Practical work 18 reading assembly drawings of the gas station. Summary of a drawing lesson on the topic "reading assembly drawings"

Figures 244-248 show assembly drawings of five different products, and Figure 249 shows visual representations of six products. Some of them are given in figures 244-248, but not all. Determine which visual images, indicated by letters, show exactly those products that are also contained in the assembly drawings. Write to workbook, which of the visual images shows which product. Recording form: “On the visual image A is drawn...” (take the name of the product from the assembly drawing).

Do not forget that not all assembly drawings include visual images.

Read the assembly drawings indicated by the teacher in Figures 244-248, following the sequence given in 35. Answer questions (including additional ones) in writing.

Additional questions regarding assembly drawings

Rice. 244. Reading drawing

To Figure 244

Why is detail 37 not shaded?
Why is item 2 cross-shaded?

Rice. 245. Reading drawing

To Figure 245

Is image B-B a section or a section?
What is it given for?

Rice. 246. Reading drawing

To Figure 246

Why was incision A - A made?
What is the shape of part 5?

Rice. 247. Reading drawing

To Figure 247

Why is item 3 cross-shaded?
Why does the shading of parts 1 and 2 have different direction?

Rice. 248. Reading drawing

To Figure 248

Which line represents the workpiece being processed?
Why is the special screw (part 3) not shaded on section A - A, but shaded on section B - B?

Execute technical drawings one or two details suggested by the teacher. An appropriate visual image will help you get the job done.

Rice. 249 Exercise task

Purpose and arrangement of assembly units included in practical work No. 19.

The handle (Fig. 244) is attached to the door leaf using screws, for which holes are provided on the base (part 1). The handle consists of a base and a handle connected with a screw (part 3).
Puller (Fig. 245) - a device for removing pulleys, bearings and other parts from shafts.

The main parts of the puller: the rocker arm (part 1), on which the grips (part 3) and the pressure screw (part 2) are attached. A limiter (item 4) secured with screws (item 5) prevents the grip from slipping off the rocker arm.

The device to be dismantled is installed on the protrusions of the grippers. The removal of parts is carried out by rotating the pressure screw, into the hole of which a rod (lever) is inserted for this purpose.

Device (Fig. 246) - a jig is used when drilling holes on tiles, in this case having a rectangular protrusion.

The base (part 1) of the conductor is connected to the plate (part 2) with pins (part 5) and screws (part 6). There is a guide bushing (part 3) on top of the plate, and a handle (part 4) is screwed into the side.

When drilling a hole, the protrusion of the workpiece is inserted into a rectangular hole in the base, the drill is guided through the sleeve from above.

The roller (Fig. 247) serves as a support for moving heavy objects. It is used in sets of several pieces. Roller (part 2) with rubber tire(part. 3) are attached to the base (part. /) using a bolt (part. 4) and a nut (part. 5) with a washer (part. c).
The invoice jig (Fig. 248) is used when drilling, in this case, two holes with a diameter of 4.2 in the workpiece. The screw (part 3) of the jig is attached to the drilling machine table. After installing the workpiece, a plate (part 1) is placed on it, which is secured with a hook (part 4). The hook provides easy and quick fastening of the conductor plate.

§ 37. The concept of detailing

Products consisting of several parts are assembled according to assembly drawings. But first, the parts are made, and for this it is necessary to provide their production with drawings. The process of drawing up drawings of parts based on drawings of products consisting of several parts is called detailing.

Rice. 250. Assembly drawing and visual representation of the stop

The essence of the detailing process will be clear from a comparison of Figures 250 and 251. The stop, the drawing and visual image of which are shown in Figure 250, is mentally divided into individual parts (Figure 251, a). Figure 251, b shows drawings of two parts; as a rule, they contain various instructions, including those related to the manufacturing technology of the part. These designations are not given here. They are studied during workshops on mechanical engineering drawing.

