Development and Intersection: Learning Competencies
Development and Intersection: Learning Competencies
Development and Intersection: Learning Competencies
5 INTERSECTION
Learning Competencies:
Upon the completion of this unit, you should be able to:-
identify the various types of surfaces and solids;
identify the types of hems and joints used in sheet metal working;
prepare the pattern development of common solids like prism, cylinder ,
pyramid and cone;
determine the line or curve of intersection of two intersecting solids such as
prisms and cylinders.
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(b) Prisms
(e) Cones
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There are three groups of solids. The first surfaces are developable. But warped surfaces
groups are solid that are bound by plane and double curved surfaces are not
surfaces are called polyhedra. The common developable they may be developed by
examples of polyhedra are the prism and approximately dividing them into developable
pyramid. Those polyhedra whose faces are all sections.
equal regular polygons are called regular
polyhedra. The five polyhedra are the cube,
tetrahedron, octahedrone, dodecahedron, and
icosahedrons. They are collectively known as
the five platonic solids as shown in fig 5.1(a).
Plane surfaces that bound polyhedra are called
faces of the solids. Lines of intersection of Conoid Helicoid Hyperboloid Hyperbolic
paraboloinoid
faces are called edges of the solids.
Fig. 5.2 Warped surfaces
The second groups are solids that may be
generated by revolving a plane figure about an In this unit, the development of the basic
axis in the plane of the figure. They are called geometrical solids (Shapes) such as prism,
cylinder, pyramid and cone is dealt by using
solids of revolution. These include solids
the different methods of development to be
bound by single curved line example cylinder
discussed later on.
and cone, or include solids bound by a double
curved line example sphere, and torus.
5.2 Development
Have you ever seen a model of a building?
How do you think real objects with a shape cube or
cone can be constructed with a model paper? Cylinder Cone
Fig. 5.3 Development of surfaces of solids
Development is a complete layout of all Practically the drawing operation consists of
surfaces of a solid on a plane or flat object. A drawing the successive surface in their true
surface is said to be developable if it can be size and shape with their common edges
unfolded / unrolled to coincide with a plane. joined to each other.
Surfaces of polyhedral and single-curved
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Any professionally worker in a design and lines of the development where fixing or
manufacturing industry is frequently required fastening is required. The amount of
to have the knowledge of development of material to be added varies depending on
surfaces of an object. Practical application of the thickness of the material, the type of
development occurs for preparatory of connection and production equipment.
packaging materials, cardboard and matc-
hboxes, tin cans, funnels, cake pans, furnaces, Hem and joints for sheet metal works
pipes, elbows, ducts and roof gutters etc. made Various types of hems and joints are used
up of hard paper and sheet metal to be used as during manufacturing ducts, tanks, containers
a container of various edible and nonedible and other products from sheet metal. Hems
item in a supermarket, to prepare many other are used to make the raw edge smooth and
house hold material and in many industries help to strengthen the material. Some of the
like automobile aircraft etc. more common types of hems and joints are
shown below.
Principle of development
During making developments of surfaces, the
following general rules should by observed.
1. Developments of solids are usually made
with the inside surfaces up to facilitate
bending or rolling during manufacturing.
2. It is possible to begin development of a
solid from any edge desired, however it is a
good practice to start and end with the
shortest edge to provide strength of the
final solid formed and ensure an
economical usage of fixing material like
UHU for paper models and soldering,
welding and riveting for sheet metal
model. Fig. 5.4 Hems and joints used in sheet metal
work
3. When making the development of a solid,
elements should be labeled using numbers 5.2.1 Methods of Development of
or alphabet of letters in the clock wise Solids
direction.
4. Bend or foldlines should be clearly shown • If you want to develop a cube and a cone, do
in the development so that they will be you think that both of them can be developed
used as guides for rolling or bending when with the same method?
making the final product. There are three commonly known methods of
5. Extra material to be used as lap or seam developing solids based on their basic shapes
should be provided at the end element like prism, cylinder, pyramid, cone and
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transition piece. However, only two of these Checkpoint 5.1
methods are discussed in this text book.
a) Define three of the basic
5.2.1.1. Parallel Line Development geometric element.
This method of development is used to b) Write types of surfaces that are
developable and non
develop shapes that are based on prism and
developable.
cylinder by making use of stretch-out-line c) List three types of hems and
principle. joints.
d) What is development?
Note: All example of pattern development e) List the methods of pattern
discussed in this unit do not include development you know.
the extra materials to be used as a
seam.
