SHOP SKETCHING
SHOP SKETCHING
A COURSE OF PROBLEMS FOR
MECHANICAL DRAWING STUDENTS
By RALPH F. WINDOES
Supervisor of Manual Arts, Rock Island, 111. Author of "Architectural Drawing for Secondary
Schools," "Cedar Chests: How to Make Them," "Stories of the Industries," etc.
THE BRUCE PUBLISHING COMPANY
MILWAUKEE, WIS.
Copyright 1919, by
The Bruce Publishing Company
CONTENTS
Page
Preface 5
General Statement - 7
Problems in Sketching -
The Perspective Protractor - 26
The Circle in Perspective 30
Sketching on Cross Section Paper - - 54
Supplementary Problems 56
416030
PREFACE
THE ability to rapidly make freehand sketches,
either in perspective or orthographic, is one
of the essential accomplishments of all good
draftsmen. By this means they may interpret to
persons not informed how to read working drawings.
With this ability draftsmen are able to rapidly sketch
some detail of a machine or a broken part too largo
to carry to the drafting room, where a working draw-
ing can be made from the sketch. A study of sketch-
ing is one of the quickest means of learning how to
read working drawings, as it does not involve tho
ability to use the drafting instruments skillfully.
These are only a few of the many advantages that
are well known and appreciated by teachers — ad-
vantages that have given shop sketching an important
place in every mechanical drawing course.
This text presents a carefully arranged and
thoroughly tested course of problems in shop sketch-
ing which will leave with the average student com-
pleting it the ability to make sketches from objects;
perspective sketches from working drawings; and the
ability to accurately read working drawings. It
should be given in the last half of the first year's
work, or in the second year. Since so many students
drop out of school after the first year, the latter part
of that year is recommended for this work, as
nothing can be given that has the practical ad-
vantages of shop sketching.
As much theory as possible has been omitted
from this course. Technicalities concerning perspec-
tive have been carefully explained, simplified, or left
to a more advanced course. The one aim has been
to impart to the student the knowledge and practice
necessary to rapidly make clear and accurate free-
hand shop sketches.
The work as arranged can be covered in one half
year of five months when the students work forty-
five minutes each day of the school week. This should
take the average through plate twenty. Other plates
have been added to supplement this work, lengthen
the course, or to provide work for the more apt stu-
dents. These more advanced plates will be of help
where the course is used in normal and technical
RALPH P. WINDOES.
General Statement
SHOP SKETCHING. The practical value of free-
hand sketching can not be overestimated. It is not
too much to say that nothing that can be given in an
elementary mechanical drawing course is of more
importance to the man who expects to advance in the
profession, and the student just beginning his draft-
ing course will do well to bear this fact in mind.
Tracers and detailers — mere routine men — may
be proficient without the ability to make good, clear,
and accurate freehand sketches, but the engineer and
the designer must have this ability. The inventor
whose time is too valuable to spend in mechanical
execution at the drafting board must be able to ma-
terialize his thoughts by the means of freehand
sketches, which will later be passed on to the drafts-
men to execute.
DEFINITIONS. Shop sketches may be of various
kinds — as many kinds as there are modes of technical
expression, though they are usually in one of two
methods — orthographic or working sketches, and
perspective sketches. Any one of the axonometxic
projections can be utilized — especially isometric — or
cabinet projection may be used. As a general rule,
sketches from objects which are to be later drawn up
to scale in the regular manner will be made in ortho-
graphic. Inventive sketches in either orthographic
Figure 1
SHOP SKETCHING
or perspective, and sketches that are used to explain
working drawings to the uninitiated, in perspective.
The camera, when properly focused, shows an ob-
ject in true perspective. Figure 1 illustrates a library
table from a photograph, Figure 2 is a perspective of
the same table, and Figure 3 is its orthographic pro-
jection. The close resemblance between the photo-
graph and the perspective is very apparent, while the
orthographic gives the exact appearance of the top,
front, and side views as if each were viewed alone and
the others could not be seen. Hence each view in
the orthographic shows but two dimensions, while the
perspective and photograph show three. This will
make it apparent that at least two views are neces-
sary in orthographic projection to properly show all
three dimensions of length, breadth, and thickness.