Rice. 251. Details of the stop: a - visual representation; 6 - drawing of the flying “hull”; c - drawing of the “cracker” part

Read the product drawing in the sequence given in § 35, turning special attention on the shape of parts, their purpose and interaction.
Mentally disassemble the product into individual parts.
Highlight standardized parts that do not have drawings.
Determine the number of images needed when drawing each part. However, you cannot copy it from the drawing to be detailed. The screw (part 3), for example, in Figure 250 is presented in three types. In the drawing of this part, one view is sufficient. Conversely, the stand (detail 1) in Figure 232 is shown in three views and a section, although the drawing of this part must contain at least five images.
Find the mating surfaces of parts, i.e. surfaces that interact with the surfaces of other parts. These include, for example, the surfaces of the pin and the holes for it (Fig. 246).

For mating surfaces, the dimensions must be coordinated. This means that, for example, the outer diameters of the bushing and the hole into which it is pressed should be the same in size (Fig. 248).

When detailing, especially when drawing dimensions, you need to use reference books. So. The dimensions of the keyways should be selected and applied in accordance with the recommendations given in section 33.1; dimensions of threaded products in accordance with the recommendations given in sections 31.3 and 32.2. Finally, it is advisable to use the reference book when something is forgotten or encountered for the first time. For example, in the specification of the assembly drawing there was the designation: “Cotter pin 1.5x15 GOST 397-79.” You don't know what shape the part is or what the numbers on the entry mean. From the reference book we learn that the part has the shape shown in Figure 252. The designation should be understood as follows: cotter pin for holes with a diameter of d=1.5 mm, cotter pin length 15 mm.

Rice. 252. Cotter pin

Using reference books when reading and drawing up drawings, including during tests, relieves memory, allows you to get more new information, speeds up work.

When performing detailing, you need to draw each detail on a separate sheet, the format of which depends on the selected scale. Most of the data for the title block is taken from the specification of the assembly drawing.

Let's look at an example of detailing. Figure 253 shows a visual representation of the crank. Figure 254 shows its drawing. The crank transmits motion from the connecting rod to the shaft, converting the translational movement of the piston into the rotational movement of the shaft (see diagram in Fig. 255). It is an eccentrically located finger (item 2), connected through a shoulder (item 1) to a shaft (item 3), to which rotational motion is imparted. A connecting rod coming from the piston is pivotally connected to the crank pin.

Rice. 253. Crank

After reading the drawing (Fig. 254), we establish according to the specification that it shows a crank. The main view and section are given. Main view contains a local incision. Detail image 3 also contains a local section.

Fig. 254. Assembly drawing of the crank

Part 6 - the bolt has a head in the form of a hexagonal prism. The main dimensions of the bolt: MB thread, rod length 25 mm. We learn this from the specification. Knowing the standard number, you can determine the “key size” (it is 10 mm), head height (4 mm) and other dimensions.

Rice. 255. Scheme of crank operation

Part 5 - nut with M6 thread has the shape of a hexagonal prism.

Part 2 is called “finger”. It consists of three cylinders and a truncated cone. The conical end of part 2 is riveted, which ensures the immobility of the connection with part 1.

The key (item 4) is prismatic. The height and width of the key are 6 mm, length 14 mm. We also learn this from the specification.

The “arm” part has four holes: one conical, the second cylindrical for a shaft with a diameter of 21 mm, and two also cylindrical for a MB bolt. The bolt and nut serve to tighten the arms of the arm, which clamps the shaft. Parts 1 and 3 are connected by a parallel key.

Sizes diameter 16 and 24 are connecting, size 160 is overall.

There is no need to draw up drawings for parts 4,5 and 6, since they are standardized.

Thus, the drawing is read. The product is mentally disassembled into individual parts. Those for which you need to draw up drawings are highlighted, determining the required number of images, the position for the main view, marking the mating surfaces and selecting the scale.

Figure 256 shows a drawing of part 2 - finger. In the drawing, where it is presented in conjunction with other parts, the finger is shown in two images, and here in one, since the shape of the finger is completely revealed by one view.