If the pattern development of a solid excludes Development of prism
the top and bottom cover, it is known as Prism is a type of solid shape developed by
lateral surface development. But if it includes parallel line method of development.
the top and bottom cover, it will become
(A) To develop a full right square
complete surface development. prism.
A solid is said to be right solid if its axis is 1) Draw the front and top views of the
made perpendicular (900) to the base of the prism.
solid. Example are and Right prism, right 2) On the top view, number the edges in
cylinder. By default all solids are assumed to the clockwise direction so as to ensure
be right solid unless otherwise specified. the development will be made inside
up. Also, number the edges on the
A solid is said to be oblique solid if its axis front view in agreement with the
makes any acute angle with the base of the numbering on the tip view.
solid, Example are Oblique prism and oblique 3) Construct the stretch-out line 1-1
cylinder. through the base of the front view.
The term “truncated” is used in conjunction 4) Transfer the true width dimensions of
with some solids just to indicate that the solid the lateral faces of the solid from the
top view on to the stretch out line
has got an inclined or oblique surface formed
sequentially to locate points 1, 2, 3, etc.
after cutting it with a cutting plane at any
5) Draw perpendicular lines from the
assumed angle.
stretch-out line through 1, 2, 3 etc.
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6) Transfer the true lengths of the edges (B) To develop a truncated square
of the prism from the front view using prism
1) Draw the front and top views of the
horizontal projection lines to the
prism.
corresponding line on the develop-
2) Label (name) all the top corners in a
ment, to locate 1′,2′,3′, etc.
clockwise direction, starting the
7) Complete the lateral surface develop- development preferably from 1 the
ment by joining the points so obtained
shortest edge. Also label all
at step 6. To prepare the complete
corresponding edges of front view
surface development include the top
with labeling made on top view.
and bottom faces (covers) as show in
3) Construct the stretch-out line 1-1
fig 5.5.
passing through the base of the front
view.
4) Transfer the true width dimensions of
the faces from the top view on to the
stretch-out-line sequentially to locate
points 1, 2, 3, etc.
5) Draw perpendicular lines to the
stretch-out line through 1, 2, 3 etc.
6) Transfer the true heights of each
vertical edges from the front view
using horizontal projection lines onto
the corresponding vertical lines of the
development to locate 8’,5’,6’, etc
7) To prepare the complete surface
development include the true shape of
the top cover which is obtained by an
Fig. 5.5 Development of rectangular prism
auxiliary view as discussed in unit 2 of
Checkpoint 5.2 this text book and the bottom cover of
a right prism. See practical example on
Prepare the pattern development of truncated right prism i.e. development
pentagonal prism whose height and of mail box.
one side length (face width) is 60mm
and 20mm respectively.
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3) Project the stretch-out line from the
location of the auxiliary section. The
stretch-out-line is projected from the front
view.
4) Measure the true width of the faces along
the stretch-out line as shown by points 1, 2,
3, and 4.
5) Draw lines through these points perpen-
dicular to the stretch-out line to form the
corners of the prism.
6) Project the end point of the corners to the
development. This locates top and bottom
Fig. 5.6 Development of a truncated square ends of the corners.
prism 7) Connect the corners to finish the develop-
pment of the oblique prism.
Checkpoint 5.3
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5) Measure the straight line distance between Checkpoint 5.5
two division points on the circular view
(i.e. the chordal length approximating the Prepare the development of the
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5 Development and Intersection
2) Label all corners on top view and front edge length along lines established at
view as well. step 8 to get A,B,C,D and A.
3) Find true length of the full lateral edge 11) Let us connect the top cover of the
of the pyramid on the front view by truncated pyramid to edge A-B of the
first revolving line 0-1 of the top view development. To do so first use B as
to intersect horizontal center line center and true edge length B-C of the
passing through apex 0 at 11 and then development as a radius and strike an
project up 11 and to front view to arc. Use A as a center and true distance
intersect the extended base line at 1′, of A-C as a radius as shown to the left
and finally join 0 with 11 of front view. of front view and strike another arc so
as to intersect the previously drawn arc
4) Find the true length of the truncated
lateral edges (A-l and B-2, C-3 and D- and establish ‘C’ of top cover. Use A as
4) on front view by projecting a center and true distance A-D of the
horizontal line from AB and DC to true development as a radius and strike an
length edge 011. arc.
Now line E-1′, is the true length of Use B as a center and true distance of
edge C-3 and D-4. Line F-1′, is the true B-D(equal in length to A-C) as a radius
length of edge A-1 and B-2. and strike another so as to intersect arc
5) Draw a large arc with 0 as center and drawn at previous step and establish
radius equal to the true length edge “D” of the top cover . Join points A, D,
0-1′ as shown on front view on a blank C and B to complete the top cover.
space.