To the student who has made a study of orthographic
projection these statements will come as a review.
As stated before, all of the problems in this course
will be made as freehand orthographic or perspective
sketches.
Figure 2
DRAWING MATERIALS KEQUIRED. A 2 H pencil,
a 4 H pencil, a pencil eraser, paper, drawing board,
and thumb tacks are all the materials needed for the
drawing work. The paper should have a rather hard
surface as the rough surface of the ordinary drawing
paper soils too rapidly. The plates are to be made on
sheets measuring ll"x 15", which can be cut with-
out waste from the standard size of 22"x 30".
The pencils should be sharpened to long, conical
points.
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Figure 4
GENERAL STATEMENT
11
MEASURING TOOLS. A two-foot rule and a pair
of calipers will be all the measuring tools actually
needed for this course, but some additional tools will
be of great help, especially when taking measurements
of large or complicated machines and parts. These
tools are all illustrated in Figure 4 and consist of,
in addition to the two-foot rule and calipers, a 12"
steel rule or straight edge, plum bob, combination
square, and surface gauge.
How TO SKETCH. All work on the drawing board
should be done freehand. The T-square and tri-
angles may be used in laying out the trimming edge
of the plates, but for no other purpose.
The vertical lines should be sketched as illustrated
in Figure 5. The fingers grasping the pencil as in
writing, control the movement entirely. The side
of the hand rests upon the board, also the forearm.
The lines are sketched downward, each one about one
inch long, where longer lines are desired, and con-
nected so as not to overlap. Vertical sketching is a
finger movement.
Figure 5
12
SHOP SKETCHING
Horizontal lines are sketched as Figure 6 illus-
trates. In this case the third and fourth fingers rest
upon the board, as does the forearm. The lines are
sketched from left to right, hinging at the wrist.
This permits of drawing lines of about one inch and
connecting them without laps for longer lines. Re-
member, horizontal lines are drawn with a wrist
movement, while vertical lines are drawn with a
finger movement. Study the illustrations carefully
and impress these methods strongly in mind.
References:
Crawshaw and Phillips — "Mechanical Drawing foi
Secondary Schools."
Phillips and Orth — "Mechanical Drawing."
French — "Engineering Drawing."
Figure <>
Problems in Sketching
Plate Layout
PLATE LAYOUT. Tack the paper on the draw- Sketch the border lines in with the 4 H pencil,
ing board near the upper left hand corner. Lay out estimating 1" in from the left hand trimming line,
the trimming edges of the plate, 10"x Uy2", exact, and y2" in from the others. Sketch these lines as
using the T-square and triangles to pencil in these nearly vertical and horizontal as possible. Thia
lines. Now put these tools away as all the rest of much will be done on every plate of the course, and
the work will be freehand. is termed the plate layout.
Plate 1
To draw the first plate, proceed as follows : horizon intersects it at the level of the eye of the
1. Draw the horizon line 2%" dowi1 from the person who is viewino &e perspective drawn.
upper border line, using the 4 II pencil for all of 4. Estimate 1" down from A to B and sketch
this construction work, and estimating all dimensions. the horizontal line through this latter point.
2. Mark points in on this line for the right and 5. Connect A and B with the vanishing points,
left vanishing points %" from the vertical border being very sure that the angle of inclination on both
lines. sides of AB is the same.
3. Draw a vertical line through the center, and 6. This much of the work has been almost me-
establish point A 1%" down from the horizon on thia chanical ; now the student must estimate the distance
line. between the vanishing lines that will give him the
Note carefully that the two vanishing points are appearance of faces of a cube, and draw these vertical
on the horizon and the vertical line through the lines. Although the front edge AB of a 1" cube is
14
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16
SHOP SKETCHING
1", none of the remaining edges will measure true,
since the faces are "foreshortened" as they approach
the vanishing points.
7. When these lines have been drawn, connect
their upper ends with the vanishing points, as il-
lustrated, which will enclose the remaining faces of
the cube.
8. If the cube appears as a true perspective, go
over its outlines with the 2 H pencil, causing them to
stand out from the construction lines. Repeat with
the border lines.
9. Complete the plate by putting in the lettering
as indicated on the copy, omitting the "instructions"
and the dimensions in the circles.
