
Suggested instructional strategies are:
1. You can start the class by inviting students in text question about
intersection between geometrical solids from the textbook
2. Start to discuss the application of intersection between
geometrical solids and show by demonstration the types of
intersections and developments. Give examples of objects which
can be made with this principle and show the models you
brought. Give them a brief summary on the above session.

3. On the second lesson, start by Asking students, what they know

before on piercing point and visibility of lines.

4. After a short discussion, demonstrate about piercing point and

visible and hidden line of intersection. Going through this,
proceed on discussing and demonstrating by showing line of
intersection of solids and construction method of development of
two intersected regular solids.

5. Then allow students to do the activities and check points from

the textbook to practice on the mentioned topic. If it is possible
allow students to visit metal workshop factory. Finally check
whether all the learning outcomes are attained completely by
using the summary exercises.
6. Display students' intersection problem solutions and have
students build large models of transition pieces.

90 Teacher’s Guide Grade 12

Teaching Note
When two surfaces meet, the line common to both surfaces is called
the line of intersection. In preparing orthographic drawings objects
that are made up of two or more intersecting parts, the drafter needs
to plot the lines of intersection on the orthographic views.
Intersections that occur often are intersections of flat surfaces,
cylindrical surfaces, and prisms.
Intersection of two solids with plane surfaces (Example intersection
of prism and pyramid). The common intersection outline becomes a
straight line so it is called as line of intersection.
Intersection of two solids, one with plane surface and the other with
curved surface (Example intersection of prism and cylinder). When
they intersect each other the common intersection outline in
majority case becomes curve, but sometimes partially line and
partially curve depending on the shape, size and orientation of the
solids under intersection.
Intersection of two solids bounded by curved surfaces. (Example
intersection cylinder and cone). When they intersect each other, the
common intersection outline becomes a curve so it is called as
curve of intersection and the manufacturing of which will directly
depends on the development of solids intersected.
Piercing point is the point of intersection of a line and a plane. The
line can represent the lateral edge of a plane solid or the element of
a curved solid. The plane can represent the surface of a solid.
A number of piercing points so located by the intersection of the
edge or elements of one solid with the plane or surface of another
intersecting solid will be joined to each other using set square or
French curve to establish the required line or curve of intersection.

Teacher’s Guide Grade 12 91

Lesson Guide
Period Lesson title Starter activity Main activities Concluding activities
1 5.1 introduction • Ask brain storming • Assist students to • Guide students to list
question to discuss the importance key terms of this
students where do of surface development. lesson on to
they use • Discuss the basic summarize the class
development in geometric elements
real world. • Demonstrate different • Give home work to
type of surface do exercises from
development with the textbook
students.
• Let the students to
discuss in group about
basic elements of
geometric elements.
12 5.2 Principles of • Ask brain • Using models discuss • Students give
development storming question the principles of surface feedback about
to students about development with today’s lessons.
principles of students. (Teacher acts as
development from • Use illustrations and facilitator.)
student textbook. models to show how to
• Give home work to
develop right and oblique
do exercises from
solids and frustum of the
the textbook
various solids
• Let the students to
practice on check
points 5.1 up to 5.9 and
activity given by the
teacher.
8 5.3 Intersectio • Assist students to • Discuss by showing • Students give
ns between discuss with the models the rules and feedback about
geometrical question on the principles for drawing today’s lessons.
solids importance of intersection of solids.
learning (Teacher acts as
• Ask students to make:
intersection of - Two square-prisms facilitator.)
solids for drafters meeting at right angles
or engineers and - Two dissimilar square • Give home work to
to list examples of prisms merely at any do exercises from
intersection of angle, dissimilar
solids square prisms the textbook
meeting, A hexagonal
prism meeting a
square prism at right
angle, Two dissimilar
cylinders meeting at
an angle.

92 Teacher’s Guide Grade 12

Evaluation
Instruct your students to:
• list equipment and tools that require the use of manuals,
building drawings, working drawings and circuit diagrams.
• identify specific problems that require designing for
improvement.
• identify the use of orthographic projection and pictorial
drawing in working drawings.
• Students to state differences in the application of
orthographic projection and pictorial drawing in working
drawings.
Method
• Presentation (lecture) and demonstration
• Group discussion (6-8 students per a group)
• Individual practice

Assessments
The teacher should follow and assess each student’s work
continuously over the whole activity of the each lesson and compare
it with the following description to determine whether the student
has achieved the minimum required level.
Students working below the minimum requirement level will
require extra help if they are to catch up with the rest of the class.
They should be given extra attention in class and additional
activities at the end of the lesson or during breaks.

Teacher’s Guide Grade 12 93

 Students working above the minimum requirement level should be
praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.

Answer key for the question in the textbook

Solution for check point 5.1

a) Define three of the basic geometric elements.
Line is one generated by a point moving according to a law
which may be expressed by a geometric description or by an
algebraic equation.

Surface is a two dimensional geometrical figure, which may be

generated by a motion of either straight or curved line.

Solid is a three dimensional representation of an object which

may be generated by bounding plane surfaces or revolving of a
plane figure about an axis.

b) Write types of surfaces that are developable and non

developable.
Single curved surface are developable but warped surface and
Double curved surfaces are nondevelopable.

c) List three types of hems and joints.

Single, double and wired edge hems are three types of hems;
single, double and rolled edge flanges, lap, plain flat, groved,
single, double and standard seams are joints.

d) What is development?
94 Teacher’s Guide Grade 12
 When surfaces of an object are laid out on a plane, the drawing
obtained is called its developement.

e) List the methods of pattern development you know.

There are three types of pattern development: Parallel line
method, radial line methode and triangular methode of which
we will see only the first two methods.

Solution for check point 5.2

Teacher’s Guide Grade 12 95

Solution for check point 5.3

Solution for check point 5.4

96 Teacher’s Guide Grade 12

Solution for check point 5.5

Solution for check point 5.6

Teacher’s Guide Grade 12 97

Solution for check point 5.7

Solution for check point 5.8

98 Teacher’s Guide Grade 12

Solution for check point 5.9

\Solution for check point 5.10

Teacher’s Guide Grade 12 99

Solution for check point 5.11

Solution for exercise 1

A.

100 Teacher’s Guide Grade 12

B.

C.

D.

Teacher’s Guide Grade 12 101

E.

F.

102 Teacher’s Guide Grade 12

G.

H.

I.

Teacher’s Guide Grade 12 103

J.

104 Teacher’s Guide Grade 12

 Reference

 C.Jensen,J.D.Helsel (1994). 4th ed., Macmillan/McGraw-

Hill, New Yourk.
 Enginneering Drawing with Auto CAD T-Jeyapoovan Vikas
Publishing House PVTLTD 2004.
 Macmillan, (1974). Technical Drawing (6thed). F.E
Giesecke, A.Mitchell, and Spencer and I.L.Hill.
 Machine Drafting and related Technology Herbert
W.Yankee Webster Division, Mc GRAW Hill Book
Company (1966).
 T.E French, C.J. Virxk (1972). “Engineering Drawing and
Graphics Technology, 11th ed, McGram-Hill,Inc.
 W.J Luzadder (1977). “Fundametals of engineering drawing;
7thed, Prentice. Hall Inc.”
 Verne C. Frykland Ph.d (General Drafting) Meknight and
Mcknight Publishing Company 9th Edition 1948.

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