Rice. 256. Drawing of part 2 crank

Figure 257 shows a drawing of the shoulder. Dimensions that were not in Figure 254 are determined using an angular scale (see instructions for work No. 20). The keyway dimensions of 6 and 2.8 mm are taken from the reference table (see § 33).

Rice. 257. Drawing of part 1 of the crank

The dimensions of the mating surfaces (for diameters 16 and 21) are mutually consistent.

Drawing. Lesson 28 (second year of study, 9th grade). 1. Topic “Reading assembly drawings. Practical work 8" 2. Gordovaya Nadezhda Semenovna, drawing teacher at Vydrinskaya secondary school secondary school Kabansky district, Republic of Buryatia 3. Subject: drawing. 4.Presentation Microsoft PowerPoint 5.Microsoft PowerPoint, Internet Explorer, own developments, didactic material, textbook by I.A. Roitman, Ya.V. Vladimirov, demonstration models, tables. 6.During drawing lessons 7.For 9th grade students 8.Volume: 14 slides, 515 Kb.

Express survey 1. What is shown on assembly drawings: an image of a part or an assembly unit? Assembly unit 2. What are assembly drawings for? To assemble an assembly unit from individual parts 3. Are sections and sections used when making assembly drawings? Apply 4.Where on the drawings are the names of the parts included in the product indicated? The table contains specifications 5. Is it necessary to indicate on the assembly drawings all the dimensions of the parts included in the product? No. Only dimensional, connecting, installation 6. What do the numbers on the shelves of leader lines mean? Part numbers on the drawing 7. How to hatch three touching parts on assembly drawings? IN different sides, with a change in the distance between the hatching lines 8. How can a section show narrow cross-sectional areas, the width of which in the drawing is 2 mm or less? Shown in black 9. Remember what it means to “read the working drawing of a part”? Imagine its three-dimensional shape, dimensions, location of all its elements. Evaluation of results: (9, 8 correct answers – “5”, 6.7 correct answers – “4”, 4.5 correct answers – “3”)

Comparative and comparative characteristics: Working drawing Assembly drawing Made according to ESKD standards (formats, title block, lines, fonts, etc.) Images are used (views, sections, sections), conventions and simplifications An image of a part is given An image of an assembly unit is given Used for the manufacture of a part Serves for assembling a product from parts All dimensions are indicated Dimensional, connecting, installation Position numbers are indicated Availability of a table with data - specifications

Reading a drawing of a part means: using the flat images on the drawing of the part, imagine its three-dimensional shape, design, dimensions, location of all its elements. Read assembly drawing means: using flat images of an assembly unit, imagine its three-dimensional structure, the shape and dimensions of its individual parts, their location and connection, as well as the principle of operation of the product.

Procedure for reading assembly drawings. Find the product name. Determine which images (types, sections, sections) are given in the drawing. Using the specification, look at the images of each part and determine their geometric shape. Determine how the parts are connected to each other. Find other data given in the drawing (dimensions, technical requirements etc.).

Conclusion: Products are assembled using assembly drawings; in addition, using assembly drawings one becomes familiar with the design of products, their operating principle, and also, using assembly drawings, products are adjusted during operation, installed (mounted) at the workplace, and the product is repaired.

Extreme or intermediate position of a part. In Figure 232, the image of the pusher is continued upward by a thin line with two dots. What does this mean?

The pusher moves up and returns back to its original position. On assembly drawings, the extreme or intermediate position of a part is shown as a dot-dash line with two dots, a thin line.

Please note that in view A (see Fig. 232) the handle (part 2) is not shown. The shape of this part is determined from other images. In this view, it would cover the part of the handle that has a threaded hole. In such cases, the part is not shown, and the inscription is made on the drawing: “Handle (detail 2) not shown.”

Illustration of border details. Sometimes an assembly drawing needs to show parts that are not included in the product. Part of such a part is shown in Figure 248. It is outlined with a thin line. This makes it possible to distinguish it from parts included directly in the product.

Picture of sealing devices. To prevent the leakage of liquid, steam or air between the moving parts of various taps, valves and pipelines, sealing devices are used.