You have now drawn your measuring cube, the
basis for all future dimensions in perspective. Re-
member the following points :
a. Only the front edge is in its true length.
b. The other lines do not actually measure 1",
but they give that appearance.
Figure 7
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Plate 1
18
SHOP SKETCHING
c. This is due to the "foreshortening" of lines
as they approach the vanishing points.
d. The level of the eye as you are observing the
cube is above the object, hence you see the upper
surface. If the level of the eye is below the object,
you see the lower surface. If the level of the eye is
neither above nor below, you see neither the upper
nor the lower surfaces as Figure 7 illustrates.
e. In this particular kind of perspective which is
known as 45 degree perspective, the angles of inclina-
tion of similar lines are the same.
Plate 2
1. LAY out this plate as you did Plate 1.
2. Locate point A 5" in from the right hand
vertical border line and 2y2" down from the horizon.
At this point sketch your measuring cube. The lines
to the VPR are estimated the same as those to the
VPL which is located on the drawing.
Your problem is to sketch a pile of 108 one -inch
cubes, 36 in a layer, three layers high.
3. Draw two cubes directly below your measur-
ing cube, remembering that the front edges are in
their true length.
4. Connect the edges with VPL.
5. Between the upper converging lines, estimate
the faces of six cubes. These will get smaller as they
approach the vanishing point.
6. If they appear as cubes, drop vertical lines
through the other converging lines.
7. Estimate the angles of inclination toward the
right, and repeat.
8. Complete the construction by drawing the
lines toward the vanishing points that will give the
upper faces of the cubes.
Plate 2
20
SHOP SKETCHING
9. Go over the outlines of the cubes with the
2 H pencil. Omit the "instructions" and the dimen-
sions in the circles.
In this problem you have learned how to secure
the measurements in perspective for any object, ex-
amples of which will follow.
Plate 3
THIS plate represents both an orthographic and
a perspective sketch of a small block grooved through
the center. It is to be copied freehand, observing the
"instructions" on the copy.
1. Lay out the plate as before.
2. Sketch the orthographic, using the 4 H pencil
for all of the preliminary work.
3. At point A, draw a measuring cube, and to
the right and left of it draw two similar cubes, repre-
senting a surface l"x 3"x 3".
4. As the block is 2" high, estimate another inch
down from the measuring cube, thus forming your
enclosing solid for a block 2"x 3"x 3".
5. Complete the construction of the perspective
by drawing the groove through the center, as shown.
6. Go over the outlines of both the orthographic
and the perspective with the 2 H pencil, leaving the
dimensions on the orthographic light lines.
7. Draw a horizontal through the object for a
table line. This will be done on all future perspec-
tive drawings.
In this example no vanishing points are to be
located, the lines appearing to meet at some dis-
tance off the drawing board. Remember that this ia
45 degree perspective and the angles of inclination
are the same on both sides of the vertical center.
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22
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Plate 4
THIS plate involves new work in the form of an
incompleted orthographic which is to be completed by
the student, and lines in perspective other than
vertical or horizontal.
1. Lay out the plate.
2. Sketch the orthographic as indicated, com-
pleting it where lines are omitted.
3. Draw the "enclosing solid" as a 3" cube.
4. Since the upper edge of the prism comes
exactly in the center, estimate 1J4" over from A
and connect this point with the bottom edges by the
means of slant lines.
5. Complete the plate as previously instructed.
Note that the distance toward the front edge is
greater than the same distance toward the far side,
since the lines are foreshortened as they approach
the vanishing points.
This method may be used to locate any slant lines
in perspective. Simply draw verticals and hori-
zontals around the slant lines, and estimate the dis-
tances on the verticals and horizontals.
The half-inch dimension of the lower edge of the
prism must' be estimated on the front vertical edge
of the enclosing solid and carried back to the point
where needed. All horizontal measurements are
estimated on this edge since here they are in their
true length.
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Plate 4
24
SHOP SKETCHING
Plate 5
THE new work on this plate involves invisible
edges.
1. Lay out the plate.
2. Sketch the orthographic, completing it where
lines have been omitted on the copy.
