LESSON PLAN FOR WEEK THREE - SEVEN (3-7) ENDING 20th OCTOBER 2023

DATE: 18th September – 20th October 2023

CLASS: SS. 2 Science
SUBJECT: Technical Drawing
TOPIC: Surface Development
SUBTOPICS:
i. Introduction to surface Development
ii. Describe various solid figures such as cone, prism, pyramids
and cylinder Construct a complete figure from truncated
cone, prisms, pyramids and cylinders - construct a complete
figure from truncated cone, prism,pyramids and cylinders.
iii. Construct the intersections of two cylinders of equal and
unequal diameter - Construct the intersection of cylinder
intersecting a cone - Construct the intersection of two prisms
of different diameter - Construct the intersection of two
pyramids - Identify plumbing materials such as tee-joint as
examples of interesting solid - Develop frustums of various
solids using pipes.
iv. Construct the intersections of two cylinders of equal and
unequal diameter - Construct the intersection of cylinder
intersecting a cone - Construct the intersection of two
prisms of different diameter - Construct the intersection of
two pyramids - Identify plumbing materials such as tee-joint
as examples of interesting solid - Develop frustums of
various solids using pipes.
v. Surface Development (Intersection of Solids): - Two prisms
of different diameter - Two pyramids - A cylinder and a
prism.

PERIODS: 21
DURATION: 840 minutes

REFERENCE BOOKS: Technical Drawing for Senior School and College by osuji and Akano.

INSTRUCTIONAL MATERIALS: (i) Technical Drawing drawing materials

OBJECTIVES: At the end of the lessons, students should be able to:

1. Understand the concept surface Development.
2. Solve different development problems.

KEY VOCABULARIES: Frustum, truncated cone.

PREVIOUS KNOWLEDGE: Students should know about the different types of loci, their construction
and applications.

CONTENT:

INTRODUCTION:

There are three basic ways to shape materials: removing pieces from a solid lump, casting or molding appropriate
materials, or bending sheet material.
If the sheet material is used, it needs to be shaped beforehand so that it matches the desired size and shape after
bending. When designing a component from sheet material, the designer needs to visualize and draw the final 3D
component, as well as calculate and draw its shape when laid out on a 2D sheet.
This process of unfolding the 3D solid is called "development."
Most engineering components have shapes that are either whole or parts of prisms, pyramids, cylinders, or cones.

Cylinders
If you painted the curved surface of a cylinder and, while the paint was wet, placed the cylinder on a flat surface and
then rolled it once, the pattern that the paint left on the flat surface would be the development of the curved surface of
the cylinder. Figure 14.6 shows the shape that would evolve if the cylinder was cut obliquely at one end. The length of
the development would be πD, the circumference.
The oblique face has been divided into 12 equal parts and numbered. You can see where each number will touch the
flat surface as the cylinder is rolled.

Developing a cylinder with an oblique top.

A plan and elevation of the cylinder is drawn. The plan is divided into 12 equal sectors which are numbered. These
numbers are also marked on the elevation.
The circumference of the cylinder is calculated and is marked out alongside the elevation. This circumference πD is
divided into 12 equal parts and these parts are numbered 1 to 12 to correspond with the 12 equal sectors.
The height of the cylinder at sector 1 is projected across to the development and a line is drawn up from point 1 on the
development to meet the projector.
The height of the cylinder at sectors 2 and 12 is projected across to the development and lines are drawn up from points
2 and 12 on the development to meet the projector.
This process is repeated for all 12 points and the intersections are joined with a neat curve.

Developing a cylinder which is cut obliquely at both ends.

The method is identical to that used for the last example. However, the following points should be noted.
The projectors from the elevation that show the ‘heights’ of points 1 to 12 are pro- jected at 90° to the of the cylinder
being developed.
Only half a circle is necessary to divide the cylinder into 12 equal sectors and this must be projected so that the base of
the semi-circle is at 90° to the of the cylinder. To develop a cylinder that, in elevation, has a circular piece cut-out (Fig.
14.9).

The general method of developing a cylinder of this nature is similar to those shown above. The plan of the cylinder is
divided into 12 equal sectors and the location of the sectors that are within the circular cut-out are projected down to
the FE and across to the development.
There are some more points that must also be plotted. These are 3' , 5' , 9' and 11'. Their positions can be seen most
easily on the FE and they are projected up to the plan. The plan shows how far they are away from points 3, 5, 9 and 11
and these distances, a and b, can be transferred to the development. The exact positions of these points can then be
projected across from the FE to the development.
To develop an intersecting cylinder (Fig. 14.10).

Developing an intersecting cylinder.

The shape of the development is determined by the shape of the line of intersec- tion. Once this has been found, the
development is found using the same methods as in previous examples.
To develop both intersecting cylinders (Fig. 14.11).

Cones
Figure 14.17 shows how if a cone is tipped over and then rolled it will trace out its development. The development
forms a sector of a circle whose radius is equal to the slant height of the cone. The length of the arc of the sector is
equal to the circumference of the base of the cone.

If the base of the cone is divided into 12 equal sectors that are numbered from 1 to 12, the points where the numbers
touch the flat surface as the cone is rolled can be seen.