One of them is a stuffing box device (Fig. 242). For the sealing packing, it uses salted hemp, compressed using a pressure sleeve. The bushing (indicated by an arrow with the number 1) is connected to the body of the part with a thread. By tightening the bushing, you can compress the packing so that it fits tightly against the cylindrical axis. In the drawing, the packing (it is indicated by an arrow with the number 2) is shaded in a cage as a non-metallic material (see Fig. 198).

Rice. 242. Stuffing box device

When drawing stuffing box devices, the pressure sleeve is always shown in the extended (original) position.

Reduce the number and size of images. In assembly drawings, as in detail drawings, to reduce the number of images, you can combine half the view with half the section (Fig. 242 and 243). You can also connect part of a view to part of a section view.

Rice. 243. Conditional image repeating elements

To reduce the size of the image without reducing the scale, a cut is used (see Fig. 242, top view).

Image of identical elements. Instead of several identical elements, it is allowed to depict only one of them on assembly drawings. So, for example, in Figure 243 only one bolt with a nut is shown (parts 3 and 4). The position of the others is shown by the intersection of the center lines. And in Figure 242 only one of four identical bolt holes is shown.

Which line shows the extreme or intermediate position of a part on assembly drawings? When is this image used?
How to understand the inscription on the assembly drawing: “Handle (part 2) not shown”?
When on an assembly drawing is a part outlined not with a main line, but with a thin line? What does it mean?
How can the number of images on an assembly drawing be reduced if it is necessary to show both the external view and the internal structure of the product?

Practical work No. 18. Reading assembly drawings

Figures 244-248 show assembly drawings of five different products, and Figure 249 shows visual representations of six products. Some of them are given in figures 244-248, but not all. Determine which visual images, indicated by letters, show exactly those products that are also contained in the assembly drawings. Write down in your workbook which of the visual images shows which product. Recording form: “On the visual image A is drawn...” (take the name of the product from the assembly drawing).
Do not forget that not all assembly drawings include visual images.
Read the assembly drawings indicated by the teacher in Figures 244-248, following the sequence given in 35. Answer questions (including additional ones) in writing.

Additional questions regarding assembly drawings

Rice. 244. Reading drawing

To Figure 244

Why is detail 37 not shaded?
Why is item 2 cross-shaded?

Rice. 245. Reading drawing

To Figure 245

Is image B-B a section or a section?
What is it given for?

Rice. 246. Reading drawing

To Figure 246

Why was incision A - A made?
What is the shape of part 5?

Rice. 247. Reading drawing

To Figure 247

Why is item 3 cross-shaded?
Why do the shading of parts 1 and 2 have different directions?

Rice. 248. Reading drawing

To Figure 248

Which line represents the workpiece being processed?
Why is the special screw (part 3) not shaded on section A - A, but shaded on section B - B?

Complete technical drawings of one or two parts suggested by the teacher. An appropriate visual image will help you get the job done.

Rice. 249 Exercise task

Purpose and arrangement of assembly units included in practical work No. 19.

The handle (Fig. 244) is attached to the door leaf using screws, for which holes are provided on the base (part 1). The handle consists of a base and a handle connected with a screw (part 3).
Puller (Fig. 245) - a device for removing pulleys, bearings and other parts from shafts.
The main parts of the puller: the rocker arm (part 1), on which the grips (part 3) and the pressure screw (part 2) are attached. A limiter (item 4) secured with screws (item 5) prevents the grip from slipping off the rocker arm.
The device to be dismantled is installed on the protrusions of the grippers. The removal of parts is carried out by rotating the pressure screw, into the hole of which a rod (lever) is inserted for this purpose.