6) Drop perpendicular/vertical line from Note: You can first draw the true shape of the
0 so as to intersect the large arc and inclined surface by auxiliary view
establish 3. method and use two of the corners as
7) Start from 3 and step off the true center and the diagonal distance as a
distance 3-2, 2-1, 3-4 and 4-1 from the radius accordingly as discussed above
top view using compass to get the to establish the remaining two corners
remaining point 1,2 and 4 along the and complete the top cover.
large arc.
To attach the bottom cover on the
8) Join the points located on the large arc
development.
with straight line to establish the true i. Select one of the base edges upon which
base edges on the development. to connect the bottom cover.
9) Connect points 1,2,3,4 of the large arc ii. Draw perpendicular lines through the end
with the apex ‘0’. points of the edge selected to the direction
10) Transfer the true lengths of each edges the cover is drawn.
(E-1′ and F-1′,) for the corresponding
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iii. Transfer the true adjacent base edge Checkpoint 5.7
lengths along these perpendicular lines.
Prepare the complete surface
iv. Connect the points obtained along these
development of the following
perpendicular lines at step III with trun-cated hexagonal pyramid
straight line parallel to the initial base shown below
edge selected.
Fig. 5.12 Development of truncated pyramid 3) Construct the true length diagram that
shows the true length of all lateral edges on
the front view.
4) Start the development by first drawing line
0 F 1 r (the shortest edge) from the true
length diagram.
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5) With 0 F as center and radius 0 F 2 r drawn Checkpoint 5.8
an arc and adjust your compass with side
1-2 as radius from top view and draw Prepare the development of the
another arc to intersect the first arc drawn given square oblique pyramid
at 2.
6) In a similar manner locate the other points
i.e 3, 4, 5, 6.
7) Join points 1, 2, 3, 4, 5 and 6 to each other
and to point 0. Also attach the base with
the same procedure discussed on right
pyramid to make the development com-
plete.
Key terms
Frustum: is a section of a conical
shape.
Pattern making: is the process of
creating a 2D map of a 3D shape to be
formed.
Patterns: are two dimensional maps of
three dimensional shapes.
Radial lines: are the development lines
used to construct a pattern for a shape.
Fig. 5.14 Development of oblique pyramid.
Also known as radial guidelines.
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5 Development and Intersection
Development of cone
The development of a cone is similar to that of
Fig. 5.17 Development of right cone
pyramid, use the radial line method of
development. The cone is thought of as a The proportion of the height to the base
many sided pyramid. diameter determines the size of the sector as
shown on Fig.5.18.
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4) Draw a large arc on the development using
0 as a center and true length edge 0-1 (0-7)
of front view as radius.
5) Take a single chordal length of the top view
to approximate the arc length with
compass and step off along the large arc
equal divisions as you have on top view.
Development of oblique cone First layout true length side 0-1. All radiuses
for other lateral elements and arc length are
Oblique cone can have either a circular or
taken from true length diagram and top view
elliptical base as shown on Fig.5.21, either
respectively. Draw an arc using 0 as a center
type can be developed approximately. The
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5 Development and Intersection
and 0-2 as a radius. Draw another arc with 5.3 Intersection Between
1 as center and 1-2 as radius to intersect the
Geometrical Solids
first arc drawn and establish 2 on the
development. Again draw an arc using 0 as a List the geometrical solids you know.
center and 0-3 as a radius. Draw another arc Imagine when some of the solids intersecting and
with 2-3 as a radius to intersect the previous make an intersection line or curve between them.
arc drawn and establish 3 on the development.
A thorough knowledge of this subject would
8) Repeat these steps for each element until help greatly a student of engineering or an
all points on the development are shown. engineer engaged in his/her practical field.
9) Draw a smooth curve through points 1, 2,
A machine part of any kind normally may be
3 etc using French curve. You can also
assumed to consist of a number of geometric
attach the base to complete the
shapes arranged to produce the desired form.
development.
The common intersecting geometric shapes in
sheet metal work like prism, cylinder, pyramid
and cone may sometimes be combined or
interlocked in a pattern that is easily
represented. However in this text only
intersection of solids based on prism and
cylinder is discussed. In sheet metal work, the
line of intersection between intersecting or
penetrating solids will have to be found out
before the development of the solids is
prepared. The principles of intersection have
many more practical applications in making of
ducts, pipe joints, containers, fitting of a steam
dome on cylindrical boiler, cutting of openings
Fig. 5.21 Development of oblique cone.
in roof surface for flues and stacks, etc. can be
Development of truncated oblique mentioned.
cone.