3. Draw the enclosing solid representing a block
21/2/'x 4"x 4". Figure 8 illustrates the constructive
lay-out.
4. Sketch the slant lines as you did on the last
plate, and complete the left hand and upper surfaces.
5. Copy the invisible edges, noting that they
follow the same principles as visible edges.
6. Complete the plate as before.
Invisible edges are seldom used in perspective,
since the idea, as with the camera, is to show an
Figure 8
object as it would appear to a spectator. They have
been included in this plate as a matter of practice.
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26
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Plate 6
MAKE a working drawing and a perspective from
some small straight line, square object assigned by the
teacher.
This may be a model joint, a geometrical solid, a
block of some kind made for the purpose, or a small
piece of furniture such as a footstool or taboret.
Figure 9 gives suggestions as to type.
In drawing the orthographic, sketch the views
without taking any measurements. Estimate the
measurements and draw the object as near to scale
as possible. When the views are finished, put in the
dimension lines, then the dimensions, which will be
•measured on the object with the rule.
Figure 9
The Perspective Protractor
OUR previous examples have all been in 45 de-
gree perspective, that is, the angles of inclination of
similar lines have been the same; hence the vanishing
points have been the same distance each side of the
vertical touching the horizon at the level of the eye.
It is apparent that if the object is of irregular
shape, much longer than it is wide or high, the 45
degree perspective will not balance up well on the
PROBLEMS IN SKETCHING
27
drawing. Hence we will construct a protractor that
will be of help in solving problems involving irregu-
lar dimensions.
Figure 10 illustrates the "perspective protractor."
It is constructed as follows, using the regular draw-
ing instruments:
On a piece of heavy drawing paper or Bristol
board, draw the vertical and horizontal center lines.
With their intersection as center, draw two circles,
one 1" in diameter, and the other 3" in diameter.
Divide the larger circle into 24 equal parts, and, by
the means of radials, divide the smaller likewise.
From the divisions on the smaller circle draw hori-
zontal lines to the right and left. From the same
divisions on the larger circle draw verticals intersect-
ing these horizontals. The intersection of these lines,
as shown in the lower half of the construction, will
locate points on the curve of the ellipse. The upper
half is drawn in the same manner. Use the irregu-
lar curve to obtain an accurate figure.
Erase all construction lines within the ellipse,
and connect radials to the points located on its
curve, as in the upper half of the construction.
Number these points in degrees — starting at the
left hand end of the horizontal center line — 15°,
Figure 10
28
SHOP SKETCHING
30°, 45°, etc. With a sharp knife or scissors trim
the ellipse carefully.
Figure 11 shows the protractor in use in the
drawing of a measuring cube. In this case the left
hand edge makes an angle of 30 degrees with the
horizontal, hence the right hand must be at 120
degrees since the corner of the cube is a right angle.
If the left hand edge had been at 15 degrees, the
right hand would have been at 105 degrees, etc.
When the object is square on the front corner, there
must be 90 degrees between the two faces represent-
ing that corner in perspective.
Figure 11
Plate 7
THIS plate involves the use of the perspective
protractor.
It is largely a copy plate, but, as far as possible,
each student should be assigned a different angle for
the perspective,
Place the working drawing nearer the center as
your plate will not contain the "instructions."
The sketching of the perspective is like the previ-
ous work with the exception of the different angles.
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30
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Note that when the angles of inclination are not
the same, the vanishing points will be at different
distances from the front corner of the object.
Plate 8
THIS plate requires no orthographic. The prob-
lem is to make a perspective from the working sketch
given. The long axis is to slope toward the left at 30
degrees on the perspective protractor.
Figure 12 is from a photograph of this joint,
which will be of some assistance in sketching the
perspective.
Figure 13
The Circle in Perspective
of the previous plates have contained cir-
cles or arcs of circles. This feature of the work will
now be considered.
All perspective circles are in the form of the
ellipse. Figure 13 shows how they are formed on the
Figure 12
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32
SHOP SKETCHING
surfaces of a cube. Note carefully that the circles are
tangent to the sides of the square faces where the
center lines of the squares touch the outlines. This
is apparent when the orthographic circle is considered,
since the circle is tangent to the square at the same
points, Figure 14. Hence, in order to draw circles in
perspective, enclose the circles in the orthographic
with squares, draw the squares on the perspective with
their center lines, and sketch in the perspective circles
tangent at these four points. Arcs are treated in the
Bame manner, though in this case it is only part of
the circle desired. After a little practice in this
longer method, the student will be able to sketch in
perspective circles and arcs without the aid of the
squares.