Device (Fig. 246) - a jig is used when drilling holes on tiles, in this case having a rectangular protrusion.
The base (part 1) of the conductor is connected to the plate (part 2) with pins (part 5) and screws (part 6). There is a guide bushing (part 3) on top of the plate, and a handle (part 4) is screwed into the side.
When drilling a hole, the protrusion of the workpiece is inserted into a rectangular hole in the base, the drill is guided through the sleeve from above.
The roller (Fig. 247) serves as a support for moving heavy objects. It is used in sets of several pieces. The roller (part. 2) with a rubber tire (part. 3) is attached to the base (part. /) using a bolt (part. 4) and a nut (part. 5) with a washer (part. c).
The invoice jig (Fig. 248) is used when drilling, in this case, two holes with a diameter of 4.2 in the workpiece. The screw (part 3) of the jig is attached to the drilling machine table. After installing the workpiece, a plate (part 1) is placed on it, which is secured with a hook (part 4). The hook provides easy and quick fastening of the conductor plate.

Lesson developed by teacher

Gorlovka General Educational

Schools I – II No. 35

Dushkina I. A.
Lesson #19(lesson No. 5 in topic No. 13 “Reading and detailing assembly drawings”)

Date………..

Class 9

Subject: Detailing assembly drawings. Purpose and content

process of detailing assembly drawings.

Lesson objectives:

Educational: to familiarize students with the concept, purpose and content of the detailing process using assembly drawings, consolidating students’ skills in reading an assembly drawing and writing a drawing font, targeting engineering professions
Educational: promote the development of hard work, accuracy, work culture and careful attitude to drawing tools.
Developmental: promote further development memory, attention, eye; promote the development of logical, analytical and spatial thinking; promote the development of interest in technical disciplines and design.

Teaching aids, drawing tools, accessories and materials.

For the teacher:

textbook “Drawing.8 – 9kl.” edited by V.K. Sidorenko
rebus "Detailing"
training tables containing: 1) an image of an assembly drawing of a product, 2) an image of drawings of parts obtained in the process of detailing this assembly drawing
electronic version of tables, tasks for the game, cards (if the necessary equipment is available)
videos on detailing various products: https://www.youtube.com/watch?v=7EGiOTD1awI&list=PLElpKZ5QlQVjbn4gsXkK_8frV4PyaFA_C
chalk for working on a blackboard.

For students: textbook, student notebook in a square, drawings

accessories and tools.

Lesson type: combined.

Lesson progress

Organizational stage:

- greetings

Organizing the students’ workplace, issuing missing items teaching aids, drawing tools, accessories and materials from the office fund for work in this lesson. Checking readiness for the lesson.

Checking student attendance.

Teacher filling out a class log

Announcement of the topic of the lesson and writing in a drawing font in a notebook.
3.Updating basic knowledge
We will repeat and consolidate the material learned in previous lessons in game form "Not really". You will be asked questions that require a “Yes” or “No” answer. We greet the answer “Yes” with clap (applause), and the answer “No” we mark with silence. Let's begin. Be careful!

1.Assembly drawing- This

a) an image of a part containing necessary information for its manufacture - NO

b) sketches of individual parts included in the assembly unit - NO

c) visual representation of the assembly unit - NO

d) a drawing containing an image of a product made from several parts that perform one or more functions, as well as data for its assembly and control – YES

2. Connections of parts are:

a) symmetrical - NO

b) asymmetrical - NO

c) detachable - YES

d) one-piece - YES

e) combined – NO
3. Detachable connections- This
a) connections that can be disassembled by destroying 1 – 2 parts included in their composition - NO

b) connections that can be disassembled without destroying the parts included in their composition - YES

c) connections that can be disassembled, destroying all parts, and then connected using various repairs (gluing, soldering, etc.) - NO

4. Detachable connections include:

a) bolted - YES

b) rivet - NO

c) hairpin - YES

d) welded - NO

e) keyed - YES

e) adhesive - NO

g) screw - YES

h) pin - YES
5. Reading drawings has the following stages of work:
a) the main inscription is studied - YES

b) the images that represent the product are determined – YES

c) a visual representation of the assembly unit is made - NO

d) the specification is studied and the shape of individual parts is determined - YES

e) a drawing of the assembly unit is being completed - NO

e) determines how the parts are connected to each other – YES

g) additional information, inscriptions, dimensions are studied - YES

Game over. Are there guys who have never made a mistake? Well done!