To develop the frustum of a cone.

The plan and elevation of the cone are shown in Fig. 14.18. The plan is divided into 12 equal sectors. The arc shown as
dimension A is 1 of the circumference of 12 the base of the cone.
With centre at the apex of the cone draw two arcs, one with a radius equal to the distance from the apex to the top of
the frustum (measured along the side of the cone) and the other equal to the slant height of the cone.
With dividers measure distance A and step this dimension around the larger arc 12 times. (This will not give an exact
measurement of the circumference at the base of the cone but it is a good approximation.)
To develop the frustum of a cone that has been cut obliquely.
Divide the plan into 12 equal sectors and number them from 1 to 12. Project these down to the FE and draw lines from
each number to the apex A. You can see where each of these lines crosses the oblique top of the frustum. Now draw the
basic development of the cone and number each sector from 1 to 12 and draw a line between each number and the
apex A.
The lines A1 and A7 on the FE are the true length of the slant height of the cone. In fact, all of the lines from A to each
number are equal in length but, on the FE, lines A2 to A6 and A8 to A12 are shorter than A1 and A7 because they are
sloping ‘inwards’ towards A. The true lengths from A to the oblique top of the frustum on these lines are found by
projecting horizontally across to the line A1. Here, the true length can be swung round with compasses to its respective
sector and the resulting series of points joined together with a neat curve.

This development, with one addition, is similar to the last example. Divide the plan into 12 sectors, number them and
project them up to the FE. Draw the basic development and mark and number the sectors on this development. The
points where the lines joining the apex to numbers 3, 4, 5, 9, 10 and 11 cross the hole are projected horizontally to the
side of the cone. They are then swung round to meet their respective sectors on the development.
There are four more points that need to be plotted. These are found by drawing tangents to the hole from the apex to
meet the base in 6' 8' and 2' 12' :Project these points down to the plan so that their distances from the nearest sector
line can be measured with dividers and transferred to the development. The point of tangency is then projected onto
the development from the FE in the usual way.
To develop an oblique cone (Fig. 14.21). (An oblique cone, unlike a right cone,
does not have its apex directly above the centre of its base.)
In the plan, Fig. 14.21, the base is divided into 12 equal sectors. These sectors are numbered and lines are drawn from
each sector to the apex A. The true length of each of these lines is found by swinging them round in the plan to 2' , 3' ,
etc., and projecting up to the FE to give the true lengths A1, A2' , A3' , etc.
With centre A, arcs are drawn with radii equal to these true lengths.
The distance R on the plan (approximately 1 circumference of the base circle) 12
is stepped from arc to arc, starting from point 7. The points are then joined together
with a neat curve.

Pyramids
Figure 14.12 shows how the development of a pyramid is found. If a pyramid is tipped over so that it lies on one of its
sides and is then rolled so that each of its sides touches in turn, the development is traced out. The development is
formed within a circle whose radius is equal to the true length of one of the corners of the pyramid.

To develop the sides of the frustum of a square pyramid (Fig. 14.13).

The true length of a corner of the pyramid can be seen in the FE. An arc is drawn, radius equal to this true length, centre
the apex of the pyramid. A second arc is drawn, radius equal to the distance from the apex of the cone to the beginning
of the frustum, centre the apex of the cone. The width of one side of the pyramid, measured at the base, is measured
on the plan and this is stepped round the larger arc four times.
To develop the sides of a hexagonal frustum if the top has been cut obliquely
The FE does not show the true length of a corner of the pyramid. Therefore, the true length, OL, is constructed and an
arc, radius OL and centre O, is drawn. The width of one side of the pyramid, measured at the base, is stepped around
the arc six times and the six sides of the pyramid are marked on the development.
The FE does not show the true length of a corner of the pyramid; equally it does not show the true distance from O to
any of the corners 1 to 6. However, if each of these corners is projected horizontally to the line OL (the true length of a
corner), these true distances will be seen. With compass centre at O, these distances are swung round to their
appropriate corners.
To develop a hexagonal pyramid that has been penetrated by a square prism

Prisms
Figure 14.1 shows how a square prism is unfolded and its development obtained. Note that where there are corners in
the undeveloped solid, these are shown as

dotted lines in the development.

Developing a hexagonal prism.
The height of each corner of the development is found by projecting directly from the orthographic view.
The shapes of the top and the bottom are found by projecting the true shapes of the oblique faces. The top has been
found by conventional means. The true shape is projected from the elevation and transferred to the development.
The true shape of the bottom of the prism has been drawn directly on the develop- ment without projecting the true
shape from the elevation. The corner between lines 2 and 3 has been produced until it meets the projectors from
corners 1 and 4. The produced line is then turned through 90° and the width, 2A, marked on.

PRESENTATIONS:
i. The teacher revise the previous topic
ii. The teacher introduced the new topic
iii. The teacher explain the topic
iv. The teacher gives notes to students
EVALUATION: Students are asked to:
i. Draw the development of different solid shapes

CONCLUSION: Students notes are checked, corrected, and marked.

ASSIGNMENT: Solve the development problem

REMARKS: The Lesson discuss about the development of different solid shapes.