Figure 14
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Plate 9
34 SHOPSKETCHING
Plate 9
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THIS plate gives practice in the drawing of cir- sketched if the far side face of the cube is put in and
cles and arcs in perspective. It represents three the curve made as directed before. The slight differ-
cylinders, two in the horizontal position, and one in ence ig caused by the foreshortening,
the vertical. The instructions are given on the plate.
In the horizontal position, the far side curve is Erase all construction cubes on the finished plate,
not quite parallel with the front, but it is easily leaving the three cylinders with the table line.
Plate 10
THIS plate is an application of the principles holes are sometimes indicated with a note, which
previously learned, the object being a small machine gives the size as well as the method of making them —
part. The two view orthographic and the perspective "drill," "bore," etc.
are both required. Notice that in a working sketch, The student is to copy this plate.
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Plate 10
36
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Plate 11
THIS plate is a further application of the prin-
ciples stated. Here more curved surfaces are given.
Note that on a perspective, curves that are not sharp,
such as filleted corners on a casting, can only be in-
dicated with short, curved lines. The photograph.
Figure 15, will he of help when drawing the perspec-
tive.
Figure 15
Plate 11
38
SHOP SKETCHING
Plate 12
THIS plate requires the completion of the top
view in the orthographic, and a perspective sketch.
Figure 16 will be of help in the making of this
perspective.
Run the long axis to the left at an angle of 30°
on the perspective protractor, since the eccentric is
much longer than it is wide.
Figure 16
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Plate 12
40
SHOP SKETCHING
Plate 13
PLATE 13 is a dimensioned perspective of a buffet,
from which a two view working sketch is required.
This sketch must be dimensioned completely, and in-
side construction must be indicated. The student's
knowledge of furniture construction will be of help
in this; also working drawings of similar types will
make good references.
Dimensioned perspectives are not as practical as
working sketches, as they usually consume more time
in the making, and it is more difficult to show inside
construction with them. But, for small, simple pieces
such as washers, bolts, nuts, etc., from which work-
ing drawings will be made later, they are sometimes
used. And again, they are used occasionally when
explaining what is meant by a working drawing to
a craftsman who cannot read one.
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Plate 13
42
SHOP SKETCHING
Plate 14
THIS problem requires the sketching of a perspec-
tive from the working sketch and the photograph,
Figure 17. Make the sketch large enough to balance
the plate well, as it will occupy the plate alone — the
orthographic not being required.
Put the dimensions on the perspective.
Figure 17
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Plate 15
THIS problem is similar to the last — a dimen-
sioned perspective alone being required.
Note that in the side view, a full section is given
on the plate. This is often done in working draw-
ings since the inside construction can be more clearly
shown.
A section is an imaginary drawing. In this ex-
ample, we have imagined that we have cut the piston
on a center line through the two wrist pin bearings.
We have then removed the front portion and drawn
the remainder of the object. Where we have im-
agined the saw to have cut the metal, we have drawn
light 45 degree lines, known as "section lines."
On future sketching plates from objects show sec-
tions if it will make the interior construction any
clearer.
Figure 18
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Plate 15
46
SHOP SKETCHING
Plate 16
MAKE an orthographic and a perspective sketch
of some small object selected by the teacher. Type
suggestions are given in Figure 19. Place dimen-
sions on the orthographic.
When sketching from objects, take no measure-
ments until the views are sketched in. Estimate your
proportions to scale as nearly as practical. That is,
if you are sketching as nearly full size as possible,
try to make your sketches show it in every view and
every part. If the object is about 5" long, make it
as near 5" as you can estimate, but have the length
the same on both the top and front views. Have the
width about the same on the top and side views. Have
the height about the same on the front and side
views.
If you are reducing the object in size on the
sketch, show this reduction evenly all the way through.