We must always remember that the most important thing in teaching is establishing the truth. If you were wrong, now you have memorized the correct answers.
3. Motivation educational activities.

Today we will deepen and systematize our knowledge about assembly drawings, which will allow us in the next lessons to successfully complete practical work on detailing an assembly drawing

Declaring the goals and objectives of the lesson:

Today in class we must:

Get acquainted with the concept of detailing using an assembly drawing, its purpose and the content of the detailing process
As always, we must be attentive, think, analyze, imagine and not waste time.

4. Explanation of new material.

Let's write down the date and topic of the lesson in our notebooks. We carefully write in a drawing font “Detailing assembly drawings.”

Products consisting of several parts are assembled according to assembly drawings. But in order to assemble a product according to an assembly drawing, you need to first make the parts, which means you need to make drawings according to which these parts will be manufactured in production.

The process of drawing up drawings of parts based on drawings of products consisting of several parts is calleddetailing.

Before starting detailing, you should read the assembly drawing. This makes it possible to determine the structure of the product, its interaction components and their purpose. This process involves conditionally dividing the product into separate parts and drawing drawings of each of them (this is done in design bureaus). According to these drawings, workers of various profiles (for example, turners) make parts in production, and only then, in the assembly shop, assemblers assemble the product from the parts according to the assembly drawing.

Let's look at the essence of the detailing process using the example of the "Upor" assembly unit. It will become clear if we compare the 2 drawings.

In the first drawing we see an assembly drawing and a visual image of the product, in the other - this product is divided into separate parts and working drawings of two parts are made. Let's take a closer look at these images. (Students look at the drawings)

Problematic situation.

According to the specification, we see that the assembly unit consists of 5 parts. Name them (body, block, screw, stud, nut) Why are the drawings made for only 2 parts?

A minute to think about it. Your versions!

(Children must determine that the image does not contain drawings for the elements of fastening connections - a screw, a stud and a nut, but their drawings and other data, as we know from previous lessons, are in special mechanical engineering reference books, because these are STANDARD parts)

Conclusion:Working drawings are not prepared for standard parts.

To facilitate the work of drawing up drawings, it is recommended to do this in this order:

Read the product drawing in the previously studied sequence, paying special attention to the shape of the parts, their purpose and interaction.
Mentally disassemble the product into individual parts.
Highlight standardized parts that do not have drawings.
Determine the number of images needed when drawing each part. However, you cannot copy it from the drawing to be detailed.

Problematic question: Why can't I copy the number of images from the assembly drawing to the working drawing?

(Children themselves must answer that the number of views in the drawing should be MINIMUM, but SUFFICIENT for manufacturing the part. To reduce the number of images, there are various conventions, signs, and you can also use sections, sections. For example, cylindrical surfaces can be depicted with 1 view in combination with a section, and the assembly drawing contains 2 or 3 views and all views have this element. In the drawings under consideration, the part is a cracker, which is made in frontal and profile views, and when making a working drawing, the part is shown in a frontal section and horizontal view. If students find it difficult to draw such a conclusion, the teacher helps)

Find the mating surfaces of the parts, i.e. surfaces that interact with the surfaces of other parts (for example, in key joints there is a key and a keyway on the shaft). It is imperative to use reference books, especially if you have encountered a detail for the first time, or have forgotten something. This helps to unload your memory from the abundance of information, speeds up work, or, conversely, gives you more information.

Look at the following drawing. When studying connections, we did not encounter such details. It is in the directory that you will find its image, dimensions, and other necessary data. The part is called "Cotter pin"

For example, in the specification of the assembly drawing there was the designation: “Cotter pin 1.5 x 15 GOST 397-79.” You don't know what shape the part is or what the numbers on the entry mean. From the reference book we learn that the part has this shape. The designation should be understood as follows: cotter pin for holes with a diameter of d = 1.5 mm, cotter pin length 15 mm.