The procedures of finding the true length of Classification of surface intersection
A) Intersection of two solids with plane
the truncated edges is similar to that of
surfaces (Example intersection of prism
truncated oblique pyramid and other
and pyramid). The common intersection
procedures of development construction is
outline becomes a straight line so it is
Similar to that of oblique cone.
called as line of intersection.
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5 Development and Intersection
B) Intersection of two solids one with plane using set square or French curve to establish
surface and the other with curved surface the required line or curve of intersection.
(Example intersection of prism and
Finding piercing point resulted from
cylinder). When they intersect each other
the common intersection outline in intersection of line EG and triangular
majority case becomes curve, but plane ABC (Fig 5.22).
sometimes partially line and partially curve Note: Line ED can represent the lateral edge
depending on the shape, size and orien- of one of intersecting element and
tation of the solids under intersection. plane ABC, the lateral surface of
C) Intersection of two solids bounded by
another intersecting element.
curved surfaces. (Example intersection
cylinder and cone). When they intersect The piercing point is obtained by assuming a
each other, the common intersection cutting plane (Containing line EG and at the
outline becomes a curve so it is called as same time passing through the triangular
curve of intersection and the plane ABC using the two given views of the
manufacturing of which will directly line and plane.
depends on the development of solids
intersected. Steps to find the piercing point
1) Draw the front and top views of the two
intersection elements (line and plane).
5.3.1. Piercing point
2) Label the line as EG and the plane as ABC.
Bring a paper and pierce it with your pen or pencil
3) Introduce any convenient cutting plane
and observe the exact contact point of the pen and
containing line EG. A cutting plane
the paper.
perpendicular to one of the principal
Before trying to determine the line or curve of plane (in this case horizontal plane) is
intersection resulting from intersection or convenient because it appears as an edge
penetrating solids, we must be able to (line) view in a principal view (i.e. top
determine a piercing point. view.)
4) The line of intersection 1-2 is determined
Piercing point is the point of intersection of
by the intersection of plane ABC and the
a line and a plane. The line can represent the
assumed cutting plane.
lateral edge of a plane solid or the element of a
curved solid. The plane can represent the 5) Since line EG and line of intersection 1-2
surface of a solid. both lie in the same cutting plane, they
intersect each other to locate point “P”.
A number of piercing points so located by the
intersection of the edge or elements of one 6) Since line of intersection 1-2 also lies in
solid with the plane or surface of another plane ABC, point ‘P’ is now the required
intersecting solid will be joined to each other piercing point under the intersection of
line EG and plane ABC.
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5 Development and Intersection
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5 Development and Intersection
1) Draw the front and top views of both 2) Draw the stretch out line passing
cylinders and circular view of the through the base of the front view
horizontal cylinder on the front or side whose length is equal to the circumf-
view is required. erence length of the large circle of top
2) Pass a required number of vertical cutting view.
planes through both the cylinders by the
following two options.
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5 Development and Intersection
3) The total height drawn perpendicular
to the stretch-out line is directly
projected from the front view.
7) Connect these points with French Steps to find the curve of intersection
curve to complete the shape of the of two intersecting cylinders at an
opening into which the small cylinder angle (Fig.5.27 (A)).
1) Draw the front and top views of both
fits.
cylinders under intersection.
The lateral surface development of the small
2) Draw the auxiliary view of the
horizontal cylinder can be made in a manner
intersecting cylinder at an angle as
similar to the development of truncated
half/full circle and divide it into equal
cylinder.
parts to establish surface line elements
on its lateral surface.
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Unit Summary
While developing a pyramid first determine the true lengths of the edges and
base.
Transition Pieces are pieces that change from one shape to another. So to
develop a rectangular transition piece: the true lengths of lines must be
determined. Lines that are not parallel to the frontal plane in the top view are not
true length in the front view.
We can develop a transition piece that connects two circular pipes by stepping
of the distance between points in the top view and using the height of the lines
in the front view, the true length of the lines can be determined.
Intersection of two cylinders is possible by projecting data points in the top
view down to the front view, obtaining both the height and width of the position
of the points, the complete intersection of the two solids can be obtained.
For the Intersection of a cone and cylinder: The cone base must be divided into
sections and then projection lines are projected up to the vertex of the cone.
The intersection points can then be established on these projection lines by
projecting from the front view.
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Exercise
EXERCISE I
Prepare the complete surface development of the following shapes.
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5 Development and Intersection
EXERCISE II
Find the line of intersection and then prepare the lateral surface
development of the following intersecting solids.
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Project:
Develop the lateral surface with the upper and lower cover of the given
drawing