"When the sketches have been completed — no
measurements having been taken — put in the di-
mension and extension lines. Put on the arrow
heads, and then measure up the object. As each
measurement is taken, put it down in its proper
dimension line.
When all have been completed, check it over to see
if any dimensions have been omitted. Are the three
dimensions given for every piece and every part?
Are the sizes and centers of holes carefully located,
etc.?
Remember that in actual practice if a working
drawing is being made from a sketch, the drafts-
man must not take the time to go back to the object
and measure it for missing dimensions. Every di-
mension and every detail must be shown in the
sketch.
PROBLEMS IN SKETCHING
47
Figure 19
48 SHOPSKETCHING
Plate 17
FIGURE 20 illustrates the body of a hanger and the front and side views, put on dimension lines, place
it is required to make a working sketch from this the dimensions that are given, and estimate the
figure. A few dimensions are given — just enough to others. This will give excellent practice in proper-
secure correct proportions. The problem is to sketch tion and balance. Check your dimensions carefully.
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50
SHOP SKETCHING
Plate 18
MAKE a perspective sketch from a piece of furni-
ture, but do not dimension it. The cabinet shop
projects can be used as models, or the tables, benches,
stools, cases, desks, chairs, etc., in the drawing room
can be utilized. Each student should be assigned a
different project as far as possible. Finish these
perspectives carefully, using the 2 H pencil sharpened
to a long point for the finished pencilling stage.
A small amount of shading and graining can bu
added to this drawing if desired, but do not spoil
the effect with too much. Figure 21 is a good sug-
gestion.
PROBLEMS IN SKETCHING
51
Plate 19
FROM a rather small, complicated object such
as a valve, carburetor, etc., make a set of detailed
orthographic sketches, and an assembly sketch. This
may require more than one sheet. If so, number
them Plates 19-A, 19-B, 19-C, etc.
This problem is no more difficult than a single
object sketch, it simply requires more sketches. Each
part should be drawn up as a single object, but the
Figure 22
52
SHOP SKETCHING
dimensions should be so carefully taken that the de-
tailed parts will go together in the assembly with-
out a conflict.
Plate 20
THIS final plate of the sketching course is to be
drawn up from some machine — a lathe, Figure 23,
for example — a gas engine, or any large machine.
The character of the work on this plate will be
determined by the amount of time left to devote to it.
Considering the lathe as an example, one student
might detail the headstock, another the tailstock,
another the tool rest, a fourth the befl, etc., thus com-
pleting a set of sketches of a large machine. Or,
if time permits, one student could do this alone,
other students working on other machines.
If the instructor desires any more perspective
sketches, these machines might serve as models for
this advanced perspective sketching.
Figure 22 illustrates a few of the objects suggest-
ed for this work.
Sketching on Cross-Section Paper
54 SHOPSKETCHING
Sketching on Cross-Section Paper
SOME draftsmen prefer to make their sketches on ments from the object as the views are drawn if the
cross section paper. Figure 24 illustrates such a correct scale is to be maintained,
sketch. This practice has a number of advantages In this course it is recommended that a few of
over the plain paper sketch, especially if the paper the orthographic sketches be made on cross section
used is ruled off in inches and subdivided into paper in order to familiarize the students with this
eights. The vertical and horizontal lines can be procedure.
eights of an inch. The vertical and horizontal lines Another ruled paper that might be of help is the
can be used to guide the pencil in drawing straight isometric paper now on the market. By its use
lines, and the divisions make it easy to sketch to scale. isometrics can be sketched in place of perspectives,
The main difference between this method and the but this is not to be recommended if the ability to
other is that it becomes necessary to take measure- make rapid perspectives is to be acquired.
Figure 24
56 SHOPSKETCHING
Supplementary Problems
THE following plates have been added to sup- longer courses such as might be given in trade or
plement the course. They may be used in a number normal schools ; or they may be used to make
of ways. They may serve as additional plates for the regular mechanical machine drawings for the ma-
more apt students to work upon while the slower are rhine drawing courses,
catching up; they may serve as regular plates in
Supplementary Plate 1
This plate represents a test plate to follow regu- be given concerning it, and students should not bo
lar plate 6. It contains less instructive material than allowed to visit with each other nor look at each
the plates preceding, hence the students must use other's work while solving it.
more initiative to work it out. No instruction should
GROOVED BLOCK
INSTRUCTIONS
iPL. E: TK THE TOP
PKC. Tl VE /A/
•t—f 2.