Detailing of each part must be done on separate sheets. Their format depends on the scale.
The title block must be filled out using the specification data.

Now let's try to verbally detail the product "Crank"

5. Practical work (together with the teacher)

The figure shows a visual representation of the crank. The crank transmits motion from the connecting rod to the shaft, converting the translational movement of the piston into rotational movement of the shaft.

Crank operation diagram

The figure below shows a drawing of the crank. It is an eccentrically located finger (item 2), connected through a shoulder (item 1) to a shaft (item 3), to which rotational motion is imparted. A connecting rod coming from the piston is pivotally connected to the crank pin.

Reading the drawing

After reading the drawing, we establish according to the specification that it shows a crank. The main view and section are given. The main view contains a local section. Detail image 3 also contains a local section.

Part 6 - the bolt has a head in the form of a hexagonal prism. The main dimensions of the bolt: MB thread, rod length 25 mm. We learn this from the specification. Knowing the standard number, you can determine the “key size” (it is 10 mm), head height (4 mm) and other dimensions.
Part 5 - nut with MB thread has the shape of a hexagonal prism.
Part 2 is called “finger”. It consists of three cylinders and a truncated cone. The conical end of part 2 is riveted, which ensures the immobility of the connection with part 1.

The key (item 4) is prismatic. The height and width of the key are 6 mm, length 14 mm. We also learn this from the specification.
The “arm” part has four holes: one conical, the second cylindrical for a shaft with a diameter of 21 mm, and two also cylindrical for a MB bolt. The bolt and nut serve to tighten the arms of the arm, which clamps the shaft. Parts / and 3 are connected with a parallel key.
Sizes diameter 16 and 24 are connecting, size 160 is overall.
There is no need to draw up drawings for parts 4, 5 and 6, since they are standardized.

The “Finger” part is made in one form, since its shape is completely revealed, although in the assembly drawing it is shown in 2 projections.

The next detail is “Shoulder”. The drawing is shown below. Please note. Dimensions appeared on it that were not indicated on the assembly drawing. They are defined using an angular scale. We will study how this is done in the following lessons.

The “Shaft” part is not performed, since its shape is well known, and the dimensions of the keyway 6 and 2.8 mm that it contains are taken from the reference table
The dimensions of the mating surfaces (for diameters 16 and 21) are mutually consistent.

Detailing completed.

6. Homework:

Read the textbook material on pp. 195-198
Make out verbally the detailing in Fig. 237, 238
A creative task, at the request and choice of students, is to compose a crossword puzzle or rebus with keyword"Detailing"

7. Summing up the lesson.

The teacher gives general characteristics educational activities in the classroom; at the same time, informs them about the achievement of the lesson goals, identified shortcomings and ways to eliminate them;
objectively evaluates the results of collective and individual work and recognizes the best.

Reflection:

Today I invite you to evaluate your condition after the lesson according to the schedule.

8. In your spare time, watch videos(link in lesson equipment) if you have the necessary equipment

Application

№1 Assembly drawing and visual representation of the “Stop”

No. 2. Individual parts of the “Upor” and drawings of parts

No. 3. Cotter pin

No. 4 Crank

No. 5. Assembly drawing of the crank

No. 6 Scheme of crank operation

No. 8 Part drawing 2 cranks

MBOU "Tagninskaya secondary school"

Zalarinsky district

Irkutsk region

Teacher of drawing and technology

Tretyakova Elena Nikolaevna

Drawing lesson 9th grade

Lesson topic:Practical work No. 18 “Reading assembly drawings”

Lesson type: Generalization and consolidation of knowledge on the topic: “Assembly drawings”

Goals and objectives of the lesson:

Lesson equipment: multimedia complex, presentation created in the MS program Power Point, textbook A.D. Botvinnikov, V.N. Vinogradov, I.S. Vyshnepolsky *AST*Astrel* Moscow*2009 Tables 16, 17, 18, 19, geometric shapes, cards - tasks, sample of completed work.

Basic knowledge students:-drawing, -assembly drawing, -assembly unit, -types of sections, -rules for drawing dimensions, -rules for drawing sections, -rules for drawing leader shelves, -rules for drawing position numbers.

Lesson control: students speaking at the blackboard, reading drawings from posters, explanations on the screen, independent work by cards.

Interdisciplinary connections:

Geometry.

technology

Working methods and techniques: student stories, comparison and reading of drawings, conversation, discussion, work with tables and posters, work with a textbook, individual (differentiated work on cards).

Progress of the lesson.

1. Organizational moment.

During the lesson we will need markers or colored pencils and a drawing tool.

Prepare your workplace, leave only what is necessary.

2.Motivation for educational activities. (slide 1)

In the age of the development of science and technology, any self-respecting person should be able to disassemble and assemble a simple product, be able to describe it in a conversation with an interlocutor, and sketch a sketch of this product on a piece of paper.

(slide 2)

And in order to cope with practical work and read an assembly drawing, we need to know the basic rules for reading an assembly drawing and answer some questions.

3.Formation of knowledge, skills and abilities.

Repetition and reinforcement

What shape do these geometric shapes have? (slide 3)

The teacher shows geometric bodies on the slide, and students must select them from the presented models, name them and show them.

(slide 4)

-students’ answers (All dimensions are not shown on assembly drawings. Overall, connecting, axial dimensions are shown)

slide 5)

-student answers (Frontal, horizontal, profile. Full, connection of part of the view and section, connection of half of the view and section)

4) How the cross-section of an assembly drawing shows the shading of different parts

(screw, key, bolt, washer, nut, shaft)? (slide 6)

-student answers (These details in the section are not hatched if the cutting plane passes along the axis of symmetry)

(slide 7)

- student answers (Specification. Enter the full name of the drawing being performed, who checked it, the date the drawing was completed, the name of the product, the names of parts in the product by item numbers, the material from which the parts are made, the dimensions of standard parts, for example, a screw, bolt, nut, image scale)

(Slide 8)

-student answers (Level shelves. Strictly vertical in order and strictly horizontal)

7) Read the assembly drawing orally ( slide 9), tables 16-19

Using the tables, students read assembly drawings according to the plan proposed in the textbook on pp. 185-186, paragraph 35.

4. Practical work No. 18

Now I will remind you how to complete the task that will be given to you for practical work (I show the card) and (slides 10-12)

Cards vary in difficulty - the easiest ones, if successfully completed, are rated “4” and the most difficult ones will be rated “5”

There are 4 tasks in the card

Plan - diagram on the board (slide 13)

Draw dimension lines.

Show the section correctly (apply shading).

Correctly show the number of parts in the drawing using shelves - callouts and correctly place item numbers.

Repeat task (to understand the work being done)

And here are the cards with the completed task.

5) Practical work of students.

6) Checking and collecting cards, self-test.

THANK YOU FOR YOUR WORK! (Slide 14)

Literature: Textbook A.D. Botvinnikov, V.N. Vinogradov, I.S. Vyshnepolsky *AST*Astrel* Moscow*2009

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"Reading assembly drawings"

MBOU "Tagninskaya secondary school"

Zalarinsky district

Irkutsk region

Teacher of drawing and technology

Tretyakova Elena Nikolaevna

Drawing lesson in 9th grade Topic: Practical work No. 18 “Reading assembly drawings”

Goals and objectives of the lesson:
To develop knowledge about the purpose and design of assembly drawings.
Learn to compare and read working and assembly drawings, read specifications.
Develop spatial thinking and memory as a condition for preparing for work and creative activity.
To cultivate the desire to conscientiously and rationally carry out educational tasks, to develop cognitive interest and logical thinking.
Introduce the most important rules, designations used in technical drawing, and their meaning in modern science and production.
Contribute to the development of students' work culture and skills proper organization workplace, rational methods of working with drawing tools, accuracy and precision in work.

Color each detail with your own color.
Apply dimension lines
Show the section correctly (apply shading)
Correctly show the number of parts in the drawing using shelves - callouts and correctly place item numbers