_JL..
Supplementary Plate 1
SHOP SKETCHING
Supplementary Plate 2
This plate represents two small machine parts in sketch and a copy of the perspective can be required
dimensioned perspective. Its use may be restricted Of each piece,
to the drawing of working sketches, or a working
SQILL-
T Bi. QCK
T
I
Supplementary Plate 2
60 ^ ;;:-.;' SHOP SKETCHING
Supplementary Plate 3
A working sketch of a special wrench is illus- pulleys, and is sometimes drawn on the object itself
trated on this plate. One feature is a revolved sec- rather than to the side as illustrated,
tion — a section at right angles to the center line at
any chosen point to show the shape of the object at The Problem in sketching is to make a perspec-
that point. A revolved section is often used to il- tive from this workinS sketch> or to make a similar
lustrate the shape of the spokes in fly-wheels and sketch from a wrench furnished by the teacher.
SPECIAL WRENCH
It
~H- — — Jr~
-a-"
t±
Supplementary Plate 3
62 SHOP SKETCHING
Supplementary Plate 4
Plate 4 illustrates two working sketches, one of a it being imagined that a part of the object has been
clamp handle such as is sometimes used to tighten broken away in order to show the threads. This is
the tail stock of a wood lathe, and the other an S called a "partial section."
wrench. j^ jg SUggested that perspectives be required of
The clamp handle shows screw threads in section, these objects.
VRENCH
CLflMP HANDLE.
Supplementary Plate 4
64 /«\t .''tt'TV *t *•.«,«••'•«'* SHOP SKETCHING
Supplementary Plate 5
Many good problems in sketching can be secured sketches can be made from these perspectives, or
in the wood shop. The footstool and taboret are similar sketches can be made from the working draw-
very familiar objects to most students. Working ings which the cabinet shop will have in abundance.
TfSBOf-lET
FOOTS TOOL.
Supplementary Plate 5
66 SHOPSKETCHING
Supplementary Plate 6
The working sketch of a tumbling shaft bracket piace. An oil hole through both the bearing and the
is a good example of a simple bearing. Notice that bushing allow lubrication for the shaft which moves
on the front view two full circles are represented, back and forth in the bearing,
the large one being the hole bored out in the body
of the bracket, and the small one the inside bearing A Perspective from this working sketch is the
suiface of the bushing which is driven or pressed in rc1uired Problem in tnis case'
TUW&UNG SH/1FT BHtfCKCT
•••
1
"1
T'-f
! i
: i
' !
r;
j__^
s
!
i !
!
3i-
Supplementary Plate 6
68 SHOPSKETCHING
Supplementary Plate 7
This dimensioned perspective shows a valve yoke of it. Notice the manner of showing the curved
such as is used on most types of locomotives. A edges in perspective,
working sketch, completely dimensioned, is required
l/W/.l/g YOKE
WROUGHT IRON
Supplementary Plate 7
70 eVec SC'S Vc c ' SHOP SKETCHING
Supplementary Plate 8
This bearing shows two views in full section. such as the cylinder block of a gas engine, may re-
When it is necessary, any number of sections can be quiie at least a dozen sections, taken through various
used to illustrate, clearly, the internal construction parts of the body.
of a piece. A large object with many holes inside, A perspective should be made of this project.
CAR
E/4RING FOR u & REEB- C&B3
HOL£
ON
:vr
*
I -i*
ntt.j
(O
^Sj
Hth
Supplementary Plate 8
72 JAt U'' V*' v' ' itt'tS' SHOP SKETCHING
Supplementary Plate 9
It will be very good practice for the student to copy the top view and draw full sections in place of
trace out the meaning of the various dotted lines on the front and side views as they are here given,
this working sketch. As his problem, and to test his A perspective from this working drawing will
ability to read working drawings, the student should also prove of value to the student.
~i
Hz— i
'16 T ^l6
~~1
rq
f —
-0
f '"I
LOH^A? COPNER POST
1
j
3 HOE FOR <--?O FOOT -3O
(
TON PtF'P/QfT
Rfl 1 OR
)'
i
—
^ 3 —
*
Q^
I
1
-* 1 J-*5'
1
•J
i
<o
<T
$
0
2
)
1
— 1~
N
if
9
-n
~"*> :
• f
1 Ln-i ? j T
;£*% t"
f
•h
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Jgg
^t^--
-i- «ii
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...-»{:
k^i*;
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w ' .
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)T?-t£-&
I
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16
Supplementary Plate 9
74 SHOPSKETCHING
Supplementary Plate 10
If a perspective of this bracket is drawn, notice on each side of the center line are the same. There
that there are two bearings, the one to the left being is always one dimension which covers the entire
the same distance from the center line that the one length of the finished piece. The dimension 32 1/2"
to the right is drawn. This is often done in work- represents it here, and there is no arrow head on its
ing drawings when the object is long, and the parts left hand end.
/v?O TiON QOD K
ran /•„ BOL.TS
r
i-
1r
6 —
— 3
.5 .
i
T
v
VV/?0_r IRON
022^
-/ '
/
/
-a; — f
Supplementary Plate 10
76 SHOP SKETCHING
Supplementary Plate 11
The last three plates represent projects of interest The ability to make such sketches will be appreciated
to agricultural and architectural students. by the farmer who very often is called upon to ex-
In the first the perspective of a watering trough plain some part of his farm equipment to another
is given. The principal dimensions are attached. person who is to build it for him.
CONCRETE WATERING
Supplementary Plate 11
78 SHOPSKETCHING
Supplementary Plate 12
The perspective of an ordinary window frame is head, stile, and sill, dimensioning the parts in the
shown en this plate. regular manner.
The student should draw sections through the
WINDOW
IN
Supplementary Plate 12
80 SHOP SKETCHING
Supplementary Plate 13
The problem presented on this plate is an inter- wishes to duplicate on his farm, it will be a very use-
esting one to the student of agriculture. After solv- fuj procedure for the student to measure up and
ing it and putting on its principal dimensions, he sketch the hog pen in such shape that the building
sh-uld have acquired the ability to make working can be built from his sketches without the need of
sketches of simple structures of this type. If a further reference to the existing building,
neighbor owns a hog pen which the student's father
CHICKEN HOUSE
~' ~ '
INSTRUCTIONS
£i l-aONT flfiJO f} 3 1 'PC i/ff.W
OF THIS CH/CK£".*i ^OU3£. Afo O/M-
r
Supplementary Plate 13
INDEX
Page
Angle of Inclination 14
Hoard 8
Calipers 11
Circle in Perspective 30
Contents 3
Cross-Section Paper 54
Definitions 7
Drawing Materials 8
Enclosing Solid 20
Erasers 8
Foreshortening 16
Forty-five degree Perspective 18
Horizon Line 14
Horizontal Sketching 12
How to Sketch 11
Index 83
Inventive Sketches 7
Measuring Tools 11
Paper 8
Pencils 8
Perspective Protractor 26
Plate Layout 14
Plate 1 14
Plate 2 18
Plate 3 20
Plate 4 22
Plate 5 24
Plate 6 26
Plate 7 28
Plate 8 30
Plate 9 34
Plate 10 34
Plate 11 36
Plate 12 : 38
Page
Plate 13 40
Plate 14 42
Plate 15 44
Plate 1<3 46
Plate 17 48
Plate 18 50
Plate 19 51
Plate 20 52
Plumb Bob 11
Preface 5
References . . . '. 12
Rule 11
Section 44
Shop Sketching 7
Supplementary Plate 1 56
Supplementary Plate 2 58
Supplementary Plate 3 60
Supplementary Plate 4 62
Supplementary Plate 5 64
Supplementary Plate 6 66
Supplementary Plate 7 6S
Supplementary Plate 8 70
Supplementary Plate 9 72
Supplementary Plate 10 74
Supplementary Plate 11 76
Supplementary Plate 12 78
Supplementary Plate 13 80
Square 11
Surface Gauge 11
Table Line 20
Test Plate 56
Vanishing Points 14
Vertical Sketching 11
Working Sketches 7
f
YC 19717
4 ! 6030
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